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Article: Takeaways From a Perfect Library-Theatre Partnership

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Article: Takeaways From a Perfect Library-Theatre Partnership

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Baron, Melanie. "Takeaways From a Perfect Library-Theatre Partnership." School Library Journal. SLJ, 23 Mar. 2016. Web. 13 Feb. 2017.

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On October 8, 2005, 8,000 people of all ages waited in a line around a city block for a glimpse of ImaginOn: The Joe & Joan Martin Center on opening day. Media, including School Library Journal, covered the ribbon cutting with colorful photographs, vivid predictions, and headlines that challenged readers to "Imagine This!" Then, when the cameras went home, the partners behind ImaginOn were left to figure out how to make the bold promises a reality.

Ten years later, the unique collaboration that those partners-Charlotte Mecklenburg Library and Children's Theatre, both in Charlotte, NC- created still draws attention. The stunning, 102,000-square-foot facility consists of library spaces for children and teens, two state-of-the-art theaters, a multimedia production studio, classrooms, and interactive exhibit spaces. The mission? Bringing stories to life.

It was an incredible learning experience to be one of the first staff members shared by the two partners.

Solid foundation

The story of ImaginOn began in 1997, when then-library director Bob Cannon met with then-children's theatre director Bruce LaRowe to explore the idea of sharing a building for youth. A mission statement, plans for a new facility and successful bond vote followed. The founders formed a steering committee comprised of staff and board from each organization, and the partners quickly identified each other's complementary strengths. "At various points in our history, one organization naturally took the lead because it just made sense," recalls LaRowe. But decisions were always made by consensus.

Former library youth services director Melanie Huggins remembers that years before ImaginOn opened, the library and theatre co-presented author visits, plays, and art exhibitions. These early collaborations set the stage, literally as well as figuratively. ImaginOn's first library manager, Lois Kilkka, recalls, "Even while figuring out the implementation, we had a mission we could explain."

This collaborative spirit became the model for ImaginOn's first lease and operating agreement.

Early challenges

In the excitement of introducing ImaginOn, both the library and the children's theatre recognized a need to maintain their separate brands and visibility to potential funders as independent organizations. Communication around their different funding and service models was needed as well. The library is mostly publicly funded and offers services for free, while the theatre is an independent non-profit and charges for most programs. Our community had to understand the difference.

Other challenges were embedded in organizational operations. To make collaboration work, we all needed to adapt our work styles and expectations. Different planning timelines made some space-sharing procedures in the lease and operating agreement moot. Newly cohabitating employees mingled tentatively, learning the culture of their new colleagues' profession. No amount of planning could have predicted the adjustments required to do our jobs in a bigger space for larger crowds, while busloads of visitors expected more and more from the highly publicized ImaginOn. Our handful of shared staff responsible for the logistics of integration worked as quickly as possible to achieve a high level of service in positions for which we were creating a new model.

Looking back on ten years of operation, we can identify three turning points and lessons learned that may be helpful to others engaged in similar projects.

Turning point 1: Cutting out the middleman

The lease and operating agreement specified a shared "partnership and facilities manager," paid by both organizations, who would oversee four share staff members and coordinate all shared operational and programmatic initiatives. But this structure isolated the daily workings of the partnership from most of the staff, hampering integration efforts.

The shared manager position was eliminated, and the library manager and theatre executive director jointly assumed those responsibilities. Through daily, direct communication, ImaginOn's leadership set a tone for all staff and volunteers for the kind of rapport the partnership needed.

The shift was freeing, and staff cross-trained to streamline operations. Small and large integrations began to emerge. The theatre box office handled tickets for busy library programs. Librarians learned to operate sound and light settings. Relationships developed and cooperation expanded to program planning and delivery. The library's annual distribution of prom dresses for teens now included alterations by costumers. A Harry Potter party featured theatrical effects. Costumed actors dropped by during storytime. Booklists appeared in theatre programs. Shared staff played matchmakers, identifying and facilitating opportunities to work together.

Turning point 2: Learning from outside models

Visitors have always seen ImaginOn as one entity-but staff who worked for one organization weren't always prepared to represent the other to the public.

Program frequency was another issue. We had to provide more to do, with limited resources. Daily storytimes were filled to capacity. Rehearsals and production work made theatre tours impractical, leaving the theatre invisible to many. There wasn't enough funding to make theatre teaching artists regularly available free to the public. The computer-based central exhibit was technically challenging, and visitors were frustrated. We set an ambitious goal: every visitor would find a suitable activity within 30 minutes of arrival, every time they came.

The solutions came after we borrowed a children's museum approach.

Kilkka and LaRowe introduced a fundamental service philosophy at an all-staff meeting in 2008: Every visitor belongs to all of us. Any staff member would assist any visitor anywhere, anytime. A "welcome desk" in the lobby became a universal first stop and the site for solving general logistical problems. The desk was manned in shifts by all staff-a visible commitment to partnership by both organizations. Because of the welcome desk, everyone stayed informed of all activities and in touch with visitors. Efficient, knowledgeable, consistent customer service throughout the building became the norm.

Also, instead of planning unique programs as neighborhood library branches do, we adopted a schedule of recurring programming in thematically predictable "blocks," filled with a menu of repeating, drop-in programs throughout each day. This suited the visitation patterns of a destination library, and allowed staff the flexibility to adapt programs and incorporate special events. The theatre and library each allocated an annual budget for shared program expenses, such as materials and hourly personnel. We augmented, and ultimately replaced, the computer-based exhibit with self-directed activities and a regular schedule of traveling exhibitions.

We also brought stage sets and costume pieces into the lobby, and invited visitors "behind the curtain" to explore stagecraft through interactive displays. The exposure became a valuable marketing tool for theatre ticket sales.

Turning point 3: The economic crash

The national economic crisis of 2008-2009 tested the partnership. The theatre was hit first, as ticket sales and donations lagged. In 2010, public library funding was slashed; operating hours were reduced. Library and theatre staff felt a great deal of uncertainty when a community task force was created to make recommendations for the future of the library. However, that group ultimately acknowledged that ImaginOn was a unique asset, one that should be preserved and celebrated. Shared positions were reduced but not eliminated, and as Kilkka remembers, "What's remarkable is that both organizations continued to contribute."

With fundamental commitment to the partnership a demonstrated priority, the years after the downturn created opportunity and renewed focus. LaRowe recalls, "We had really thoughtful people on board, and commitment to the partnership became a hiring criteria." The library and theatre realigned resources with organizational priorities during the downturn, and as the economy recovered, both emerged with clear goals, prepared to grow individually and together.

Now...and next

ImaginOn is entering its second decade. The partnership is healthy, and a revised lease and operating agreement is in place to keep it so. Today, a new generation of leadership- library manager Jason Hyatt and children's theatre executive director Hannah Grannemann-is at the helm.

The next challenge is to develop ImaginOn's relationships with other entities, and leverage enthusiasm for the partnership to reach ever-widening communities. For example, a new park and university building have opened across the street. Hyatt and Grannemann have initiated a relationship with the Department of Parks and Recreation, and will provide programs and performances in the park to more deeply position ImaginOn as a focal point of Charlotte's growing cultural district. With ImaginOn's internal partnership securely established, both organizations can pursue new relationships together. ImaginOn's staff and leadership identified areas of overlap in the two organizations' strategic plans, and the partnership is building on those shared priorities this year.

Broader professional development opportunities are coming to fruition as well, such as training in theatrical techniques for interested librarians. In exchange, librarians help teaching artists incorporate literacy skills into programs. Plus, there is discussion about trending titles and how these can inform each season's productions. As library CEO Lee Keesler puts it, "One plus one equals three."

Lessons Learned by Bruce LaRowe and Lois Kilkka

Recognize and maximize the relative strengths of each organization.

Have patience. With more people involved, decisions take more time.

Consider individual decisions through the lens of the partner.

See compromise as the creation of a win-win environment.

There will be good times and difficult times. Stay committed.

Be vulnerable. Assumptions will be challenged. Embrace partnership as a catalyst for growth that will lead places you never dreamed possible.

ImaginOn has been a model for other libraries around the the world, and it's an inspiration for physical and service model improvements in other Charlotte Mecklenburg branches. A committee looking into the reinvention of Charlotte's Main Library envisioned "an ImaginOn for adults." And the collaboration sets a precedent for other large partnerships, such as the library's widely acclaimed ONE Access initiative with Charlotte-Mecklenburg Schools. Charlotte Mecklenburg library director David Singleton describes the appeal: "The ImaginOn building sets a tone of joy, and the partnership and our services deliver on that promise. The community is a more joyful place because of ImaginOn."
Melanie Baron is a consultant to libraries and museums around the country. She is proud to have been a founding staff member of ImaginOn: The Joe & Joan Martin Center.

This article was featured in our free Extra Helping enewsletter.
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Takeaways From a Perfect Library-Theatre Partnership

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On October 8, 2005, 8,000 people of all ages waited in a line around a city block for a glimpse of ImaginOn: The Joe & Joan Martin Center on opening day. Media, including School Library Journal, covered the ribbon cutting with colorful photographs, vivid predictions, and headlines that challenged readers to "Imagine This!"

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Article: Know Your Neighborhood: A Community Needs Assessment Primer

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Article: Know Your Neighborhood: A Community Needs Assessment Primer

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Kropp, Lisa. "Know Your Neighborhood: A Community Needs Assessment Primer." School Library Journal. SLJ, 20 June 2014. Web. 13 Feb. 2017.

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When you were little, scary words might have been "dark, spooky, spiders, monsters." Now that you are older and have a library job, scary words often include the terms "community," "statistics," "demographics," "partnerships," and the most dreaded of all: "assessment."

These can trigger many a librarian's nightmare-but they don't have to. What does your neighborhood really need from you? Finding out will make you a better librarian, and a bit of research and planning can make the process much sunnier.

Whether you are looking to add a new program, service, or collection or are looking to update pre-existing services, it helps to think out of the box-and the library building. A community-needs-and -asset assessment can give you a great deal of information about the town your library happens to reside in.

The best place to begin? I like to go old school with a piece of paper and start jotting down questions:

Who lives here?

What cultures are represented?

Are there different languages spoken?

What agencies in my local area serve the same audience?

What does my county do for the same audience I'm looking to serve? What about the state level?

What economic levels are seen in the community?

Are there elected officials who would be interested to hear of the library's work with families of young children?

What barriers exist within our building to serving young families?

Are there barriers in the community that inhibit our growth to serving this population?

What are the strengths and weaknesses of my staff?

By looking at the questions above, I can begin to draw a community map of library resources, community resources, staff resources, etc. This map can then help identify additional areas to explore. For example, try listing organizations that you already know in the following categories:

Preschools/daycares/universal preK

Elected officials

Health and social service agencies

Faith-based organizations

Individuals with an interest in early learning

Commercial businesses with similar interests to the patrons you are looking to serve

Once you've done this, ask staff members to answer the same questions so you can compare the results. You should also ask your supervisor and/or another building administrator to look at the questions. Others often see the larger picture beyond one specific library department and offer a different perspective.

Before I began really collating data and stats from the outside community, I spent some time on this gem of a professional site, the Community Tool Box. Created as a public service of the University of Kansas yet useful no matter where you are, the Community Tool Box provides instruments to help people work together to build healthier communities. You'll find extensive resources on how to conduct community needs assessments, including focus groups, surveys, etc. There are literally thousands of pages containing tips for taking action in communities, and these can easily be adapted to a library-based lens.

Want to learn about community assessment, planning, intervention, evaluation, advocacy, and other aspects of community practice? Then help yourself to more than 300 educational modules and other free tools located in the toolbox. Much of the information is in both English and Spanish. This resource will give you the necessary framework to begin collecting statistics and data from your community and will help you set up focus groups and user surveys.

Speaking of user surveys, we don't ask our patrons nearly enough to rate us on how good of a job we are doing for them. This summer, take my Super Summer Survey challenge and ask patrons these three simple questions at the end of each program they attend:

What did you like best about today's program?

What other types of programs would you like to see at your library?

Are there specific days or times of the week when we DON'T currently offer programs that you would like us to try?

Give patrons a slip of paper with the questions when they check in for a program, and provide a covered box on your desk for their answers. Over a month, you can get responses from a surprisingly large group of library users. This can help shape the direction your department will take when going in search of those non-library users that you are determined to turn into library users. Try it, and then let SLJ know in the comment section below what you discovered.

The following list of organizations provides great a great starting point for your search for partners in early learning, data about early childhood, or research data. But here is my disclaimer for said list: I don't remember what I ate for breakfast yesterday-meaning, this is by no way, shape, or form a comprehensive list. My aim was to list organizations with a national arm over localized ones. If you have a strong partnership with a local early learning organization that you want to share, or anything else, tell us.

Go sharpen some pencils, grab some paper or your favorite tablet, and start compiling some data!

Note: Website descriptions are taken directly from the "about us" section of each organization.
Early Learning/Literacy Organizations
Abriendo Puertas/Opening Doors is the nation's first evidence-based comprehensive training program developed by and for Latino parents with children ages 0-5. Parent input informs the Abriendo Puertas / Opening Doors curriculum, which uses the "popular education" approach to engage parents in lessons that reflect the culture of the target audience.

Every Child Ready to Read is a parent education initiative that stresses that early literacy begins with the primary adults in a child's life. It empowers public libraries to assume an essential role in supporting early literacy within their communities. The Every Child Ready to Read @ your Library Toolkit for Spanish-Speaking Communities is now available as a digital download from the ALA Store.

National Center for Families Learning NCFL provides support and strategies to a network of entities involved in advancing education and families learning together, including educators, schools, community based organizations, and libraries. Our efforts support learners of all ages in these environments in concert with our advocates and partners.

Latino Literacy is a teacher/educator training program for organizations looking to implement an effective literacy program for Latino parents, that is part of Lectura Books, a bilingual publisher dedicated to parent resources.

The National Head Start Association is a non-partisan, not-for-profit organization committed to the belief that every child, regardless of circumstances at birth, has the ability to succeed in life. The opportunities offered by Head Start lead to healthier, empowered children and families, and stronger, more vibrant communities. NHSA is the voice for more than 1 million children, 200,000 staff and 1,600 Head Start grantees in the United States.

The National Association for the Education of Young Children (NAEYC) is the nation's largest organization of early childhood professionals and others dedicated to improving the quality of early childhood education programs for children birth through age eight.

The National Black Child Development Institute For more than 40 years, the National Black Child Development Institute (NBCDI) has been at the forefront of engaging leaders, policymakers, professionals, and parents around critical and timely issues that directly impact Black children and their families. We are a trusted partner in delivering culturally relevant resources that respond to the unique strengths and needs of Black children around issues including early childhood education, health, child welfare, literacy, and family engagement.

Reach Out and Read is an evidence-based nonprofit organization that promotes early literacy and school readiness in pediatric exam rooms nationwide by giving new books to children and advice to parents about the importance of reading aloud.

Read Aloud 15 Minutes Featuring great infographics and professional looking resources to print and share with families, Read Aloud 15 Minutes is a non-profit organization that is working to make reading aloud every day for at least 15 minutes the new standard in child care. When every child is read aloud to for 15 minutes every day from birth, more children will be ready to learn when they enter kindergarten, more children will have the literacy skills needed to succeed in school, and more children will be prepared for a productive and meaningful life after school.

Reading is Fundamental (RIF) develops and delivers children's and family literacy programs that help prepare young children for reading and motivate school-age children to read.

Reading Rockets is a national multimedia literacy initiative offering information and resources on how young kids learn to read, why so many struggle, and how caring adults can help. Our goal is to bring the reading research to life - to spread the word about reading instruction and to present "what works" in a way that parents and educators can understand and use.

Too Small to Fail aims to help parents and businesses take meaningful actions to improve the health and well-being of children ages zero to five, so that more of America's children are prepared to succeed in the 21st century. They working to promote new research on the science of children's brain development, early learning and early health, and we will help parents, businesses and communities identify specific actions, consistent with the new research, that they can take to improve the lives of young children.

Zero To Three is a national, nonprofit organization that informs, trains, and supports professionals, policymakers, and parents in their efforts to improve the lives of infants and toddlers.
Sources for Demographic Data
Center on Enhancing Early Learning Outcomes offers state-by-state profiles of early childhood statistics and profiles useful for community needs assessments. One of 22 Comprehensive Centers funded by the U.S. Department of Education's Office of Elementary and Secondary Education, the Center on Enhancing Early Learning Outcomes (CEELO) will strengthen the capacity of State Education Agencies (SEAs) to lead sustained improvements in early learning opportunities and outcomes. CEELO will work in partnership with SEAs, state and local early childhood leaders, and other federal and national technical assistance (TA) providers to promote innovation and accountability.

Diversity Data Kids An online tool from the Heller School for Social Policy and Management, Brandeis University. Enables you to analyze data across states, metropolitan areas, counties, large cities, and large school districts by race and ethnicity as well as age. Includes indicators for demographics, education, neighborhoods, health, economic status, and more.

Early Childhood Data Collaborative The Early Childhood Data Collaborative (ECDC) supports state policymakers' development and use of coordinated state early care and education (ECE) data systems to improve the quality of ECE programs and the workforce, increase access to high-quality ECE programs, and ultimately improve child outcomes. The ECDC will provide tools and resources to encourage state policy change and provide a national forum to support the development and use of coordinated state ECE data systems.

Kids Count is a project of the Annie E. Casey Foundation to track the well-being of children in the United States. By providing high-quality data and trend analysis through its KIDS COUNT Data Center, the Foundation seeks to enrich local, state and national discussions concerning ways to secure better futures for all children - and to raise the visibility of children's issues through a nonpartisan, evidence-based lens. In addition to including data from the most trusted national resources, the KIDS COUNT Data Center draws from more than 50 Kids Count state organizations that provide state and local data, as well publications providing insights into trends affecting child and family well-being.

Census.gov The last national census was collected in 2012, but some topics are updated more often. The site is huge and has many search features. Spend some time here, and your patience will be rewarded.
Early Childhood Advocacy, Philanthropy and Research Agencies
Build Initiative The BUILD Initiative works with early childhood leaders within states and nationally to better prepare young children to thrive and succeed. We support state leaders from both the private and public sectors as they work to set policy, offer services and advocate for children from birth to age five. Specifically, the BUILD Initiative helps state leaders develop an early childhood system - programs, services and policies tailored to the needs of the state's unique young child population.

Child Trends provides extensive research database on early childhood, Latino children and families, parenting, and indicators such as school readiness.

Child Welfare League of America is the nation's oldest and largest organization devoted entirely to the well-being of American's children and their families. It is a nonsectarian, privately supported organization devoted to improving child care and services for deprived, neglected and dependent children and their families.

Children's Defense Fund exists to provide a strong and effective voice for all the children of America, who cannot vote, lobby, or speak out for themselves. CDF focuses on health, education, child welfare, mental health, child care, adolescent pregnancy, family income, and youth employment. It is also known for its annual report, "State of America's Children," updated in 2014. Also produces fact sheets by state. Not broken down for local areas.

Alliance for Early Success The Alliance for Early Success (formerly the Birth to Five Policy Alliance) is a catalyst for putting vulnerable young children on a path to success. As an alliance of state, national, and funding partners, our goal is to advance state policies that lead to improved health, learning, and economic outcomes for young children, starting at birth and continuing through age eight. We create and enhance partnerships by bringing leaders together in new and innovative ways, with the goal of achieving results faster and better than anyone could do alone.

Families and Work Institute Families and Work Institute is a nonprofit center dedicated to providing research for living in today's changing workplace, changing family and changing community. Since the Institute was founded in 1989, our work has tackled issues in three major areas: the workforce/workplace, youth and early childhood.

First Five Years Fund Through vision, leadership, influence, funding and accountability the First Five Years Fund advances federal investment in quality early childhood education for disadvantaged children from birth to age five. FFYF provides policymakers, advocates, business leaders and the public with the research and information necessary to make informed investments in quality early childhood development.

Harvard Family Research Project Our work strengthens family, school, and community partnerships, early childhood care and education, promotes evaluation and accountability, and offers professional development to those who work directly with children, youth, and families. The audiences for HFRP's work include policymakers, practitioners, researchers, evaluators, philanthropists, teachers, school administrators, and concerned individuals.

The mission of the National Center for Children in Poverty is to identify and promote strategies that reduce the number of young children living in poverty in the U.S., and that improve the life chances of the millions of children under six who are growing up poor.

The Ounce of Prevention Fund has persistently pursued a single goal: that all American children - particularly those born into poverty - have quality early childhood experiences in the crucial first five years of life. The Buffett Early Childhood Fund and the Ounce of Prevention Fund work with local public and private partners in communities across the country to establish Educare schools. These schools comprise the growing consortium known as the Educare Learning Network. Partners in the Educare Learning Network share a single commitment: to building, developing and implementing local Educare Schools that give at-risk children, from birth to age five, opportunities for school success and lifelong achievement.

Prevent Child Abuse America, founded in 1972, is focused on changing the way our nation thinks about prevention, focusing on community activities and public policies that prioritize prevention from the start to make sure child abuse and neglect never occur. We work to ensure the healthy development of children nationwide while recognizing that child development is a building block for community development and economic development. Based in Chicago, Prevent Child Abuse America has chapters in 45 states and 385 Healthy Families America (healthyfamiliesamerica.org) sites in 32 states.

ReadyNation/America's Edge is a membership organization of business leaders who work to strengthen businesses and the economy through proven investments in children and youth. We educate policy-makers and the public about research-based investments that will enable their businesses to compete in today's competitive global marketplace, build a foundation for lasting economic security, and help our nation's children get on the right track. To overcome these challenges, we must focus on fixing the problem at the beginning of a child's life, where the returns to society and the child are the greatest. Investing in smart early childhood policies reaps returns today, tomorrow and for generations to come.

Rotary One of the key touch points for Rotary groups is working with early literacy organizations to improve local literacy efforts. Our impact starts with our members-people who work tirelessly with their clubs to solve some of our communities' toughest challenges. Their efforts are supported by Rotary International, our member association, and The Rotary Foundation, which turns generous donations into grants that fund the work of our members and partners around the world. Rotary is led by our members-responsible leaders who help to carry forward our organization's mission and values in their elected roles.

Too Small to Fail aims to help parents and businesses take meaningful actions to improve the health and well-being of children ages zero to five, so that more of America's children are prepared to succeed in the 21st century. They work to promote new research on the science of children's brain development, early learning and early health, and we will help parents, businesses and communities identify specific actions, consistent with the new research, that they can take to improve the lives of young children. As we do this work and secure commitments to action, we will use social media, other technology-driven tools and innovative approaches to inform and empower parents and business leaders to track their progress and measure their success.
Home Visiting Agencies
Nurse Family Partnership Operating in 45 states, Nurse-Family Partnership helps transform the lives of vulnerable first-time moms and their babies. Through ongoing home visits from registered nurses, low-income, first-time moms receive the care and support they need to have a healthy pregnancy, provide responsible and competent care for their children, and become more economically self-sufficient. From pregnancy until the child turns two years old, Nurse-Family Partnership Nurse Home Visitors form a much-needed, trusting relationship with the first-time moms, instilling confidence and empowering them to achieve a better life for their children - and themselves.

Parent Child Home Program Across the country, millions of children begin kindergarten unprepared. They are "left behind" as early as the first day of school. These children have not adequately experienced quality verbal interaction or books. They have not been exposed to play and interactive experiences that encourage problem-solving and appropriate social-emotional development. The Parent-Child Home Program bridges this "preparation gap" by helping families challenged by poverty, limited education, language and literacy barriers, and other obstacles to school success prepare their children to enter school ready to be in the classroom. The Parent-Child Home Program utilizes a non-directive, non-didactic approach, modeling behaviors for parents that enhance children's development rather than teaching behaviors. Home Visitors help parents realize their role as their children's first and most important teacher, generating enthusiasm for learning and verbal interaction through the use of engaging books and stimulating toys.

Parents as Teachers Through advocacy and outreach, Parents as Teachers serves as a voice for early childhood education and champions the critical role of parental involvement and early intervention in the education continuum. Parents as Teachers raises awareness and works to shape policy around the importance of enhancing school readiness by reaching children during the critical, formative years of life.
Lisa G. Kropp is the youth services coordinator at the Suffolk Cooperative Library System in Bellport, NY.

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Know Your Neighborhood: A Community Needs Assessment Primer

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When you were little, scary words might have been "dark, spooky, spiders, monsters." Now that you are older and have a library job, scary words often include the terms "community," "statistics," "demographics," "partnerships," and the most dreaded of all: "assessment." These can trigger many a librarian's nightmare-but they don't have to.

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Article: Partners in Success: When School and Public Librarians Join Forces, Kids Win

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Article: Partners in Success: When School and Public Librarians Join Forces, Kids Win

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Murvosh, Marta. "Partners in Success: When School and Public Librarians Join Forces, Kids Win." School Library Journal. SLJ, 1 Jan. 2013. Web. 13 Feb. 2017.

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Last spring, when school librarian Leslie Yoder heard that young adult author Francisco X. Stork was available to visit Boys Totem Town, a residential program for incarcerated teens in St. Paul, MN, she pounced on the opportunity. Although Yoder lacked the necessary funds, she instantly knew who to turn to-her partners at Ramsey County Library.

For the last two years, Yoder, a digital literacy and learning specialist with St. Paul 's public schools, has teamed up with Ramsey's teen librarians-and the outcome has been a win-win for both the librarians and the kids whom they serve.

Thanks to Ramsey teen librarian Marcus Lowry, who found the funds for Stork's visit, the acclaimed writer spoke at a local high school and to dozens of Yoder's enthusiastic students about his novel Behind the Eyes (Dutton, 2006), which deals with a reform school. "Our students don't get to meet the people who write the books," says Yoder.

When Lowry and fellow young adult librarian Amy Boese visit Boys Totem Town, they are weighed down with bags of books and eager to do what they do best-booktalking and spearheading a weeklong technology workshop. "It's really energizing for us to go there," says Boese, who also works with three other school districts. "They are always superpolite and have good questions."

Although the Institute for Museum and Library Services (IMLS) and the American Library Association's (ALA) Public Library Data Service Statistical Report don't keep track of the number of joint-library projects, Yoder, Lowry, and Boese are among a small group of school and public librarians nationwide who regularly work together. Like many rewarding collaborative projects, theirs usually begin with a modest idea, in this case, offering booktalks to kids in a correctional facility. But behind every successful school and public library partnership, explains Lowry, there's also a strong personal connection and a shared vision. "It almost always has to start with one personal connection," he says. "It's the one person that sees that mutual value-that we serve the same kids."

It's also sound fiscal sense for school and public libraries to pool their limited resources, says Jeffrey Roth, the New York Public Library 's vice president of strategy and finance. "We're in an era that institutions need to look and see who they can partner with and strategically use each other's assets," he says.

That's a strategy that the Metropolitan Nashville Public Schools ( MNPS) and Nashville Public Library ( NPL) have worked to perfection. Although sharing public library collections with public schools is fairly unusual, that didn't stop these two creative partners from thinking outside the box. During the 2011-2012 academic year, when Nashville's budget-strapped schools were hurting for resources, the public library reached out a helping hand and loaned the city's 54 middle schools and high schools 97,000 items-everything from books and DVDs to CDs and Playaways to entice reluctant readers and struggling English-language learners.

As a result of the impressive partnership, which is called Limitless Libraries, Stephanie Ham, NPL's project coordinator, says the public library's circulation stats have soared by an unprecedented 60 percent. And on the school side, MNPS's lead librarian, Kathleen Bennett, couldn't be more pleased. "This model is just fantastic and the benefits are great," says Bennett. "What the kids get is wonderful open access to lots of resources." (For more on Nashville's Limitless Libraries, click on this link.)

The relationship between schools and public librarians is a critical one. Even before the recent recession, few school libraries could match the buying power of a large branch or a mid-size public library system. And during these troubled economic times, school librarians and their budgets are often among the first items scratched from public school budgets. That's a compelling reason why Wisconsin's School District of La Crosse and the La Crosse Public Library are exploring the possibility of sharing school and public library databases. "From a fiscal perspective, we're starting to balance our resources so we are not duplicating online services," says Vicki Lyons, the district's director of technology and library services.

Still, successful school and public library partnerships can be a tough act to pull off, say many librarians and educators. Some of the typical roadblocks include a lack of time, vision, or resources; difficult personalities to deal with; and a scarcity of support from higher-ups. That may explain why less than one-third of school and public libraries coordinate book and other material purchases, according to School Library Journal's first public library spending survey (see "It Takes Two," May 2012, ow.ly/gekWY). When it comes to homework assignments, only nine percent of public libraries work directly with schools.

The emphasis on standardized testing can also be a barrier to working together, especially when kids are pulled out of the classroom to visit a public library. If the benefits of a joint effort aren't obvious, says Rachelle Nocito, a content specialist for the School District of Philadelphia, many teachers and principals begin to worry that these activities will negatively impact test scores. "School districts are judged on our students' achievement," explains Nocito, whose district is piloting a program with the Free Library of Philadelphia. "It's really important that when we step out of our building to do anything, its purpose definitely aligns with the reading program and social studies curriculum or science curriculum."

But that doesn't mean that school and public libraries should hesitate to work together. Susan Ballard, president of the American Association of School Librarians, a division of ALA, encourages school and public librarians to reach out to one another and other community groups. "No one can do anything on their own anymore; it's simply not possible," Ballard says.

At the moment, ALA's Interdivisional Committee on School/Public Library Cooperation is working on ways to bring media centers and public libraries together on issues such as preventing "summer slide"-when kids lose many of the reading gains made during the school year-and implementing the Common Core standards. "If you're not collaborating, why aren't you collaborating?" Ballard asks. "The end result improves services for kids and makes them better researchers and lifelong learners."

Students, of course, aren't the only ones who benefit from a collaborative program. "Great partnerships let you reach out dynamically and work with a wide variety of partners within the school and public library," says Marge Loch-Wouters, coordinator of youth services at La Crosse Public Library. She should know. Loch-Wouters has been building partnerships with local Wisconsin schools for more than two decades. "Great partnerships don't put you in a box," she says.

Buffy Hamilton doesn't need to be convinced that joint-library ventures make a world of difference. Hamilton is so bullish on them that she recently left her post at Creekview High School, in Canton, GA, where she ran an award-winning library program, and joined the Cleveland Public Library's (CPL) staff. School and public libraries "have much more in common with their visions and goals than we might initially think," says Hamilton, who will be CPL's liaison with Cleveland's public schools. "We're working on these parallel paths, and we can find a way to interact and pool our collective resources and talents to accomplish those goals."

The following collaborative projects are a sampling of what's happening around the country. Each of these dynamic programs has its own distinct approach, but they all have one thing in common: they're making a genuine difference in kids' lives and in the communities that they serve.

In 2006, when residents of the Mile High City voted to raise the sales tax to support full-day kindergarten and early childhood education, the Denver Public Library ( DPL) and the Denver Public Schools ( DPS) knew it was the perfect time to extend their partnership, which, at the time, primarily placed library volunteers in the classroom to read to kids. With the help of a two-year, $476,000 Library Services and Technology Act grant, the two organizations banded together, in 2007, to teach children's librarians, media specialists, and teachers about the latest advances in early childhood education. Children's librarians who specialized in infant and toddler brain development shared their knowledge with teachers, and educators, in turn, brought public librarians up-to-date on the workings of the adolescent brain. "It was a new way to collaborate," says David Sanger, DPS's director of library services. "We formed professional learning communities, and those have still continued."

Although the grant ended in 2009, the partnership is still going strong. These days DPL, DPS, and local nonprofit groups and agencies, such as Head Start, are working together on a number of projects for children from poor families. School and public librarians are also sharing their respective approaches to improving literacy and serving the city's many English-language learners, who make up 34 percent of Denver's K-12 students. Both groups are also discussing how best to share their resources, including, says Sanger, how to get their catalog databases to "talk to each other."

Their efforts haven't gone unnoticed. Denver's 5 By 5 Project, which was created to support early childhood development, was inspired by these school and library partnerships, says Carol Edwards, DPL's comanager of children's and family services. The nonprofit organization, whose goal is to make sure that young kids have at least five cultural experiences by the time they start kindergarten, provides free admission to the city's top cultural venues, such as the Denver Botanical Gardens and the Colorado Ballet, to nearly 3,000 Head Start and Early Head Start families. Plus, the library also offers free after-school camps for children of families in need. "It's something that wouldn't have happened if we hadn't been talking to each other," says Edwards.

This month, DPL joined communities, such as Louisville and Boston, where one card serves as a student's ID and library card. My Denver Card will also give kids free access to city parks and recreation services, and there are plans to expand its benefits to include the city's transit system, says Jennifer Hoffman, manager of DPL's books and borrowing. Hoffman says she anticipates issuing 30,000 cards. "We're just trying to make it easy for a student to access us," she says.

Portland, OR

To reach out to parents and students in east Portland, Multnomah County Library's ( MCL) Midland branch staff worked with educators at the Fir Ridge Campus ( FRC), the David Douglas School District's alternative high school. Their mission? To find teens who were eager to become library tour guides.

But these tours aren't your average orientation sessions-especially when they're conducted in Russian, Vietnamese, and Mandarin, the languages spoken in many of the young volunteers' homes and neighborhoods. The aim of this innovative school-library project, says FRC's librarian Deb Wheelbarger, is to attract parents who live in east Portland's diverse and poor neighborhoods to bring their kids to the library and introduce them to its resources.

Student-guided tours are just one way that MCL has teamed up with its five area school districts. Another outreach program, Multnomah's School Corps (staffed by Jackie Partch, Kate Houston, Peter Ford, and Gesse Stark, all of whom have MLIS degrees), offers local teachers curriculum support, which includes issuing them special library cards (so they can check out more books for longer periods of time), school visits to talk about research skills and library services, and "Buckets of Books," which, as its name suggests, come brimming with books on commonly taught subjects, such as Oregon history, Pacific Northwest Native Americans, and insects and spiders, says Suzanne Myers Harold, MCL's adult literacy coordinator. The library also brings visiting authors to local schools and works hard to bring students from the county's high-poverty areas to theater productions and special events, including an awe-inspiring visit with the Portland Trailblazers, the city's National Basketball Association team. "Through this collaboration with Multnomah County Library, we're able to speak for them, and they for us," says Wheelbarger. "I love the Multnomah County Library. It's one of the most accessible libraries in the country."

New York, NY

When the New York City Department of Education ( NYDOE) realized there was a great way to work together with the New York Public Library (NYPL), Queens Library, and Brooklyn Public Library to get more learning resources into teachers' and students' hands, it couldn't wait to get started-and MyLibraryNYC was soon launched.

Funded by a $5 million grant from Citigroup, the four-year pilot program, which gives students and teachers access to literally millions of additional materials, lets kids search their school and public libraries' catalogs simultaneously from any computer that has Internet access. From the very start, the program, which began in 2011 with 84 schools and 50 NYPL branches, opted to take a potentially risky tact: to encourage kids to take advantage of their libraries, students would not be fined if they failed to return materials on time.

A recipe for disaster? Not at all, says NYPL's Roth. In fact, almost 100 percent of the borrowed items have found their way back onto the library's shelves. Best of all, students are scooping up more books. "The kids in the pilot were three times more likely to have a book checked out from their local library, and school library circulation essentially doubled," says Roth. "The New York Public Library and the Department of Education already had a great relationship, but this has taken it to another level."

Now in its second year, MyLibraryNYC reaches 250,000 students in 400 public schools, offering them access to 17 million books, videos, and recordings. And by 2015, the program hopes to include all 1.1 million of the city's public school students, says Richard Hasenyager, NYDOE's director of library services.

As part of the pilot program, NYPL will deliver books and other materials that meet the Common Core State Standards to participating schools. Groundwork is also being laid in all three public library systems to work more closely with school librarians and curriculum specialists so that their collections will support the state's Common Core Standards.

NYPL estimates that MyLibraryNYC will cost $6 per student annually in direct and indirect costs, which include shipping the materials to schools and library branches. The public library systems pay for shipping and staff training, and the every school pays the roughly $800 annual fee charged by library resource vendor Follett for its Destiny catalog and BiblioCommons, which developed the catalog's software and online interface. (Follett is giving those school libraries a $150 discount on Destiny.) School libraries that haven't joined the pilot will pay $650, says Leanne Ellis, NYDOE's coordinator of library services.

This year, the pilot added the Queens and Brooklyn public libraries and expanded to 207 school libraries that now serve 296 schools, says NYDOE. Although schools have to foot part of the bill, when you stop to consider what kids are getting in return-access to "the greatest books ever written by man," says NYPL's Roth-it's a real deal.

Queens Library sees MyLibraryNYC as a launching pad to expand its librarians' ongoing work with schools in the borough. "What can be done to help the kids, to support the teachers, to ensure kids have a strong start in reading and literacy and a place to go and their parents, too?" asks Bridget Quinn-Carey, the library's chief operating officer. "Those are the wonderful things that libraries can do."

Monterey, CA

To help its incoming freshman beef up their critical thinking skills and boost their tech know-how, the Monterey High School ( MHS) turned to a familiar partner, the Monterey Public Library. The two teamed up to create a class called 21st Century Learning Skills. Aaron Sanders, the MHS history teacher who helped kick-start it, and Ben Gomberg, a librarian formerly with the Monterey Public Library, worked together to create the course's project-oriented assignments, which have included creating websites that explore the coastal town's history and comparing employment information that kids found on Craigslist with data provided by the U.S. Department of Labor. Supported by a $5,300 IMLS grant, their aim was to give 130 to 150 freshmen (out of a class of 1,100) the skills they needed to succeed in school and in life, says Sanders.

As part of the class, students made four separate visits to the public library (located just a block away), and Gomberg, in turn, made the same number of classroom visits, offering presentations on topics such as copyright and privacy, evaluating websites, and using library resources to prepare for college and careers.

How's the new course working out? According to MHS's principal, Marcie Plummer, students who took the class had fewer D's and F's, absences, and discipline issues than their nonparticipating peers. Roughly half of the kids in the class reported using the public library in their free time and about a third of them also used it to do schoolwork from other classes, says Gomberg.

Students in the pilot program have also learned how to be advocates for their own learning and how to evaluate their approaches to school so that they can improve their academic performance. "Personally as a teacher, I saw them having huge gains in that area," Sanders says. "They were not afraid of having conversations with their teachers."

Philadelphia, PA

How do you improve 146,090 kids' information literacy and critical thinking skills? If you're the School District of Philadelphia (SDP) and the Free Library of Philadelphia, you join hands to create a dynamic pilot program that pairs third-grade teachers with children's librarians from nearby branches.

How does the program work? Six times during the last two months of the school year, instead of taking part in their school's daily requirement of 90 minutes of reading, about 200 third graders take a short walk to their local public library, usually no more than a couple of blocks away. The purpose of the visits? To research the history of Philadelphia and their neighborhoods.

Upon returning to their classrooms, groups of three or four students dive headlong into the resources they discovered at the library and begin to create their own projects, says district content specialist Nocito. Although it's impossible to predict what these inspired students are likely to cook up, one thing's for sure-it's always interesting.

Sarah Stippich, a children's librarian at the Blanche A. Nixon/Cobbs Creek Library, remembers the day when the Free Library's 25-foot-long, state-of-the art Techmobile visited Anderson Elementary School and its third graders were introduced to iPads. "They were digitally mapping our neighborhood," says Stippich. "They were really into that, not only the technology part of that, but being able to look at their neighborhood and say, 'Oh, that's where I live.'"

Some classes combine their walks to the library with physical education, and their students strap on pedometers to count their footsteps, says Betsy Orsburn, the Free Library's chief of the Office of Public Service Support.

Although it will take at least three years to gather enough data to evaluate the pilot, says Nocito, the initial assessments indicate that students are making connections between their schoolwork and library resources. Their teachers also reported developing moderately strong to strong informative partnerships with public librarians.

Nocito would like to improve on the instructional aspects of the pilot program. Ideally, she'd like to see a 10-week local history project that touches on different curriculum areas, such as science and language arts, and then follow up with an assessment to see if students' gains continue on in fourth grade. "We're under scrutiny," she says. "Our students are going to be held accountable for their visits to the Free Library."

The pilot program originally began in 2011, when the Free Library offered to help city schools that didn't have a librarian or a school library, says Joe Benford, the Free Library's chief of the Extensions Division. "It really is a way to try to cement library instruction and information literacy in the school district curriculum," says Benford. Although more than 100 of Philadelphia's 249 public schools have school libraries, only 46 schools have certified librarians. "The school librarians are almost nonexistent," says Benford. "What we're trying to do is prove this works and works as a model for the future. We just wanted to see if we could collaborate with the school district, and we have."

Even though the pilot program appears to be working, there are limits to what it can accomplish. Stippich, who works with three third-grade teachers at Anderson Elementary School and with seven other schools and 12 child-care centers, says it's impossible for her to offer everyone the level of service that she gives to those in the pilot program. "I can't be the librarian for everyone," she says. "This has just convinced me even more that they need more school librarians."
Freelance writer Marta Murvosh is an aspiring librarian who often writes about libraries and education. You can find her at www.facebook.com/MartaMurvosh.

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Partners in Success: When school and public librarians join forces, kids win

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Last spring, when school librarian Leslie Yoder heard that young adult author Francisco X. Stork was available to visit Boys Totem Town, a residential program for incarcerated teens in St. Paul, MN, she pounced on the opportunity. Although Yoder lacked the necessary funds, she instantly knew who to turn to-her partners at Ramsey County Library.

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Blog post: At Englewood 'Barbershop at the Library,' Kids Get Haircuts, Peace of Mind

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Blog post: At Englewood 'Barbershop at the Library,' Kids Get Haircuts, Peace of Mind

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Watson, Andrea V. "At Englewood 'Barbershop at the Library,' Kids Get Haircuts, Peace of Mind - Englewood." DNAinfo Chicago. N.p., 27 Jan. 2016. Web. 13 Feb. 2017.

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ENGLEWOOD - For many young people in the area, the West Englewood Library is a second home, a safe haven from the violence that plagues their neighborhoods.

And, in a unique program, the library offers hair cuts, too, as well as a place for area young people to freely speak their mind.

Once a month, a group of boys and young men, age 12 to 19, gather in a room used for special events for an effort dubbed " Barbershop at the Library." In addition to free cuts, the youngsters find a barbershop atmosphere where they are able to talk about what's going on in their lives.

Kenneth Clayton, owner of Longevity Barbershop, 6901 S. Ashland Ave., volunteers his time and brings barbers to help. The program meets at the West Englewood Library, 1745 W. 63rd Street.

The new program is meant to get the young men to talk, said the library's teen program director, Ade Abioye.

"It's always good to hear the kids talk about their experiences, and just to hear from them," Abioye said. "So often we, as adults, try to impose our feelings and ideas about their experiences without hearing directly from them."

At a recent meet up, about 10 young men showed up. Some trickled in late, but they quietly grabbed a chair and jumped right into the conversation.

"Let's talk," Abioye said to the teens. "What do you all think about Englewood?"

Some said there's too much shooting. Abioye later asked them if there are any positives about their community. One teen, who was in the barber's chair, acknowledged the community organizations which are trying to make a difference. Another teen said people are helping the homeless. Another talked about the programs for children.

When they were asked what needs to change, one boy responded that the police need to "destroy every gun."

Many of the participants frequent the library almost every day after school.

"I just love this library," said Joseph Rice, 14.

Joseph said that besides talking to his mentor, he doesn't have anyone else to talk to, which is why he likes the new program. The library, he said, is his "second home."

One of the concerns Joseph has about his neighborhood is the lack of safety. He said he has to avoid certain streets because of the gangs and it's even worse when it gets dark. As a precaution, he said he keeps one of his stereo earplugs out and walks down main streets.

"I don't want be worried about that," Joseph said.

Jayvaughn Rice, 12, wishes he didn't have to worry about his safety either.

"It makes me feel sad because I know that I can't have a normal day at the park because there's shooting," he said.

"I want Englewood to become a place where people like coming to and want to stay and live," Jayvaughn said. "It's a real great place. We just need to eliminate the evilness and negativity in Englewood because it has a lot of nice programs, philanthropy and free activities."

Ricky McCoy, 12, said he spends a lot of his time at the Barbershop at the Library program because it gives him a safe space, and an outlet where he can talk about his feelings and share his thoughts on issues.

"You can actually talk to these people and they'll listen and understand what you're talking about," Ricky said.

Abioye said he wants to get the teens thinking about their lives, their futures, and ways they can better their community.

"When I come to work every morning and I'm driving through Englewood, I see a lot of opportunities," he said. "A lot of people see blight, but I see opportunity."

"I wish people would come and really get to know West Englewood, have conversations with people and see the array of beauty that exists."

The next meet up will be in late February.
For more neighborhood news, listen to DNAinfo Radio here:

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At Englewood 'Barbershop at the Library,' Kids Get Haircuts, Peace of Mind

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ENGLEWOOD - For many young people in the area, the West Englewood Library is a second home, a safe haven from the violence that plagues their neighborhoods. And, in a unique program, the library offers hair cuts, too, as well as a place for area young people to freely speak their mind.

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Article: Win-Win: When School Libraries Partner with Local Organizations, Everyone Benefits

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Article: Win-Win: When School Libraries Partner with Local Organizations, Everyone Benefits

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Jacobson, Linda. "Win-Win: When School Libraries Partner with Local Organizations, Everyone Benefits." School Library Journal. SLJ, 18 Dec. 2015. Web. 13 Feb. 2017.

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Community organizations, businesses, and local residents are often eager to help their neighborhood school libraries-they're just waiting for someone to ask. That's what Mary Catherine Coleman, an information services specialist at Francis W. Parker School in Chicago, learned when she wanted to give her first graders a real-world example of a community helper.

The students were reading Nancy Coffelt's Fred Stays with Me! (Little, Brown, 2011) and Carolina Adderson's Norman, Speak! (Groundwood, 2014), both of which feature therapy dogs. So when Coleman asked them what community helpers they wanted to learn more about, the students unanimously chose the furry kind. After a few calls, Coleman found Rainbow Animal Assisted Therapy, a volunteer organization that provides a variety of services, including therapy dogs for children with special needs and teaching dog safety.

"They were excited to be able to share what they are doing," Coleman says. "They are passionate about their work."

After the children learned more about the organization and prepared some questions, Rainbow handlers brought six dogs to the school for a visit and spent the morning talking to the children about how the dogs-all family pets-are trained and certified to work in hospitals, nursing homes, and schools. The students gathered in small groups so they could have more contact with the animals.

"It was a wonderful, real tangible connection with what they had learned from their research," Coleman says. "It really made a lasting impression on the students."

The project is one of many that demonstrates the important role that community partners can play at a school library. Such partnerships not only benefit the school, particularly when funding for library services falls short, but can also help community organizations reach their goals and even contribute to overall neighborhood improvements. In short, successful partnerships benefit everyone involved, whether it's with a small business or a business with millions to give away. Plus, looking for partnership options outside of the box can yield strong results: offers of support can come from unexpected places.

Starting small

Partnerships that start off small often grow into long-term relationships or evolve into situations involving several partnering organizations. In Houston, the Weekley Family YMCA proposed to hold after-school tutoring sessions for children in the library at Shearn Elementary School. One of the volunteer tutors, a retired engineer, began reading to various classes and is working to recruit other senior citizens to get involved. The Y also brought in students from Houston Baptist University to set up the school's holiday book fair and distribute donated school uniforms to low-income students.

"Any time we can get other organizations and community volunteers involved with our children, the children learn that the community cares about them and believes in them," says Shearn librarian Lisa S. Robinson. She adds that having the tutorials in the library reinforces the value of books in the lives of both students and volunteers.

Creative multi-partner initiatives can yield dramatic results for a school. Almost 10 years ago, Connie Phelps-Bozek became the community school coordinator at Wolfe Street Academy (WSA), a small, K-5 school just north of Baltimore Harbor. Her job at one of the city's first community schools is to work with local partners to bring additional services and programs to students and families-from afterschool and summer learning opportunities to annual dental exams for students provided by the University of Maryland School of Dentistry.

But she had a hard time addressing the school's lack of a library. That's when the Upper Fells Point Improvement Association (UFPIA), a neighborhood organization, stepped in. Phelps-Bozek worked with UFPIA members to turn office space near the cafeteria into a "reading room" and a computer lab. A grant from the Carson Scholars Fund, presidential candidate Ben Carson's nonprofit organization, provided books and furniture. The school also reached out to the University of Maryland School of Social Work, which brought interns into the school to help organize materials and integrate new ones. Mollie Fein, a retired public librarian and a UFPIA member, helped catalog the materials, so students can check out a book each week-just as if they attended a larger school with a fully operational library.

A supporting role

While individuals such as Phelps-Bozek show how powerful partnerships can be, library organizations emphasize that volunteers are no replacement for certified, full-time school librarians. Instead, they are a way to get community members involved in the library and in supporting student learning.

Engaging community partners can give school librarians more time to spend with students and teachers, says Leslie Preddy, the president of the American Association of School Librarians (AASL). "Having volunteers in the library frees up the school librarian for higher-level tasks," she says, such as teaching, leading staff development, technology implementation, and collection development.

As research affirms the link between strong school libraries and higher student achievement, partnerships can help struggling districts get closer to the goal of having a staffed library. Scholastic's 2016 edition of School Libraries Work! features national and state-level studies that illustrate libraries' positive impact on student learning. In addition, an April report by Elizabeth Coker, a researcher for the Center for Strong Schools at the University of Washington-Tacoma, shows that test scores and graduation rates are higher in schools with certified teacher-librarians and quality library facilities.

Partnerships are also critical in this age of fluctuating school budgets, where funding for library positions and materials can change from year to year. In a 2014 survey of library supervisors by the Lilead Project, 23 percent of respondents reported a decrease in district-level funding from the previous year, and 25 percent saw more non-certified staff members replacing certified staff.

Over the last 15 years, the Heart of America Foundation has raised funds to upgrade 16 school libraries in the District of Columbia Public Schools (DCPS)-stepping in at a time when funding was tight. In 2012, more than a third of the district's schools even began the school year without a librarian because of how the positions were funded. In all, the foundation has brought in over $5 million from corporations such as Target, funding not only the renovation of the spaces, but also providing 900,000 books, including ebooks and other materials. Schools can apply for the scholarships, and Anna Gregory, a spokeswoman for DCPS, says Heart of America Foundation representatives always take time to investigate the needs of each school library. "They meet with the school staff," she says. "They work with all the people who have ownership over that building."

Unexpected partners

Partnerships can yield a broad impact far beyond school walls. In Baltimore, Fein has watched her neighborhood change for the better, in part because of the school's improvement. More families are moving in and there is growing pride in WSA's academic success.

While local businesses or nonprofit organizations are willing to help, librarians should remember that they often want to benefit as well-whether through recognition or something more practical. "It is important to look at these partnerships as a two-way street," says Brian Johnson, the library media specialist at Lakeside Junior High School in Springdale, AK. After opening a maker space in his library's workroom, he sought out donations of used computers from the local Potter's House Thrift Store. The 20 students in his maker club use screwdrivers to open up the computers and learn about the parts inside. In the future, they'll connect the computer parts to microcontrollers such as a Raspberry Pi or Arduino.

To make sure the store yields something from the relationship, Johnson plans to invite a Potter House employee interested in a teaching career to be involved in a future maker club activity. "We need to make clear how their donations will benefit them and the overall community," he says. "They also like recognition, whether it is a thank-you note or a social media post about their donation with pictures showing how it is being used by students."

These collaborations can happen in unexpected ways, as did a partnership between a chapter of the National Society of the Daughters of the American Revolution (DAR) and a Detroit high school. The Detroit-based Louisa St. Clair chapter of the DAR-the oldest chapter in Michigan-has had a long-standing relationship with a classical and jazz radio station located at the Detroit School of Arts. Last year, DAR member Barbara Nickles was elected chapter librarian, a position that can involve supporting public libraries and schools. She was given a budget of $1,000, and the DAR chapter regent suggested it be used to buy books for students. The radio station manager connected Nickles with Detroit School of the Arts (DSA) librarian Karen Lemmons.

Lemmons, who depends on grants to add materials to her library, felt hesitant about working with the DAR at first, which in the past has had a reputation for excluding African Americans. The school's enrollment is 99 percent African American, and many of the books purchased are either about or by African Americans. However, "We began to see this as a win-win partnership," Lemmons says, and Nickles adds the organization's mission makes working with the school a good fit.

"The key word is relationship," Nickles says. "Like all relationships, it takes work on both sides."

Lemmons is now collaborating with social studies and world language teachers to put together a new "wish list" of books, as DSA student projects often involve the library.

School-wide buy in

The Center for Community School Partnerships at the University of California, Davis has created a tool kit specifically designed to help schools create collaborative relationships with community partners. It includes guidance on making decisions, creating a structure, and getting parents and students involved in the process. The National Center for Community Schools at the Children's Aid Society in New York City and the Coalition for Community Schools also provide resources on working with community-based organizations.

As Nickles notes, partnerships take work to be sustained. In Connecticut, Nancy Shwartz, media specialist at Cos Cob School in Greenwich, wanted to turn part of the school's media center into an innovation space, equipped with electronic building materials, a 3-D printer, and other tools, as part of a growing emphasis on digital learning. She applied for and received a grant from the Greenwich Alliance for Education, which raises money and holds fund-raisers for educational programs.

Alexandra Stevens, media specialist at nearby Greenwich High School, says even if the librarian is the main contact for the community partner, school administrators and classroom teachers also need to buy in to the relationship. Partners also need to carve out time to meet together and communicate regularly. Partnerships are strengthened when the librarian is not the only one trying to make things happen."It is important to have diversity of ideas and talents engaged in the initiative," Stevens says. "From a practical perspective, there is usually too much work involved for one person."

Partnering challenges

Groups working with school libraries have also learned lessons about effective partnership. Since 2009, the West Philadelphia Alliance for Children (WePAC) has been recruiting volunteers to work in public schools that have no library staff. The organization currently has teams of volunteers working in 13 elementary schools, where they help children check out books, read to groups of students, and work individually with struggling readers.

WePAC director David Brown says changes in school leadership are a challenge to his organization, as is teacher turnover. "We have to restart our relationship," he says. "They value what we do, but they have other priorities."

More recently, the organization has focused on connecting with district-level officials who can help pave the way for partnerships at local schools, so WePAC can support broader early-literacy efforts there. It's also helpful, Brown says, to learn what other community partners might already be working in a school or in the neighborhood, in part to avoid duplicating efforts, but also to identify potential volunteers who might be interested in working in the library.

Fein adds that community members or organizations working with disadvantaged schools "need to be prepared to assist in a variety of ways." For example, after new shelves were ordered for WSA's reading rooms, volunteers were needed to put the shelves together.

The UFPIA organized an August 24 work day where 16 volunteers built the shelves and labeled over 2,000 books. The partnership is continuing with the organization of a fifth grade library club, following the third grade club created last school year. The students are trained to be library helpers and meet to discuss their favorite books. Books in Spanish have also been ordered for parents to read to their children at home, and parents are allowed to check out titles at specified times.

The project has now led to an organized system for the school's growing collection of books-giving a former librarian like Fein a great sense of accomplishment. "Before this year, books had no clear WSA ownership," she says. "For the first time, the books will be identified as belonging to the library."

Back at the Parker School in Chicago-serving pre-K through 12th grade-Rainbow's collaboration with the school has also expanded beyond the first grade. When word spread to students in the upper grades that dogs were on campus, the high school students decided that they could use a little therapy during finals week. The student council wrote a proposal to the school administrators offering to donate council funds to Rainbow and have two dogs come to the library during finals week to provide some stress relief.

Coleman plans to teach another unit on helpers in the spring. Her students, she says, "are still talking, not only about the dogs coming to school, but how they help people-and how helping people is an important part of being a member of a community."

Resources for Forming Partnerships

Partnerships between school libraries and community organizations are forged in a variety of ways-sometimes without much planning at all. But those who have experience say it's wise to establish some agreements about issues such as use of facilities, regular communication, and roles and responsibilities for volunteers.

A variety of resources and organizations are available to guide librarians and other educators who want to work in partnership with outside groups. Small projects often turn into ongoing collaborative arrangements, so consulting the experts can ensure more successful arrangements that benefit students. Verbal agreements might be fine for a one-time initiative, but as partnerships grow, a written contract or a memorandum of understanding (MOU) is sometimes preferred or even required by school districts. Some of these materials focus on community schools, where a wide variety of partners work with school leaders to meet students' and families' needs and support learning. But the knowledge provided can also help schools and school libraries that are just beginning to work with outside organizations.

The Community School Partnerships Toolkit, created by The Center for Community School Partnerships at the University of California, Davis, is a detailed handbook that outlines various aspects of partnerships. Section 4 describes how to get started in collaborating with other organizations and displays different approaches to making decisions. The toolkit also includes sample MOUs and other documents that can be used as templates.

The National Network of Partnership Schools was created by the Center on School, Family and Community Partnerships at Johns Hopkins University. The center has published several handbooks on successful partnerships and practices. The site provides links to research as well as success stories and profiles of schools, districts, and organizations that have received partnership awards.

Even if a partnership is focused around the school library and the librarian is most involved, it's essential to have support and involvement from school administrators, librarians say. In Community and Family Engagement: Principals Share What Works, a report from the Coalition for Community Schools, almost 50 principals share what they've learned about collaborating with partners. The Coalition also provides a variety of other resources on building community schools and successful partnerships. A practical report from the Center for Cities & Schools at the University of California, Berkeley provides issues to consider when partners share facilities. The report also includes examples of schools and municipalities collaborating to create "joint use" libraries for both students and members of the public. The center also has several other publications about collaboration between public agencies and schools.

Finally, many school districts now have departments focused on partnerships, which are a good place for librarians to start if they are interested in collaborating with outside organizations.

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Win-Win: When School Libraries Partner with Local Organizations, Everyone Benefits

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Community organizations, businesses, and local residents are often eager to help their neighborhood school libraries-they're just waiting for someone to ask. That's what Mary Catherine Coleman, an information services specialist at Francis W. Parker School in Chicago, learned when she wanted to give her first graders a real-world example of a community helper.

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The AASL/ALSC/YALSA Interdivisional Committee on School/Public Library Cooperation aims to design and conduct a project of mutual interest and benefit to the three participating ALA Divisions. This page highlights past successful partnerships between school & public libraries.

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Association for Library Service to Children (ALSC)

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Introduction

The AASL/ALSC/YALSA Interdivisional Committee on School/Public Library Cooperation aims to design and conduct a project of mutual interest and benefit to the three participating ALA Divisions, working from a platform identified by the AASL/ALSC/YALSA Presidents-Elect.

This page highlights past successful partnerships between school & public libraries. Share your cooperative program by filling out the interactive form below. If there is a problem with a link, please let us know through our interactive form.

Interactive form for schools/public libraries to submit other partnerships.

Contents

Assignment Alert Programs

Title of Program: Assignment Alert
Type of Program: Assignment Alert
Age level: N/A
Description of Program: We also do an Assignment Alert which is faxed to the public libraries. A copy of the alert is on one of the public libraries' home page and is being put on our home page. This alerts the librarians on upcoming assignment that students will be doing.
Contact Information:
Rose Tobiassen
rtobiass@mw.k12.ny.us

Title of Program: Middle School Teacher Resource Center
Type of Program: Assignment Alert
Age level: Middle school
Description of Program: The Middle School Teacher Resource Center is an online website that supports Portland Public School teachers and librarians. This online resource links teachers with librarians (school and Multnomah County Library) and curriculum specialists. Specific goals are to: help librarians and curriculum specialists reach and help more teachers and students; allow teachers, librarians and curriculum specialists to share their "best" units, and allow centralized librarians (Prof. Library, School Librarians & Public Librarians) to serve more schools.
This website specifically provides:

Lesson Plan Database--an archive of continually growing curriculum activities and resources searchable by grade level, curriculum area and topic. This website allows the lesson plans (pathfinders) to be collaboratively developed and shared by teachers, Professional Library, TOSA's and Multnomah County Library to specific teacher needs.

Curriculum assistance--online curriculum "help request" for teachers that immediately alerts the school librarian & curriculum specialist, Professional Library and Multnomah County Library to specific teacher needs.

Contact Information:
Doni Stewart
Portland Public Schools
Portland, OR
dstewart@pps.k12.or.us

Book Collections/Kits

Title of Program: PAL PAK
Type of Program: Book Collections/Kits
Age level: K-8th grade
Description of Program: In an effort to share resources and expand services to the Orland Park students, the Orland Park Public Library instituted a unique program to provide materials to the teachers in the local schools which would enhance their lesson plans on a variety of topics. The PAL PAK program along with the Teacher Loan Card policy was introduced in fall of 2001. PAL PAKS are comprised of 15 - 30 books, audiovisual materials and props related to thematic units on a variety of subjects and geared for grades K - 5 and packaged in a rubber tote. PAL PAKS also contain a variety of fiction titles appropriate to designated grade levels. These variety packs serve K - 8 students.
The Library Board passed a policy allowing teachers in the schools that service Orland Park students to have access to our materials on a longer checkout time and their administrators have agreed to be fiscally responsible for lost and damaged materials. This service compliments the PAL PAK program when teachers wish to supplement their classroom and school library collections with materials from the public library.
The PAL PAK program initially requires knowledge of what the teachers need, what their administration is willing to do to collaborate, and whether this service will truly benefit the children. After almost two full years of providing thematic units to the teachers, we find that more PAKS are being requested; the teachers are requiring new subject units to be created, and that individual teachers are requesting "personalized" PAKS for their special needs children. Our statistics have shown an increase of PAK use over this last school year, and more units are in the process of being created.
We hope that other public libraries may benefit from our experience because this program is one that can be emulated by other libraries. Understandably, in this uncertain economy, libraries must find the means to share resources without depleting their own budgets and collections. This program may be modified to utilizing more of existing collections by creating more variety PAKS of duplicate titles, and using the paperback as the preferred format. Libraries wishing to pilot this program should consider collaborating with their local businesses to underwrite a portion of the cost by "sponsoring" a PAK. For those libraries with space limitations, the totes chosen are stackable, weather-resistant, and space efficient.
In the interest of economic prudence it has become necessary for educational institutions to collaborate and share their resources for the educational benefit of the children.
Contact Information:
Marilyn Heintz, School Liaison
Orland Park Public Library
14760 Park Lane
Orland Park, IL 60462
heintzmoppl@yahoo.com

Items that can be found at the School Resource Center include items from all 12 of the libraries in the Lee County Library System. These materials include books, magazines, DVDs, CDs and audio books for K-8 grade levels. Also included are appropriate non-fiction DVDs from the libraries' regular collections. These items are in used but good condition and are relatively recent, but they are no longer needed in the libraries due to the constantly changing nature of public library collections. New library items arrive at the School Foundation monthly.

The library system delivers approximately 300 boxes of library materials per year, with approximately 20 items per box.

Title of Program: Youth Outreach / Words on Wheels (WOW)
Type of Program: Book Collections/Kits
Age level: birth to five
Description of Program: .
Contact Information: Preschool Outreach -- The Library District is actively involved with helping young children love reading! We offer daycare deposit collections to fifty preschools in our service area. We also visit preschools and daycares with literacy enhanced library storytimes that use a combination of books, fingerplays, songs, flannel boards, and movement activities to teach early literacy skills and an appreciation of books.Outreach staff is also available to create library and literacy based trainings for preschool teachers and parents.
Contact Information:
Mary Nelson Brown
Youth Services Coordinator
833 Las Vegas Blvd. N.
Las Vegas, NV 89101
(702) 507-3596
brownm at lvccld.org

Book Discussion Groups

High School boys lead an active book discussion with boys in 4-6th grade. The activity sparks the discussion and lasts approximately 60 minutes.

The School Librarian supervises the meeting. However, since she is female, she remains in the background.

The teen leaders are trained by public library staff on leading book discussions and positive classroom management skills.

Name of Contact Person: Pam Jankowski
Title of Contact Person: Public Services Supervisor
School/Library Name: Cuyahoga County Public Library, Fairview Park Branch
Mailing Address: 21255 Lorain Road, Fairview Park, OH 44126
Phone: (440) 333-4700
Email Address: pjankowski@cuyahogalibrary.org
URL of Library: http://www.cuyahogalibrary.org
Citation for any presentation(s) or article(s) reflecting partnership: Blog: www.guysandbooks.blogspot.com

Date: 06/18/09
Title of Program: Lunch Time Book Club
Type of Program: Book Discussion Groups
Intended Grade Level of Participants: Grades 5-8
Description of Program: The Basalt Regional Library District has funding for programming, but they are short on space and have a difficult time getting interested teems to remember to attend programs. The local middle school has little funding and less staff, but plenty of space and students available.

For the past two years, the school and public library have partnered to hold a book club once a week during the students' lunch periods during the winter months. The teens in the book club are allowed to go first in the lunch line and then bring their lunches into the library. The 5th and 6th graders meet together for one club and the 7th and 8th graders meet together for the other club.

The students vote on which books to read, and the public library provides a copy of the book for each student. The teens set the pace for reading, and they do well discussing on their own with occasional guidance from either the school or public librarians; both librarians read each title so the book club can take place even if there is a librarian's absence.

The last meeting of each year is spent evaluating the club and talking about the public library (and getting ideas for programming there). Gradually, there has been an increase in the number of teens remembering to attend library programs, and many participants are either from the book club or friends of someone in the book club.

Date: 07-08-09
Title of Program: Northridge Middle School Book Club
Type of Program: Book Discussion Groups
Intended Grade Level of Participants: Grades 6-8
This is a book discussion group which is based on Indiana's Young Hoosier nominees. It is held monthly and separated by grade levels. The students come to the library during their lunch period and talk about a book that was chosen the month before from the Young Hoosier list. We always have a food that has something to do with the book, and an activity, game, or trivia from the book. The school librarian and I collaborate on this (I am a teen librarian at a public library). We have done it for 3 years. Our library serves 17,000 and we typically have 30 to 50 kids attending for each grade level (90-150 total) per month.

Title of Program: Reading Connections @ the Guilderland Public Library: Linking Parents and Teens
Type of Program: Book Discussion Groups
Age level: Secondary (Middle and high school)
Description of Program: I am finishing up the first year of (hopefully) a two year grant collaborating with our local school district.
Here is a brief description: The Guilderland Public Library is one of 18 public libraries throughout the State that has been awarded a Parent and Child Library Services grant from the New York State Library, New York State Education Department. Reading Connections @ The Guilderland Public Library: Linking Parents and Teens is a program of book discussions led by the Guilderland young adult librarian and Farnsworth Middle School librarians. Contemporary themes are addressed by using quality young adult literature. Various options are available for discussing each of the three books read throughout the year; teen only book discussion sessions, parent only book discussion sessions, and book discussion sessions and Internet "chat forums" open to all participants. The project will culminate with the author of one of the featured books participating in book discussion sessions with the groups as well as presenting a public talk at the Guilderland Public Library. For this first year the participants have been 8th graders and parents. The second year of the grant expands to the High School with the addition of 9th graders and parents. For the grant's first year, the public library young adult librarian and the middle school librarians worked together to arrive at the books for discussion by the group.
Hidden Talents by David Lubar
Persepolis : The Story of a Childhood by Marjane Satrapi
Heir Apparent by Vivian Vande Velde
Vivian Vande Velde will visit the library in June for two programs:
Friday evening, June 4th - participation in book discussion groups focusing on Heir Apparent and other books by the author.
Saturday afternoon, June 5th -Every Life Needs a Little Fantasy: a public talk at the Guilderland Public Library
The Middle School librarian and myself recently presented at a NYLA conference. Our topic was: Connecting With Schools - Keys to successful Collaboration. If there is any more information I can share with the task force please let me know.
Contact Information:
Karen Balsen
Assistant Director
The Guilderland Public Library
2228 Western Avenue
Guilderland, New York 12084
518-456-2400 ext. 11

Community Reading Projects

Global Reading Challenge Mission: To encourage reading as a fun and recreational activity that allows 4th and 5th grade students of all reading abilities to engage in the sport of reading. This citywide program is a collaborative effort between The Seattle Public Library and the Seattle Public Schools.

Goals
1. To ensure the participation of children with lower reading scores throughout the city.
2. To foster teamwork and cooperative thinking.
3. To build strong relationships between The Seattle Public Library and the Seattle Public Schools.
4. To share quality children's literature with the participants that represents a diversity of experiences at a variety of reading levels.

Name of Contact Person: Mary Palmer
Title of Contact Person: Children's Librarian
School/Library Name: The Seattle Public Library
Mailing Address: 1000 4th Avenue, Seattle, WA 98104
Phone: (206) 386-4674
Email Address: mary.palmer@spl.org
URL of Library: http://spl.org
URL of School: http://www.seattleschools.org
Citation for any presentation(s) or article(s) reflecting partnership: Webinar: http://www.webjunction.org/children/-/articles/content/68202071

Title of Program: One Book Two Villages
Type of Program: Community Reading Projects
Age level: Secondary (high school)
Description of Program: This year New Trier High School Library participated with the Winnetka-Northfield Public Library on the public library's "One Book Two Villages" program. It was a community reading project like Chicago's One Book One Chicago. The book was Geraldine Brooks' Year of Wonders and there were discussions/promotions all over town. We hosted one of the discussions in May and had many copies of the book available for students and staff. Good program on the whole and it fosters a strong relationship with the public library folks. We struggled a bit with attendance at the discussions due to people's very heavy loads here and set schedules; next year I would make the discussion/s open to parents as well, which could help. Thanks for the opportunity to offer input!
Contact Information:
Anne O'Malley
New Trier HS/Northfield Campus
OMalleyA@newtrier.k12.il.us

Delivery to Schools

Title of Program: Library Linx: Bringing the Public Library to Schools
Type of Program: Delivery to Schools
Intended Grade Level of Participants: Primary and secondary
Description of Program: Library Linx is a cooperative project between the Deschutes Public Library in central Oregon, and 3 school districts. Students and teachers can place holds on public library materials, which are then taken to a central location for each school district, and delivered to schools by school courier. Delivery is 5 days a week. Linx schools are selected when they are able to meet their responsibilities, which include having a regularly scheduled media manager, and opportunities for public library staff to speak to teachers twice a year, and students twice a year, about library services and resources. In the past, they were also required to support the media center with a budget that was half of the national median expenditure per student, but that has been eliminated due to the serious financial situation in two of our school districts. The first four years was entirely paid for by the public library. Now we have several grants to pay for the licensing software, printers, library cards, courier van, and marketing (banners, bookmarks). The library still pays for the computers. Library Linx will include 17 schools by the fall of 2009.

Title of Program: Various
Type of Program: Delivery to Schools
Age level: Various
Description of Program: This is a compilation of messages the task force received from Susan Ludington of Deschutes Public Library about book delivery programs between public libraries and schools.
Susan writes: "About a month ago I inquired about examples of book delivery programs between public libraries and schools, specifically those that allow students and teachers to request public library materials via the online catalog and then have those requested items delivered to the appropriate schools. I'm including the compiled list of responses below, but a couple of generalizations:
*The trend has been to have all student holds placed using a school/teacher/media specialist library card, and items are checked out at the public library using that card prior to delivery to the school(s)
*Courier service is typically carried out by the school districts, rather than the public library; however, there are exceptions to this, or modifications (e.g., Cranston Public Library)
Thanks to everyone who responded. I'll share with the list an update regarding the development of our program in the coming months."
Contact Information:
Susan Ludington
Young Adult/Outreach Services Librarian
Deschutes Public Library
susanl@dpls.lib.or.us

Heather Wallen
Elmhurst, IL
I am a liaison to our local high school, so when teachers request materials for their students I either pull them or ILL them, then use a van delivery service (run by the schools) to get the materials there. The high school teachers don't use the service much, but I think my colleague sends things to the lower grades more often. It works well when I need it, though.

Michelle A Vallee
Coordinator of Children's Services
Cranston Public Library
Cranston, RI
We are a medium-sized library system: one central library with five branches. If individual teachers or students request materials using their own card, then we do not send the materials to the school. Here's how we connect with our middle and elementary schools when the school makes the request:
*Requested materials are taken by our system delivery person to the central school library office. (We have a Monday through Friday delivery, so when ever the materials are requested, it's no problem to send them out.)
*Within the public school system, a delivery person works daily and goes to any school where a delivery is needed.
*Checking out the materials at the school library is done in accordance with their policies. (They can issue temporary barcodes that work with their tech system. Schools use Follette; we're on Horizon.)
*Returning material is handled in the same way: school office to library delivery person, back to sending library.
Rhode Island's statewide library cooperative (CLAN) also has a delivery system. This system has regularly scheduled delivery stops at most high schools in the state. So we simply "bag" the requested materials (again, that would be materials requested by the school, not an individual) and the state delivery system picks them up. When delivering, the driver also retrieves materials to be returned.
As far as "outcomes", we're very much aware that this reciprocity is a good thing. It's cemented our relationship here in Cranston, as well as statewide.
Of course, we still moan and groan about not knowing in advance about some assignments...but that's probably a permanent condition!
I hope this helps you. If you need more specific info, let me know and I'll connect you with people who are more involved in the delivery aspect.

Wayne Grimm
Library Media Specialist
Conestoga Middle School
Beaverton, OR
When I was at Tigard Public Library, we had a setup with the Tigard-Tualatin school district where their courier would stop by whenever we had books or materials to deliver to one of the schools in the area. This was actually pretty seldom--once or twice a month--and we'd just call the school district courier whenever there was a pickup ready; they'd swing by when they were out on their route that day.
The school librarian was always the point of contact for receiving, distributing & returning all pub. library materials (before sending them out we'd check them out to a special account we'd created for the school, with the LMS as primary contact). If the books were to go out to individual students once arriving at the school, the LMS would keep track of their circulation with a manual signout list.
It was a nice setup, and one I miss here in Beaverton. Our school district won't consider adding the public library as a courier stop (as it is, they've already had to cut back courier service to elementary schools to every other day), and the Beaverton City Library hasn't come up with a way to make it work from their end...
I don't think the arrangement at Tigard did much to boost circulation, really, but it was a great way for me to keep in contact with and collaborate with the school librarians--and through them, with the teachers. Mostly we used the system when a school librarian would discover a hole in the school collection--and the kids needed those resources right away. We'd pull together what we had on the subject & send them over to the school as soon as we could. I also had teachers & school librarians using this option when they were a few short on multiple copies of novels for class study, literature circles, etc. The communication about what was needed & when almost always happened through a phone call or an e-mail from a school librarian (though I got the ball rolling by going out to the media specialists' meetings to let them know the service was available).
We never did use this delivery setup to allow individual students (& teachers) to place items on hold online & then have them delivered to their school--I would love to see such a service for my students & teachers, but the logistics of it seem pretty daunting. Good luck with your project--let us know how it develops--

Melissa Jones
Director of Youth Services
Schaumburg Township District Library
Schaumburg, IL
We have had a book delivery program in place for many years. The delivery van is run by the local public school district. It travels once each week between the 27 public schools in the district and the library. The teachers call in for a bag of 20 books for their classroom. The books are checked out to the school. The book statistics are part of our YS circulation statistics. Students may not request materials through this program. We send out on average 50 bags of books weekly during the school year, so this adds to our circulation statistics. The library handles the book check out and check in and the school assumes the delivery responsibilities.

Stephanie Squicciarini
Teen Services Librarian
Fairport Public Library
Fairport, NY
We are a school district public library, meaning our budget is voted on directly by the community considered to be part of the school district. This allows for some natural cooperation, one being a school district courier service...
Courier Service: We do have a service, actually, an employee of the school district that transports materials between the schools and the public library (I work at the public library). This helps with books that the schools need for assignments, book discussions (teachers and students) and for books returned to the wrong library - that is, if someone returns a book here that belongs to one of the schools, which happens frequently, we just send it on in delivery. Students also often return our books to their school libraries, so they get sent back to us.
Circulation: Only our staff does any checking in/out here. I cannot speak to any training that goes on at the schools, but we are on different systems so our books would not get checked in/our there...we charge them out to the school's library card - which can also be used by teachers if they are checking out books to use in the classroom.
Outcomes: This has been in place since well before I started here. I don't think it increases circulation substantially, but it does make things easier for us and our patrons. They see the connection between the two and are pleased that their books will ultimately get in the right place. It is always well-used and very effective. I also use this service to get other materials to the school librarians - fliers about our programs, professional books they might be interested in, etc.
Hope this helps. Please let me know if you need me to clarify or expand on anything.

Ria Newhouse
Teen Services Librarian
Hancock County Public Library
Greenfield, IN
We use a courier service to deliver books to schools in the county. We are a county-wide library and teachers can call, email, or fax requests to us for a collection. They may want 50 books on frogs or a collection of 150 biographies, etc. The request goes to the associated department and they fill the request. The books are put in plastic tubs, noted what school they're going to, and then the courier picks them up and delivers them to the schools. Each courier trip costs $15 and my library eats the cost. When the teacher is done, she/he calls and lets us know and then we arrange for the courier to do a pick-up and deliver the tubs back to us.
Now, when we send out books, we actually check them out to the teacher or the school librarian on their teacher card. They can have extended loans with these cards. They are, however, responsible for all of the materials and any fines associated with the materials. This hasn't been truly successful and we do end up waiving a lot of fines.
Teachers do utilize the service and I do think circ stats go up because of it. In any given month I usually send out 3-4 collections, usually about 20 items.
Hope this helps, feel free to ask any questions.

Large, Systemwide Initiatives

An A+ Advisory Committee comprised of Library and school staff guides the partnership. The committee meets

bi-monthly to review partnership activities, discuss school and Library goals, and develop future initiatives.

Each school is assigned to a Library branch and connected with a Library liason, who communicates with the media specialist and other school faculty.

The Library develops curriculum-related classes and promotes them to teachers and PTAs at Back to School nights and other events throughout the year. Library instructors teach these classes in the schools and Library branches.

Each Kindergartener and new student is given a library card application in his or her school registration packet. The application is completed with school forms and returned to the school, where personnel forward the application to the Library. Library cards are mailed to students at their homes.

Title of Program: Education Initiative
Type of Program: Large, Systemwide Initiatives
Age level: Elementary and secondary (K-12)
Description of Program: In 2000, the King County Library System in Washington State established the Education Initiative in order to work with school libraries to help students achieve academic success. An Education Coordinator was hired to establish partnerships with the 18 school districts in the service area and to serve as a liaison between school librarians and youth librarians in the 42 branch libraries. At the center of the Initiative is the personal connection between the school librarian and public youth librarian. Each school is assigned to the closest community library. The Education Initiative supports an annual 2nd grade library card distribution, regular school visits by youth librarians to provide online database demonstrations, give book talks and promote reading incentive and summer
reading programs and other presentations as requested by school staff. Programs for Black History Month, Poetry Month and author presentations held in schools ensure a large audience of students, many of whom become aware of public library resources for the first time. Schools often can't afford to have these programs and are very enthusiastic about the curricular support. Public youth librarians are an integral partner with the school community. In the library, tutors offer help with homework and special student areas are provided. Organized lists of recommended websites on homework topics and online databases support the curriculum. Live online homework help draws large numbers of students. An electronic newsletter is sent five times a year to every school librarian in the area to spread the word about new resources and upcoming events.
Contact Information:
Barbara Carmody, Education Services Coordinator
King County Library System
960 Newport Way NW
Issaquah, WA 98027
425-369-3324
bacarmody@kcls.org

Library Card Campaigns

Title of Program: Carroll County Public Library and Carroll County Public Schools Partnership Kindergarten Library Card Campaign
Type of Program: Library Card Campaigns
Age level: Primary
Description of Program: Carroll County Public Library offers all county kindergarten students an opportunity to receive a free library card during a class visit to their branch library to attend an age-appropriate, literature based puppet show. In partnership with Carroll County Public Schools, we are able to reach children and their parents to make them aware of the library in their area, provide access for children through their cards and promote the enjoyment of reading and library services.
Kindergarten teachers schedule a spring visit to their local branch to attend the original puppet show presented by CCPL staff. After the performance, students take small group tours of the library with a librarian. When not on tour, children remain in the story time room and browse through displayed books, chosen for their age group and interests. Teachers and chaperones assist each child by writing a list, which the child takes home, of the books they would like to check out when they return to the library with their parents.
Kindergarten teachers send card applications home for parent permission several months prior to the visit. Library cards are ready for the teachers on the day of their visit, along with a bookmark thanking parents for "giving the gift of reading" to their child and branch information.
Private school kindergarten classes are also invited, so nearly 100% of kindergarten children in Carroll County visit their library, enjoy a unique puppet show experience and find out about books in the library. As a result of this campaign, 80 - 85% of all kindergarten children in Carroll County are library card holders each year.
Contact Information:
Brenda Conaway
Westminster Library
50 East Main Street
Westminster, MD. 21157
410-386-4490 Ext. 729

Last fall, Dr. Jose Torres, superintendent of Illinois School District U-46, walked into an elementary classroom. A young smiling boy made eye contact with him. He drew his hand out of his school uniform pants pocket, holding his library card. Dr. Torres smiled back as he showed his own library card. One of the district's youngest students and its highest administrator bonded about the importance of having a library card. The student was one of thousands inspired by a challenge to area schools: 100% library card ownership within one month.

This effort actually started in August of 2008 when the state's second largest school district that serves over 40,000 students welcomed this new superintendent. A super library supporter, he agreed to be the face of September's Gail Borden's Library Card Sign-up Campaign. Card registration increased 10% over the previous September. Everyone agreed that the momentum couldn't end and the challenge was borne for October with the goal of 100% library card ownership in all U-46 schools. Gail Borden recruited five other public libraries that served U-46 students to join the effort and all stops were pulled out to maximize use of press, media, e-marketing and word-of-mouth buzz.

Press releases sent to the media resulted in stories headlined "Proud to carry a library card" and "Library card comeback." Dr. Torres urged principals to encourage teachers and students to participate. Some schools ran their own marketing campaign. Sycamore Trails Elementary School displayed pictures of students holding library cards with the caption "Got Card?" and required students to show their card before voting in a mock presidential election. The school achieved 100% library card sign-up before the end of the month. School officials all motivated their students to not only get a card, but to use it.

The Dr. Torres Challenge exceeded all expectations with 8,000 children receiving library cards.

The Gail Borden Library District covers over 60 square miles, reaching a diverse multicultural community. By 2030, that population is expected to grow to 170,000. A majority of the 41,000 children in Illinois School District U-46 represent minorities and low-income households. Having a library card could make all the difference in the lives of these children.

Title of Program: Great Library Card Adventure/Get Carded
Type of Program: Library Card Campaigns
Age level: Elementary & secondary
Description of Program: The Great Library Card Adventure is a library card campaign for kindergarten classrooms in Multnomah County, presented by the Multnomah County Library School Corps. Although we usually run the campaign kindergarten classrooms, every few years we extend the campaign to all K-5 students. (All K-5 students are able to apply for cards during any Great Library Card Adventure campaign, but during most years, the contest is for the kindergarten classrooms only.) We want every student, faculty and staff member in the county to have a Multnomah County Library card. We send letters to school principals and library staff inviting them to join the campaign, and we send kits with posters, applications, and instructions to those who join. After returning the applications, teachers receive a drink coupon from Starbucks. Students (both those who already had cards and those who get them through the program) receive Great Library Card Adventure stickers. Kindergarten classrooms with 100% of the students signed up for library cards are entered in a drawing to win one of three collections of age-appropriate fiction and non-fiction books for their classroom. Classes with 100% of students signed up that do not win a book collection will receive a gift certificate to a local bookstore. URL: http://www.multcolib.org/schoolcorps/glca.html
Get Carded! is a library card campaign for middle and high schools students. We have done this campaign twice since 1997. We send letters to school principals and library staff inviting them to join the campaign, and we send kits with posters, applications, and instructions to those who join. School return tally sheets to us with the numbers of students who already had cards, and the applications of those who are applying. All students and teachers who participate in the program (whether they already had cards or applied them) received a card with discount offers from local businesses.
Contact Information:
Jackie Partch
School Corps Team Leader
Multnomah County Library
205 NE Russell, Portland, OR 97212
503.988.6004
jacquelp@multcolib.org

Title of Program: PowerCard Committee
Type of Program: Library Card Campaigns, Summer Reading Programs
Age level: Elementary & Secondary
Description of Program: The Schools and Public Libraries in Palm Beach County, Florida have a partnership called the PowerCard Committee. It is 6 years old.
The PowerCard mission is to encourage children and their families to develop a love of reading, learning and libraries. Because of the work of this group, all students in Palm Beach County Schools can get free library cards at their choice of 15 county and 7 city libraries. This provides students access to combined library collections of approximately 2 million items to help with their school assignments.
PowerCard sponsors an annual library card campaign in September through contests in the schools and public libraries with incentives provided by local businesses. We've even been able to make sure that a library card is included on the school supply list. Right now we're working on our yearly Summer Reading Program promotion. Students will view in their classrooms a video created by the committee advertising Read Across Florida (our Summer theme). Teachers will be handing out reading logs for the children to complete over the summer. These were also created by the PowerCard committee and the libraries will use the same one. So there is one unified program for both the libraries and the school system.
Why is PowerCard Important? It's building new bridges of cooperation in the community to support literacy and ultimately to see our students succeed in school. Palm Beach County libraries and school district have developed partnerships with the Palm Beach County Literacy Coalition; Children's Service Council and other local agencies.
Contact Information:
Wendy Rosenfeld
Youth Services Coordinator
Palm Beach County Library System
3650 Summit Blvd.
West Palm Beach, Florida 33406-4198
Tel. 561-233-2745
FAX 561-233-2627

Library Cards for Educators/Schools

Public Library Visits to Schools

The first visit, I demonstrated Bloom's Literary Reference Online and several "Power Library" databases supplied by the PA Commonwealth Library, including AP Images, Student Resource Center, EBSCO Health Source and Brodart's Dartclix (a database of Web sites).

The second visit, I demonstrated Novelist and booktalked several titles from each library's collection. The third visit, I demonstrated Grove's Art and had some "hoax" photographs for the students to determine which were fake and which were real.

At the end of the school year, I plan to return to promote the summer reading program. We have also gotten permission to send flyers home with the students about the program. (A first.)

We also have a copy of all of the textbooks being used throughout the school district in our reference collection. Students who have forgotten a book can come to the library to use it. Some students regularly copy the pages for their assignments so they don't have to carry their books. Home school parents use them as well.

The benefits: Laurie and I are developing a great working relationship. I recognize students who come into the library and they recognize me. The teachers are more aware of the public library's resources. The use of our online resources has increased dramatically. As a result, our board established a separate line item for databases and authorized us to purchase World Book Online.

The idea of collaborating with the schools can be overwhelming. Starting with simple, focused programs will get both parties involved and who knows where it will grow from there. Laurie and I are talking about a one book one school program in the future.

Overdrive Audio books have been added to our collection. I visit the high schools to demonstrate how to use the program and download audio books to MP3 players or iPods. I also give a presentation to low readers about the various types of library materials that may be of interest to them such as audio books, DVDs, magazines, online resources and books, DK publications, high-interest non-fiction, graphic novels, etc.

At the end of the school year, I visit the schools to promote summer reading activities. Over the summer, students can earn extra credit by participating in approved school or community activities. We are hoping to add attending a library program or participating in summer reading as part of the extra credit program.
Contact Information:
Linda L. Homa, Reference Librarian
Public Library of Union County
255 Reitz Blvd.
Lewisburg, PA 17837
570-523-1172
reference@publibuc.org

BLAST has received financial support from a number of foundations in the Pittsburgh area, and is currently supported by the library, EITC funding ( Educational Improvement Tax Credit funds), and the Pittsburgh Public Schools. For the first five years of the program, BLAST was evaluated by Dr. Rita Bean at the University of Pittsburgh. The programs goals are to: enhance the reading attitudes and abilities of third grade students, provide equitable access to public library resources and materials, and increase the visibility of Carnegie Library in the elementary schools. The success of the third grade program led one of the foundations to seek expansion of the program into a rural community library. After two successful years the rural library was able to seek local funding to continue the program.

Title of Program: Linn Library League Summer Reading Program
Type of Program: Summer Reading Programs and Lists, Public Library Visits to Schools
Age level: N/A
Description of Program: Linn Library League is a volunteer group of Linn County residents who want to bring high-quality, publicly funded library service to everyone in Linn County. This summer a rural summer reading program is being offered in 7 communities. Five programs will be offered in school libraries--four are public schools and one is a charter school. The funding for our program comes from the Institute of Museum and Library Services through the Library Services and Technology Act, administered by the Oregon State Library.
Contact Information:
May Garland
(503) 394-3696
garlandm@smt-net.com
Linda Ziedrich
(503) 394-3643
ziedrich@smt-net.com

Title of Program: SWIFT (Student Web Instruction for Teachers)
Type of Program: Public Library Visits to Schools
Age level: Secondary
Description of Program: SWIFT is a partnership between Hennepin County Library and area secondary schools dedicated to improving online research skills among students and teachers. Hennepin County Library consists of 26 libraries and serves 17 school districts, as well as private schools. Through classroom visits and staff development workshops, SWIFT works to teach students and teachers to use Hennepin County Library's online resources,
such as TeenLinks, to access databases, selected Web sites, and the library catalog. SWIFT also works to promote information literacy by teaching students and teachers how to effectively locate and evaluate internet sources on a specific topic. Our Web site is www.hclib.org/ToolboxForTeachers.
Contact Information:
Cyndi Webster
Eden Prairie Youth Services Librarian & SWIFT Project Manager for Hennepin County Libraries
(Student Web Instruction for Teachers)
565 Prairie Center Dr.
Eden Prairie, MN 55344
Phone: (952)847-5376
Voice Mail: (952)847-5386
Fax: (952)847-5377

Contact was made with the New Castle Transit Authority to arrange for their trolley to come to the library that day to provide trolley rides to children and parents attending the program. When contacted, local downtown businessman Tom George provided free parking to all who attended the program and Eat 'n Park Restaurant provided us with their famous "smile" coookies to give to the children.

During the three week period for the sweater drive, we received sweaters not only from individuals but also from local churches, and one of our biggest contributors proved to be the employees at Liberty Mutual Insurance Company who contributed over 200 sweaters to our drive.

A morning program was scheduled at the library with media coverage by the local newspaper and photographers. Representatives from the Lawrence County Crisis Center were on hand for the presentation by Mr. McFeely of over 30 boxes - 427 sweaters - collected.

We also contacted the Pre-K coordinator, Sandy Graham, and did another program for the Pre-K classes in the New Castle Area School District. Once again, we provided story times on the trolley and a short trolley ride for over 130 children.

During all of our story times that day, children received a free book, a personalized autographed picture of Mr. McFeely, and the opportunity to spend one-on-one time with him. We also provided chalk drawing outside and Mister Rogers coloring pages inside for the children as they waited to talk to Mr. McFeely or ride the trolley.

The program was extremely successful and well-received, not only by the children but also by parents. Our visit to the school was also appreciated; the administration expressed their gratitude several times regarding our continuing efforts to include them in special library events, and tentative plans have already been made to promote more of the library programs in the schools.

What started out as a story time and sweater drive resulted in a cooperative effort among our library, private business, and the City of New Castle to provide a memorable day for our community and also to be a good neighbor to the clients of the local women's shelter. In fact, that's what our program was called: "Welcome to the Neighborhood."
Contact Information:
Susan Morgan
New Castle Public Library
207 E. North St.
New Castle, PA 16101
724-658-6659, x107
smorgan@ncdlc.org

- Website Introduction: we teach students to navigate the Library District website focusing on homework help, online tutors and tests, ordering library materials, emedia, and getting a library card.

- Nevada Reading Week Classroom Visits: Let us visit your Elementary classroom and share stories, information about the library, and the joy of reading when you celebrate Nevada Reading Week.

- Summer Reading Assemblies or Classroom visits: Reading during summer break helps kids keep their skills fresh. Let us get kids fired up about reading all summer long as we explain the Library District's Summer Reading Program.

- Third Grade Wallet Visits: we can visit your 3rd grade classroom to share stories, booktalks and information about the public library. Third grade students receive the state Library Card Wallet with a special greeting from the Governor and encouragement to sign up for their own library card.

- We are also available for: Family Nights, Literacy Events, Career Days, College Fairs and other school events we can staff an information table or create a custom presentation to fit your needs.
Contact Information:
Mary Nelson Brown
Youth Services Coordinator
833 Las Vegas Blvd. N.
Las Vegas, NV 89101
(702) 507-3596
brownm at lvccld.org

Publicity (including newsletters)

Title of Program: Discover@PWPLS: An E-Mail Newsletter for Educators
Type of Program: Publicity (including newsletters)
Age level: Adult
Description of Program: Discover@PWPLS is an e-mail newsletter designed especially for educators! Discover is designed to be a brief overview of changes or additions to the web based resources and services offered by the public library system. Three times a year, you will receive a 1 to 2 page update, delivered directly to your e-mail address! Discover is free! You can subscribe or unsubscribe at any time! Sample copy: Prince William County Newsletter (PDF)
Contact Information:
Prince William Public Library System
http://www.pwcgov.org/library

Title of Program: E-Resource News
Type of Program: Publicity (including newsletters)
Age level: Elementary & secondary, adult
Description of Program: A newsletter with resources for teacher-librarians, teachers and students. Sample copy: DeKalb County Newsletter
Contact Information:
DeKalb County Public Library
www.dekalblibrary.org

Title of Program: Teacher Connection: A Newsletter from the Youth Services Department of the Lake Villa District Library
Type of Program: Publicity (including newsletters)
Age level: Elementary & secondary
Description of Program: Published once a quarter, Teacher Connection is full of information on how the Library can help you and your students. You'll find: Information on upcoming Library programs and initiatives; a regular column by Kerry Reed, Head of Youth Services; updates on teacher services such as Classroom Connection bags; and other useful information about Library resources.
Contact Information:
Elisa Gueffie
847-356-7711, ext. 242

School Visits to the Public Library

Title of Program: Cooperative Summer Reading Program
Type of Program: Summer Reading Programs and Lists, School Visits to the Public Library
Age level: Elementary
Description of Program: Newport Public Library and Yaquina View Elementary School in Newport, Oregon, have been running a cooperative Summer Reading program for three years. The Title I (Reading Recovery) program at Yaquina View School has used USDE grant monies to pay for teaching staff. This is how the program works:
The library's summer reading program meets once a week on Wednesday afternoons. The school program meets at the same time in the library with the students attending the program. Both before and after the program the teaching staff meets with students for one-on-one and small group reading instruction. About 40 children participate in the school program and another 100+ participate in the library program.
This cooperative program has introduced the library to many families who would not otherwise be using it in the summer (or any other time). The students participate in the reading rewards part of the library program as well and, for many of them, it is the first opportunity to recieve the same recognition that the "normal reader" kids get.
The school staff have been tracking the testing results of their students and statistics show students involved in the summer reading program actually gain skills over the summer.
Both library and school staff are very happy with this program and hope to continue it indefinitely.
Contact Information:
Rebecca Cohen
Newport Public Library
Newport, Oregon
storyweaver@newportlibrary.org

Title of Program: N/A
Type of Program: School Visits to the Public Library, Public Library Visits to Schools
Age level: Elementary (Kindergarten, 1st and 2nd grade)
Description of Program: We have a successful program with our elementary schools that has been running for three years. On Thursday morning of each week the school buses a different 1st grade class to the library. We have volunters come and read to the children and then they are allowed to check out books that will be due the next time they come back (usually about a 1 month time period). On Friday morning they bus the 2nd grade students for the same program. We follow their character traits theme for the month. One Thursday a month one of the staff goes to the Kindergarten classes and reads to the students. This program insures that every 1st and 2nd grade student has a library card. There is no cost to the library as we already have our staff and the school buses the children. Organizations donate funds each year to purchase new books for the 1st and 2nd graders.
Contact Information:
Carol Brentlinger
Palmyra Bicentennial Public Library
573-769-2830
pbpl@nemonet.com

Title of Program: Oakland Elementary Night at the Public Library
Type of Program: School Visits to the Public Library
Age level: Elementary
Description of Program: One type of program that has worked well for me is "Oakland Elementary Night at the Public Library" or "Green Elementary Night at the Public Library". I have done this with two public schools after getting to know the school librarian. As the public librarian, I give a bilingual orientation and tour to my library and then a storytime together with the school librarian. I usually provide snacks and we encourage and expect families to sign their youngsters up for library cards.
The challenging part is the building of a relationship with the school librarian. Turnover is great in public schools in Fort Worth. It has taken me almost three years to build a relationship with these two schools because of it and even after having successful programs the next year is unpredictable if there is a new administrator who does not place a high priority on this type of partnership (many administrators have tunnel vision solely focused on testing, testing, testing!)
Contact Information:
Desiree Fairooz
Youth Librarian
East Berry Branch Library
Fort Worth Public Library

The public librarians also visit two other elementary schools (one is K-2, and the other is K-4). Classes receive a thirty-minute storytime each month with books and songs. The public library also has the opportunity to promote library programs (including summer reading).

The relationship with area schools in the elementary and middle grades have been great, and the library is working to expand the program to area high schools in the future.
Name of Contact Person: Jennifer Buch
Title of Contact Person: Youth Services Supervisor
School/Library Name: Port Clinton City Schools & Danbury School/Ida Rupp Public Library
Mailing Address: 310 Madison Street, Port Clinton, OH 43452
Phone: (419) 732-3212
Email Address: buchje@oplin.org
URL of Library: http://www.idarupp.org

Special Events

Title of Program: Books to Treasure
Type of Program: Special Events
Age level: Second grade
Description of Program: "Books to Treasure" is the Tulsa City-County Library's annual celebration of National Children's Book Week. The event encourages families to read aloud, and promotes the beauty of children's book illustration. An illustrator is invited to Tulsa to visit second graders at a private school, a Tulsa Public School, and an outlying school district's school. An evening talk and book signing is held at a public library.
During the fall, a second grade library card signup is conducted. Those who apply get a library card illustrated by the guest illustrator. In September, teacher workshops are held to showcase the Books to Treasure web site which has an illustrator biography, related web sites, and lesson plans written by public and school librarians. Examples of the lessons are presented at the workshops. Refreshments and door prizes are provided.
Each second grader in Tulsa County receives a paperback book illustrated by our guest, an effort to create lifelong readers if they aren't already.
Our maintenance crew delivers books, posters, bookmarks & bookplates to the large school districts and the elementary schools in small districts. Our children's librarians deliver materials to the private schools.
The whole program is funded by the Anne and Henry Zarrow Foundation. Anne Zarrow was a teacher and the Zarrow family is a huge supporter of schools and libraries.

Contact Information:
Lana Voss, Children's Department Manager
Tulsa City-County Library
Central Library
400 Civic Center
Tulsa, OK 74103
918-596-7973
lvoss@tulsalibrary.org

Date: 06/17/09
Title of Program: Booksicals-Encouraging the Love of Reading Through the Arts
Type of Program: Special Events
Intended Grade Level of Participants: Preschool-Grade 2
Description of Program: Booksicals on stage literacy program ( http://www.booksicals.com) and the Robertson Branch Los Angeles Public Library put on an afterschool musical performance of the picture book Too Many Visitors for One Little House (by Susan Chodakiewitz, illustrations by Veronica Walsh) for pre-school through second grade school students on June 2, 2009.

Booksicals brought the Booksicals Repertory Company to perform the new picture book with author and illustrator participation. The students got to interact with the author and experience a live musical performance of the book by the Booksicals Repertory Company. After the show they greeted the characters and asked questions. Students also had an opportunity to purchase the book and get it signed by either author or character.

Emails and information about the program were sent to the local public and private schools in the area. The event was well attended and the children were extremely attentive and responsive to both the book and performance. Afterwards, parents sent emails praising the event and describing children who repeatedly asked for the books to be read to them at home.

This was a literacy-promoting event. Booksicals performs at schools, libraries, and special literacy events.
Name of Contact Person: Carol Duan
Title of Contact Person: Librarian
School/Library Name: Robertson Library
Mailing Address: 1719 South Robertson Boulevard, Los Angeles, CA 90035
Phone: (310) 840-2147

Title of Program: Breakfast with School Librarians
Type of Program: Special Events
Age level: Adult
Description of Program: We invited all the school librarians and the teachers we know best from our 14 partner schools to stop in at Bayside between 8:30 and 9:30 this morning for coffee & a library orientation. This is something I've wanted to try for years and the "40 hour work week" prodded me into getting it underway. I'm writing to let you know how it went.
We had representation from 3 schools - a teacher from one elementary, 2 librarians from another, and the secretary from a middle school. We also had many librarians call to explain that they couldn't get away to come - the principals had called meetings. (The secretary was sent by the librarian in her place.)
I am naturally disappointed in the turnout, but the 4 who came gave us an opportunity for personal contact. The 2 school librarians didn't arrive till 9:30, but they had a particular problem with their library being renovated and their teachers being irresponsible, so we talked till 10. Additionally, those who called at least know we want to be supportive. So, it was worth doing, though another time we'll try something different.
We had refreshments, an assortment of our handouts, an assortment of weeded posters, and tours for our guests. But, mostly, it was the personal contact and affirmation that mattered.
Contact Information:
Carolyn Caywood, MSLS
Bayside Library & Special Services
936 Independence Blvd.
Virginia Beach, VA 23455
757-460-7518
fax757-464-6741
http://VBgov.com/libraries ccaywood@vbgov.com

This year marks the sixth year that we have partnered with the students and teachers. The English teachers and I feel it is a very successful program. F D Campbell Memorial Library pays for the postage and the ceremony. It is a very simple and cost effective program and could be replicated easily anywhere.
Contact Information:
Jean Workman, library director
F D Campbell Memorial Library
P O Box 666
Bessemer, PA 16112
724-667-7939
read_books@hotmail.com

Date: 07-17-09
Title of Program: Joint MSLA/MLA Legislation Day at the State House
Type of Program: Special Events
Intended Grade Level of Participants: Preschool - Grade 12
Description of Program: Members of the Massachusetts School Library Association (MSLA) and the Massachusetts Library Association (MLA) have held two successfully lobbying days at the State House in Boston.

Name of Contact Person: Kathy Lowe
Title of Contact Person: Executive Director
School/Library Name: Massachusetts School Library Association
Mailing Address: PO Box 658, Lunenburg, MA 01462
Phone: (978) 582-6967
Email Address: klowe@maschoollibraries.org
Citation for any presentation(s) or article(s) reflecting partnership: http://maschoolibraries.org/content/view/644/320/

Title of Program: Partners in Education
Type of Program: Special Events
Age level: Middle school
Description of Program: Goal: To improve educational opportunities by increasing access to research and other educational materials.
The Partner will: Permit use of field guides to identify science collections, provide instruction in the use of the computerized catalog of the public library, provide display space for student work in the library, furnish materials from Federal and State agencies, display posters to encourage student reading, and engage in a special lending agreement through the school librarian.
The School will: Provide student art work for display in the Bayside Library, make library aware of upcoming subject areas to be studied in the classroom, offer performances (band, chorus, orchestra, theater, etc.) at the library that would be open to the public.
Contact Information:
Carolyn Caywood, MSLS
Bayside Library & Special Services
936 Independence Blvd.
Virginia Beach, VA 23455
757-460-7518
fax757-464-6741
ccaywood@vbgov.com

Title of Program: Professional Development Partnership
Type of Program: Special Events
Age level: Adult
Description of Program: Library Connections, a grant-funded program working with schools in the Archdiocese of New York actively collaborates with New York Public Library to promote the use of the public library to faculty and students in the 32 schools in the program. (We also promote the public library to other schools throughout the diocese. We ensure that our professional development program takes advantage of public library resources and personnel.)
Examples include:
We held 2 programs at our 2004 Library Connections Summer Institute on Children's and YA book Talks, given by New York Public Library staff members.
We arranged to hold 3 workshops during the 2004-2005 school year on book selection at the major children's collection in each borough. Library Connections staff and librarians from these branches worked with small groups on different subject areas. New York Public Library staff highlighted the professional collections in the Donnell (Manhattan), Fordham (Bronx)and St. George (Staten Island)branches. Faculty members (librarians, classroom teachers, computer teachers, and administrators were at each workshop. They were also able to get library cards during the programs.
Using our Intranet Portal (for Library Connections schools) and e-mails to all Catholic school principals in the New York Public Library service area, we publicize the monthly CLASP (Connecting Libraries and Schools Project) teacher programs given at Donnell.
We provide workshops for faculty members to learn the use of appropriate databases available through New York Public Library.
We encourage all Library Connections schools to make contact with their branches to arrange for students to get library cards, schedule class visits to the local library branches and invite the public librarians to make visits to the school.
Contact Information:
Melinda Greenblatt
Library Connections,Archdiocese of New York
1011 First Ave., 14th Fl.
New York, NY 10022
212-371-1011, ext. 3367
melinda.greenblatt@archny.org

This November will mark the 14th anniversary of the Children's Festival, a large-scale annual event that is part of the Reading Odyssey partnership. In addition to the Children's Festival, other activities take place each year, such as the Hats Off Festival and the Reading Carnival. These activities incorporate a variety of activity booths, crafts, and entertainment shows, focused on exposing children to the love of reading.

Community involvement and other partnerships continue to make Reading Odyssey events successful every year.

Title of Program: Tall Trees Programs
Type of Program: Special Events
Age level: Elementary & Secondary
Description of Program: We in Fairfield County were also beneficiaries of the Reader's Digest largesse. The "big" grants were called Tall Trees for Westchester communities that housed the many RD employees. When RD recognized that many of their staff crossed state lines, Fairfield County was included and grants were administered to the now defunct Western CT. Library Council. (Thanks, now resigned in shame Gov. John Rowland who slashed the budget big time.) The grants were for $1500 which could be split any way the school and public library deemed appropriate. The Bridgeport Public Library received about seven of these over a 3 year period. Collaborations included "P.I.E. Partners in Education" for parents of children in a K-1 classroom at one of our worst schools. Storytelling for 7th graders, Book Buddy programs between 5th and 1st graders, a book discussion club, and a reading program in the school not unlike most public library summer programs. Another one was about Bridgeport history and we included a tour of our Historical Collections and a workshop/concert with the CT State Troubador.
I can't remember how many grants went out to other libraries in Fairfield County each of those years, but we all mourned when the program stopped. The ties with the schools continue, some intermittently and some with great regularity. All in all, the grants were wonderful not only for their creative projects and needed collaborations which evolved, but also for their ease of planning and reporting. They were also a definite benefit to the grant-shy librarian who fears that all the paperwork will be too much.
Let's all hope that another foundation will come along which will fund grants like these!
Contact Information:
Bina Williams
Bridgeport Public Library
Bridgeport CT
bwilliams@brdgprtpl.lib.ct.us

Date: 06/18/09
Title of Program: Tween Visionaries
Type of Program: Special Events
Intended Grade Level of Participants: Grades 6-8
Description of Program: The Frederick County Public Libraries and Frederick County Public Schools created a collaborative Web 2.0 project targeted to middle school students. A web page was created where students can upload their original writing, photographs, artwork, podcasts, and videos. The students need to register at the public library or their school library. Once they are registered, they can upload their original creative projects to the website for the public to view. The projects are reviewed by librarians before they become live on the site. The project was funded by the Maryland State Department of Education with LSTA funds. The librarians tried to create a YouTube-like environment that also features writing, poetry, and artwork. The students' projects can be seen at http://www.tweenvisionaries.org.
Name of Contact Person: Sandra L. Doggett
Title of Contact Person: Supervisor of Library Media
School/Library Name: Frederick County Public Schools
Mailing Address: 7630 Hayward Road, Frederick, MD 21702
Phone: (301) 644-5134

Title of Program: Various
Type of Program: Special Events
Age level: Secondary (Middle school, high school and college)
Description of Program: I am part of a trio of librarians who have done several collaborative programs over the past year with schools, the public library and an academic library. I am a subject/outreach librarian at Valley Library, Oregon State University, Bryan Miyagishima is the librarian at Philomath High School, and Andrew Cherbas is the outreach librarian at Corvallis-Benton County Public Library. Here's a list of the programs we've worked on since last September:
-Senior Seminar at Philomath High School (all three of us) - advising students working on their senior projects
-Seminar for a middle school class working on science fair projects (Andrew and I) -"Researching IFO's (Identified Flying Objects) (all three of us) - a upcoming summer Saturday Academy class for 9-12th graders offered through university outreach. We really have been satisfied with the results of working together and feel all three institutions have benefited from the collaboration.
Contact Information:
Susan Goodson
Science Librarian, Valley Library
Oregon State University
Corvallis, OR 97331
541-737-7301
susan.goodson@oregonstate.edu

Summer Reading Programs and Lists

Title of Program: Cooperative Summer Reading Program
Type of Program: Summer Reading Programs and Lists, School Visits to the Public Library
Age level: Elementary
Description of Program: Newport Public Library and Yaquina View Elementary School in Newport, Oregon, have been running a cooperative Summer Reading program for three years. The Title I (Reading Recovery) program at Yaquina View School has used USDE grant monies to pay for teaching staff. This is how the program works:
The library's summer reading program meets once a week on Wednesday afternoons. The school program meets at the same time in the library with the students attending the program. Both before and after the program the teaching staff meets with students for one-on-one and small group reading instruction. About 40 children participate in the school program and another 100+ participate in the library program.
This cooperative program has introduced the library to many families who would not otherwise be using it in the summer (or any other time). The students participate in the reading rewards part of the library program as well and, for many of them, it is the first opportunity to recieve the same recognition that the "normal reader" kids get.
The school staff have been tracking the testing results of their students and statistics show students involved in the summer reading program actually gain skills over the summer.
Both library and school staff are very happy with this program and hope to continue it indefinitely.
Contact Information:
Rebecca Cohen
Newport Public Library
Newport, Oregon
storyweaver@newportlibrary.org

Title of Program: Linn Library League Summer Reading Program
Type of Program: Summer Reading Programs and Lists, Public Library Visits to Schools
Age level: N/A
Description of Program: Linn Library League is a volunteer group of Linn County residents who want to bring high-quality, publicly funded library service to everyone in Linn County. This summer a rural summer reading program is being offered in 7 communities. Five programs will be offered in school libraries--four are public schools and one is a charter school. The funding for our program comes from the Institute of Museum and Library Services through the Library Services and Technology Act, administered by the Oregon State Library.
Contact Information:
May Garland
(503) 394-3696
garlandm@smt-net.com

Title of Program: N/A
Type of Program: Summer Reading Programs and Lists
Age level: N/A
Description of Program: For our summer library program we contact the schools and ask them to offer incentives for kids who finish the summer library program. Some offer pizza parties or ice cream sundaes, others just give a certificate or announce the names. One school gives each child a free book. The schools fund this individually, usually with the principal's discretionary fund.
Contact Information:
Deborah L. Dubois
Children's Outreach Librarian
Mansfield/Richland County Public Library
deborah_dubois@freenet.richland.oh.us

Title of Program: PowerCard Committee
Type of Program: Library Card Campaigns, Summer Reading Programs
Age level: Elementary & Secondary
Description of Program: The Schools and Public Libraries in Palm Beach County, Florida have a partnership called the PowerCard Committee. It is 6 years old.
The PowerCard mission is to encourage children and their families to develop a love of reading, learning and libraries. Because of the work of this group, all students in Palm Beach County Schools can get free library cards at their choice of 15 county and 7 city libraries. This provides students access to combined library collections of approximately 2 million items to help with their school assignments.
PowerCard sponsors an annual library card campaign in September through contests in the schools and public libraries with incentives provided by local businesses. We've even been able to make sure that a library card is included on the school supply list. Right now we're working on our yearly Summer Reading Program promotion. Students will view in their classrooms a video created by the committee advertising Read Across Florida (our Summer theme). Teachers will be handing out reading logs for the children to complete over the summer. These were also created by the PowerCard committee and the libraries will use the same one. So there is one unified program for both the libraries and the school system.
Why is PowerCard Important? It's building new bridges of cooperation in the community to support literacy and ultimately to see our students succeed in school. Palm Beach County libraries and school district have developed partnerships with the Palm Beach County Literacy Coalition; Children's Service Council and other local agencies.
Contact Information:
Wendy Rosenfeld
Youth Services Coordinator
Palm Beach County Library System
3650 Summit Blvd.
West Palm Beach, Florida 33406-4198
Tel. 561-233-2745
FAX 561-233-2627

Title of Program: Summer Reading Club
Type of Program: Summer Reading Programs and Lists
Age level: Secondary (middle and high school)
Description of Program: We launch our Summer Reading Club in the schools during National Library Week with booktalks, author visits, giveaways, and displays.
Contact Information:
tgermano@suffolk.lib.ny.us

Tutoring/Student Success Programs

Title of Program: Early Reading First
Type of Program: Tutoring/Student Success Programs
Age level: Elementary (Pre-K), Head Start
Description of Program: The Montgomery County Public Library is a Partner to the Montgomery County Public School Early Reading First (ERF) Grant program.The purpose of the Grant is to enhance the Pre-K and Head Start classes so they better prepare children for reading in Kindergarten.
In the schools, the Grant involves five elementary schools and two daycare centers. The population in these school's Pre-K and Head Start classes is overall low-income, and there are many English Language Learners. The program utilizes a preschool curriculum from Scholastic and introduces the practices of dialogic reading, flooding the classrooms with books, "enhanced literacy play" and a program for "scaffolded" writing. Each school has an experienced Pre-K teacher who acts as Mentor to the 3 to 5 Pre-K, Head Start and PEP (preschool education preparation) classes at that school.
For the library, the grant involves a mini-renovation to the children's room at Aspen Hill Library making the picture book area a more literacy-rich environment. The grant also includes a staff person. That's me, Susan Modak, I started at Aspen Hill Library in February, 2004.
For two years before that, Montgomery County Public Libraries staff from the Library Director to the Early Childhood Specialists to Aspen Hill's Agency Manager and Head of Children's Services (past and present), and others worked on the vision and the grant application.
Since February, I've visited each of the ERF classrooms for a story time. This allowed the teachers to introduce a special visitor/reader from the library and for me to meet the children and the teachers, see the class settings and gauge the children's language abilities.
In May and June, the seventeen ERF classes visited the library. While visiting, the class groups had a tour (picture book area, ask-the-librarian-a-question, summer reading program display, videos, books in Spanish), a short story-time and time to choose a book. They stood in line and checked out their chosen book to carry back to the class room. Feedback from the teachers was very positive and reflected that the children enjoyed the stories and most enjoyed having the chance to choose a book and check it out. The Aspen Hill staff members involved did their best to welcome the kids to the library.
At the end of June, I presented a program for parents called "Read with Me/Lee Conmigo" offering suggestions for how the library can support the parent's efforts to help their children learn to read. The program was held at the community center in the low-income housing complex nearby and was attended by eight mothers. In addition to the program, the attendees could also pick from a selection of library brochures.
While working on the desk in the children's room, I actively publicize the library's preschool programming and the school's Head Start and Pre-Kindergarten opportunities to the parents of likely-looking customers (anyone who is roughly preschool age). Someone from the Head Start office dropped off a bi-lingual flyer today and I've posted it at several places around the library, including in the Adult Spanish book area.
Contact Information:
Susan Modak
Montgomery County (MD) Public Libraries
Outreach Librarian, Aspen Hill Library
4407 Aspen Hill Road
Rockville, Maryland 20853
301-871-0458
Susan.Modak@montgomerycountymd.gov

Title of Program: Read Aloud: Dog Days at Your Library
Type of Program: Tutoring/Student Success Programs
Age level: Elementary (K-6th grade)
Description of Program: "Read Aloud: Dog Days at your Library" was funded by an LSTA grant to help children who read below grade level improve their reading skills and gain self-confidence by reading aloud to a Certified Therapy Dog, who is also a Certified R.E.A.D. (Reading Education Assistance Dogs) and the dog's owner.
Each session is 20 to 30 minutes where one child reads to one dog one day a week for four weeks. The maximum time for one dog to spend being read to is two hours. At the end of each session the child choose a hardback book as a reward that they can take home and keep. The R.E.A.D. dog "pawtographs" the book.
Ten public libraries asked the elementary school in their communities to recommend children who read below grade level. The dog teams (the dog and the dog's owner) held the session at either the public library or in the school building. The public librarian selected books from the public library collection for the children to choose from to read to the dog. The school arranged the time for the students to be away from their class to participate in the program. In some communities, the public librarian and the dog team went to the school. In other communities, the public librarian walked the children to and from the school to the public library for the R.E.A.D. session.
Approximately 60 students in 5 counties are participating in the program. Libraries and schools have found the program so successful they want to continue the program during the upcoming school year.
Lief, a boy who was in 2nd grade chose a preschool reader the first week and ended the program reading 2nd grade reader. He read 4 books. Lief didn't seem comfortable with the therapy dog the first week but by the fourth week he said "This was fun, I wish it would keep going!" The dog would lay its head on the boy's thigh and "listen" to the stories. The dog trainer would say "Corky thinks you have been practicing!" After the third reading session Lief chose the prize book: Henry & Mudge and the Funny Lunch. He asked if he could bring it back next time to read to Corky. When he arrived on the last R.E.A.D. session he had the prize book in hand. Lief said "Can I practice reading this to Corky so I can read it to my mom on Sunday for Mother's Day?" After reading the book cover to cover he said "My present to my mom is going to be me reading this book to her".
The Regional Public Library System administered the grant, worked with the local dog training center to provide training to certify the therapy dogs, provided the R.E.A.D. Manuals for training the dog owners, connected the dog owners and the public librarians, and selected the books for rewards for each child.
Contact Information:
Rebecca Patton
Arrowhead Library System
5528 Emerald Avenue
Mountain Iron, MN 55768
218-741-3840
rpatton@arrowhead.lib.mn.us

Title of Program: Reading Scores!
Type of Program: Tutoring/Student Success Programs
Age level: Elementary (3rd grade)
Description of Program: We did a reading tutoring program called Reading Scores! last summer. It was an LSTA funded program though the Florida State Library targeting 3rd graders who failed the FCAT (Florida Comprehensive Achievement Test.) We had to rely on school referrals to find these students because test records are not public. While the program was very successful, cooperation from the schools was mixed, some schools never gave the information to students while other actively referred students though us.
A belief that a personal connection with the schools is a must to make an interaction succeed. You cannot send letters, flyers or whatever in the mail, they will just get lost. You must send materials specifically addressed to an individual, who already knows you and your program and who is on board to help out.
Contact Information:
Maria Mena
Youth Services Coordinator
LeRoy Collins Leon Co. Public Library
200 West Park Avenue
Tallahassee, Florida 32301-7720
(850) 487-2665
(850) 487-1793 FAX
menam@leoncountyfl.gov

Cautionary Tales

Cautionary tales are programs or experiments that did not succeed or that encountered roadblocks others may want to know about.

Title of Program: This message relates to the FCAT tutoring program listed in the Tutoring/Student Success section above
Type of Program: Cautionary Tale
Age level: Elementary (3rd grade)
Description of Program: The summer FCAT tutoring program in 2003 did not reach as many students as we had hoped. Time needed to hire the tutors and get the information and locations out to the public proved to be too much of a challenge. The students that did attend the tutoring programs got intense one-on-one instruction that enabled them all to advance to their next grade level.
Contact Information:
Priscilla Lakus, Tampa -Hillsborough County Public Library System
900 N. Ashley Drive
Tampa, Fl. 33602
(813) 273-3648
Lakusp@hillsboroughcounty.org

Title of Program: This message relates to the School Corps program listed in the Public Library Visits to Schools section above.
Type of Program: Cautionary Tale
Age level: Elementary & Secondary
Description of Program: Schools in my area are very fortunate to have the Multnomah County Library's School Corps. I must admit that I was reticent when I first heard about Multnomah County's new program to assist school libraries. Schools in our area, as in many other areas of the country, continue to struggle to find adequate and stable funding. When budget woes appear, "extra" services, such as libraries can be on the chopping block-both book budgets and personnel. Multnomah County, seeing a need to help, offered assistance. It was a learning curve for both of us. On one hand, who can say no to additional resources, services and help. On the other hand, it is very important that this additional help and services are not perceived to replace school libraries and librarians.
Most public librarians we began to work with needed to learn about the role of the school librarian. It is much like being all the librarians in a large public library. A school librarian wears many hats-often all at the same time! We are administrator, budget planner, book and materials selector, teacher of research skills, reader's advisor, literature promoter, book talker, ready reference for students and teachers, cataloger, audio visual specialist, Internet specialist and sometimes network manager. We also are copyright specialist for our buildings, as well as a reading expert, curriculum consultant and in-service provider to staff on changing technology.
At one of our first meetings with School Corps personnel, they offered to come into my school and teach students how to use an online card catalog and surf the Internet. I was rather blunt and told them that's what I do. Does that mean I can't use additional help? Of course not.
Multnomah County Library School Corps' promotional information now states the services that they provide to "connect students and teachers with the information resources of the public library." They are clear that they add to the current services of school libraries and extend to what the public library has to offer. Some of the most popular services are training on DYNA, their online catalog; customized webliographies (annotated lists of age-appropriate websites for particular assignments) what I would love to do more of if I had the time; and customized book talks. They also offer "buckets of books" to teachers, special educator library cards that allow a longer 6 week checkout and have run promotions for public library cards for students.
The School Corps and public school libraries have formed a wonderful partnership in Multnomah County, with the School Corps promoting the resources of the public library and collaborating with school teachers and librarians, both respecting each other's role.
Contact Information:
Marlene Hagen
Centennial High School
Gresham, OR

Title of Program: This message relates to the Middle School/High School/Afterschool Outreach program listed in the Public Library Visits to Schools section above.
Type of Program: Cautionary Tale
Age level: Secondary
Description of Program: One caution - the primary teacher must stay in the classroom (or library conference room) at all times. They should not let an aide or other adult 'represent' them. It's not just about personal safety, it's also about classroom control. If a group is acting disrespectful, stop. If a teacher is acting disrespectful, stop. If you can state clearly upfront what your expectations of the teachers are, that is very important. Some of them just act like it is an hour off for them. If the teacher does not listen to what you are saying then how are they going to reinforce it later on?
Contact Information:
Melissa A. Pillot
Young Adult Specialist
Teen Services
St Louis Public Library
1415 Olive Street
St Louis, MO 63103
(314)657-1000
MPillot@SLPL.LIB.MO.US

Title of Program: This message relates to the BLAST program listed in the Public Library Visits to Schools section above.
Type of Program: Cautionary Tale
Age level: Elementary
Description of Program: We started out working with the school district and needed to find the right group to work with and at the right level of administration in order to have full support and implementation. Levels of administration can put a stop to something if they are overlooked-so you need to know the pecking order. We work exclusively with the Pittsburgh Public Schools
Contact Information:
Georgene DeFilippo
Youth Services Coordinator
Carnegie Library of Pittsburgh
130 Whitfield Street
Pittsburgh, PA 15206
phone 412-665-2106
defilippog@carnegielibrary.org

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The AASL/ALSC/YALSA Interdivisional Committee on School/Public Library Cooperation aims to design and conduct a project of mutual interest and benefit to the three participating ALA Divisions, working from a platform identified by the AASL/ALSC/YALSA Presidents-Elect. This page highlights past successful partnerships between school & public libraries.

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Article: Turning the School Library into a Community Hub: Here’s How

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Article: Turning the School Library into a Community Hub: Here’s How

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Phipps-Soeiro, Liz. "Turning the School Library into a Community Hub: Here’s How." School Library Journal. SLJ, 21 Apr. 2015. Web. 12 Feb. 2017.

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The school library is a unique forum to enlist families in broader community engagement. With this in mind, I wanted to create a program to bring families into my school library at Cambridgeport School, a public pre-K−5 school in Cambridge, MA. My goal was to foster and promote community literacy and greater civic involvement by creating a forum for conversation and collective problem-solving at the library.

Basic questions I wanted my program to address include: Who are the decision makers in the schools and city? How do I best engage with these people? What role as a citizen do I have in school and civic decisions?

I decided to host an ongoing family event called "Coffee & Conversations." On Friday mornings, after families drop their kids off, I encourage parents and caretakers to stay and mingle in the library. One Friday each month, I invite a community member to join us. Over the last three years, I've hosted mayors, city council members, school committee members, district administrators, community organizers, and many others. My guests have consistently expressed an appreciation for the opportunity to talk to parents. While I can't reach every family with these meetings, I can create an epicenter of engagement and community activism within the school. The event also allows me, as the school librarian, to reach beyond the teacher librarian and student interaction.

A prime example of how Coffee & Conversations served as a springboard for activism and civic engagement involves Cambridgeport School's playground. A few years ago, we went from serving a K−8 to a pre-K−5 population. Teachers, parents, and surrounding neighbors recognized that our playground could be updated to better serve our new student population. I organized a Coffee & Conversations event with Cambridge Mayor David P. Maher, School Committee Member Fred Fantini, and our City's Educational Liaison, Alanna Mallon. Parents spoke directly to the leaders in our community, and we created an action plan for the new playground, which will be ready next summer.

The program's benefits are endless: a recent school committee member's visit was a chance to discuss school policies and question their effectiveness. A visit from Cambridge's Vice-Mayor Dennis Benzan led to a deeper understanding of the challenges and positive aspects of living in a growing city. Benzan also talked about new STEAM opportunities for students and their families. Cambridge City Council Member Nadeem Mazen helped to find a new space for our school's art show. The school nurse joined as a guest during a lice infestation, which was impacting student attendance. Parents asked questions about prevention and treatment for their children.

Coffee & Conversations has had an impact on our school, neighborhood, and community. Here are steps for getting one started on your own.
Get administrators on board
Talk with your building administrator about how hosting a program can position the library as a community hub and a resource for networking with families and staff. Explain that having the library as a nerve center of information and networking reflects well on the school as a whole. My principal, Katie Charner Laird, said, "I think that all principals care about building community... There is a great deal of research supporting the notion that families, even just physically being in the school, makes a difference; through this action, they are communicating that school matters, school is important, and school is a place for all families."
Rally the support of your school's parent organization
If your school has a parent organization, present the idea to them. Most likely, they will champion it and bring it to the broader parent community. They also have a pulse on what parents are looking for. Also, with input, you can tailor your program to answer the needs of parents.
Reach out to the community
Each school community will be different. After identifying pressing topics, you will want to begin introducing yourself to families, explain what your goals of civic engagement are, as well as what the dialogue will be for your program. An email or letter works best for this. You could begin by suggesting guests who have direct ties to the schools, including principals, district administrators, superintendents, and school committee members. After that, consider city council members, mayors, and other community organizers.

"I think [city councilors] come into office assuming that we're representatives, and then after a very short while we're vested with this extraordinary power to choose for people rather than with them," Cambridge City Council Member Nadeem Mazen said during his visit. "I don't feel this is okay, and the actual presence of people in our everyday routine is critical, especially in the civic-oriented and educational locales where the city's work is really being done."
Follow and sustain the program
Routine, routine, routine. Find a time in your schedule that will allow you to host your program in a regular manner. While I don't have guest speakers every Friday, I do serve coffee to provide a time when I am available for book recommendations and when families can build connections in the school and ask school-related questions. It's also an opportunity for me to assess school concerns, which informs whom I invite next.

Announce your guests in advance. Utilize your school's website, your own website, whiteboards, chalk boards, and Twitter-whatever platform you have access to. Advertise!
Keep the budget low
The cost for such a program is minimal. My guests come without payment, so the only money I spend is on coffee, cream, and the occasional breakfast snack. These fees are often null, because people are happy to donate these items. (A parent donated a coffee pot a few years ago, and many people will bring in a mug for their free cup of coffee.)
Celebrate and broadcast the benefits
Because of Coffee & Conversations, parents in my school access my professional knowledge and skill far more than they would otherwise. Families have come to the library to share their voice, get book recommendations, get to know one another, and advocate for their children in a relaxed environment.

Liz Phipps-Soeiro is an elementary school librarian, mom and active community member in Cambridge, MA. Check out her other projects at www.cambridgebookbike.org and reflectivelibrary.blogspot.com.

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Turning the School Library into a Community Hub: Here's How

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The school library is a unique forum to enlist families in broader community engagement. With this in mind, I wanted to create a program to bring families into my school library at Cambridgeport School, a public pre-K−5 school in Cambridge, MA.

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Article: County Library Distributes Thousands of Library Cards to Area Students

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Article: County Library Distributes Thousands of Library Cards to Area Students

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http://www.slcl.org/content/county-library-distributes-thousands-library-cards-area-students

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Bloomz App

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School districts often end up using five to ten different classroom communication apps across all their schools. Schools might be using one tool for msging, and a completely different tool for taking attendance or healthcheck forms. When a school or district uses too many communication apps, things get lost in the shuffle. Overloaded parents often miss important messages leading to further disengagement and frustration.

Bloomz is the unified parent teacher communication app that increases parental engagement by connecting everyone with one easy-to-use tool. Bloomz handles ALL district, school, teacher, parent, and student communication. Bloomz is designed to be the complete unified solution, bringing together teachers, parents and students.

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Parent Teacher Communication App with PBIS Behavior Management

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Bloomz makes it easy for teachers to securely share photos and classroom updates, reach parents through messaging, and coordinate events.

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Project Connect Case Study: COLLABORATION:PARTNERSHIPS AND BEYOND

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Project Connect Case Study: COLLABORATION:PARTNERSHIPS AND BEYOND

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WORKING WITH ADMINISTRATION, STAFF, PARENTS AND THE COMMUNITY ALLOWS FOR COMPLETE INTEGRATION OF NEW TECHNOLOGY RESOURCES

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#Future Ready Librarians: Cultivates Community Partnerships

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#Future Ready Librarians: Cultivates Community Partnerships

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1.  What partnerships currently exist with the community?

2. What partnerships do you plan to cultivate?

3. What strategies can you use to build stronger community partnerships?

Select and share a resources (include your name)that will help you cultivate community partnerships. Add comments/notes. Feel free to add other resources to this padlet.

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Article: Parent Volunteer Center in the library says, "Welcome to Schools, Parents!"

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Article: Parent Volunteer Center in the library says, "Welcome to Schools, Parents!"

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Hurst, Anna M. ""Welcome to School, Parents!"" Edutopia. George Lucas Educational Foundation, 16 Feb. 2016. Web. 12 Feb. 2017.

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Have you ever felt overwhelmed by copies, projects, and the never-ending to do list? This is a normal feeling for educators across the country. The solution to this feeling of helplessness lies in our very own schoolyards: parents! Parents give freely from their heart on a daily basis and want to be an asset to your school community. All you have to do is ask.

The Parent Center

Parents are an integral part of any school community. Kathleen Decker, our principal at Walter Bracken STEAM Academy Elementary School, lives by the philosophy that it takes a village to raise a child and build a school. Fostering partnerships with parents, graduates, and community members is an integral part of our learning community. It provides a culture of learning and giving back when you see so many facets of your school community coming together to make each and every day special.

We've heard over and over again that teachers, who are encouraged to utilize parent volunteers, are sometimes at a loss for what to do with that volunteer once he or she is in the classroom. Many first-year teachers are already struggling with their day-to-day responsibilities, and to throw in another body that they're responsible for teaching and monitoring can be overwhelming. It's the same from the parent's point of view. Many parents would love to dedicate their time to assisting an already overworked teacher, but sometimes they may feel more in the way than helpful. This is where a room specifically dedicated to parents can be beneficial -- and a much better resource -- for the entire school. This is where a parent center comes into play, building a partnership between the parent and school.

These partnerships help facilitate many essential tasks that teachers would otherwise spend their evenings and weekends completing. At Bracken, we've created a parent center within our library, an area that includes a kitchen table, coffee maker, and microwave -- and this is where teachers leave their projects and copies that they need completed. We want our parent center to be parents' home away from home, a space where they'll feel comfortable doing work that can help the teachers. On any given day, you can walk by the parent center and see parents working together to help complete these essential tasks.

An interesting dynamic of partnership and friendship develops among the parents. This friendship entices them to come back regularly. The parent center also serves as a resource and outlet for parents who want to become more involved in their child's education. Many times, parents can be intimidated by the word "volunteer" or simply don't know what a school's expectation is for parent helpers. The parent center solves all of these problems by giving them a safe space to be involved in their child's education while still being part of the school community and culture.

Volunteers and Watch D.O.G.S.

In order to welcome parents into our culture, we created a paid position called the Parent Volunteer Coordinator. He or she reaches out to the community for support through greeting parents on campus and encouraging them to volunteer. The coordinator is already part of the community. This person can be a mother, father, or grandparent. We find him or her among the parents that we see talking each day after their students are already settled in their classrooms learning. The coordinator's role is social butterfly, salesperson, and friend -- with the job of getting the support that our school needs. The Parent Volunteer Coordinator works closely with administration, teachers, and parents to create a culture of cooperation, support, and community.

In addition to our volunteer center, we participate in a national program called Watch D.O.G.S. It stands for Dads of Great Students. Our counselor and parent volunteer coordinator host a kickoff at the beginning of the year to obtain father support. The dads are visible role models that volunteer in the classroom, at lunch, and walking the campus for safety. Fathers on campus are seen as a valuable asset and an opportunity to build relationships. This opportunity allows working fathers to take an active role in their child's school community. Students enjoy school and are motivated to do well when they see their dad involved at school. This also provides a great outlet and opportunity for fathers who would be a bit hesitant to participate in other ways like the parent center, which we find is predominantly staffed by mothers.

Creating a climate of parent volunteers is not as easy as simply asking them to be there. Parents need a purpose and understanding of their role within the school building. This is where programs like the Parent Volunteer Center and Watch D.O.G.S. can play an integral part in enhancing your school culture and building positive relations with all stake holders. As an administrator, I love walking my parents over to the Parent Volunteer Center or to our counselor to explain the Watch D.O.G.S. program -- especially after we've just finished a parent conference!

Data is from the 2014-2015 academic year.

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"Welcome to School, Parents!" | Edutopia

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Have you ever felt overwhelmed by copies, projects, and the never-ending to do list? This is a normal feeling for educators across the country. The solution to this feeling of helplessness lies in our very own schoolyards: parents! Parents give freely from their heart on a daily basis and want to be an asset to your school community.

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Video: Librarian puts her library on wheels for kids

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Video: Librarian puts her library on wheels for kids

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Bush, Mike. "Librarian Puts Her Library on Wheels for Kids." KSDK. Tegna, 11 July 2016. Web. 12 Feb. 2017.

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In the summer time at Carman Trails Elementary, the librarian never needs to say shhhhh!

"I get very lonely, "says Library Specialist Leah Plumley.

And so do the books. But now thanks to Ms. Plumley those volumes are speaking volumes.

Since the kids aren't checking out books, every Wednesday she rents out a truck.

"During the school year kids have easy access to books but during the summer months their access is very limited to most kids, "explains Plumley.

So, with help from volunteers and using a system far less complicated than Dewey Decimal, library books go from gathering dust to wanderlust.

Ms. Plumley's rental is transformed into a library on the go.

"The bookmobile gives kids the opportunity to check out books every week from the comfort of their front door, "she told us.

Every Wednesday, it's the highway for these hardcovers with stops at the apartment complexes where many of the families live. For the kids, seeing the Budget truck is like seeing an ice cream truck.

"I look for dogs and animal books because I really like animals, "said a smiling Lexi Mitchell who is 10 years old.

"They're really cute and I want to be a veterinarian when I grow up."

"I picked out this cooking book because me and my mom like to cook a lot, "added 10 year old Emma Thelen.

"We have princess books, super hero books, non-fiction, fiction, "explains Ms. Plumley.

And the kids can check them out just like they would at school.

The bookmobile is on the move for 9 weeks every summer from the end of May to the end of July.

And since the student body at Carman Trails is very diverse, with one in four kids speaking english as a second language, the goal is to keep kids from a summer slide.

"It gives them a chance if they don't have any books at home, it continues on throughout the summer and they don't miss a beat with that, "says Kylee Wright, a Carman Trails mom.

If you ask, you quickly learn that three things made this program possible. Private donations. Dedicated volunteers. And one very devoted librarian.

"I think she's a really good teacher and she's really nice, "Lexi told us.

"To do something like this for the kids during the summer time when a lot of them normally would be missing out on that, it says a lot for her, "said Wright.

One woman writing a new chapter for a child's summer education with a program that's one for the books.

"It just makes my heart so full, "says Ms. Plumley.

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Librarian puts her library on wheels for kids

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In the summer time at Carman Trails Elementary, the librarian never needs to say shhhhh! "I get very lonely, "says Library Specialist Leah Plumley. And so do the books. But now thanks to Ms. Plumley those volumes are speaking volumes. Since the kids aren't checking out books, every Wednesday she rents out a truck.

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Article: Now Possible: A Family Night of Coding in Every Elementary School.

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Article: Now Possible: A Family Night of Coding in Every Elementary School.

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Fensterwald, John. "Now Possible: A Family Night of Coding in Every Elementary School."EdSource. EdSource, 5 Dec. 2016. Web. 12 Feb. 2017.

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When they check their email today, every elementary school in California will find a tool to bring families together for a fun introduction to computer coding.

Through a corporate grant, more than 6,000 principals in the state will receive a free digital kit today from MV GATE, a small Mill Valley nonprofit, enabling them to easily organize and stage "Family Code Night." The program uses coding puzzles developed by Code.org, a national evangelist for computer education in schools.

The White House Office of Science and Technology Policy cited the project, which will also distribute the kits to schools in Chicago, among new initiatives it announced Monday to kick off Computer Science Education Week. Many schools will make time this week for Hour of Code, which introduces students to computer science through a choice of 100 one-hour entertaining coding activities covering a range of grades and coding knowledge.

On Family Code Night, parents and children participate in an introductory hour-long activity together. That can be a transformative experience, says John Pearce, director and CEO of MV GATE, which developed the Family Code Night program. "Parents can have a defining influence in celebrating their children's progress in computer science learning. You see break-through moments. A 3rd-grader and her mom do simple puzzles and realize together that they can code and that they like it." (A parents-oriented version of the kit can be downloaded from familycodenight.org)

It's important to reach kids early, Pearce said, because "by middle school, kids have already decided if math and science are for them."

Hour of Code and Family Code Night are part of a fast-growing national computer-science movement encouraged by the Obama administration's Computer Science For All initiative. With partnerships with Silicon Valley companies like Salesforce and Intel, San Francisco and Oakland unified school districts are developing K-12 computer science curriculums; Google opened a coding lab in one of Oakland's low-income neighborhoods. The San Jose charter school group Alpha Public Schools is requiring high school students to take at least two years of computer science.

Proponents say understanding the fundamentals of computing is becoming a requisite part of a student's core knowledge and a key to career opportunities beyond programming and computer science. At a recent computer science forum sponsored by the Silicon Valley Education Foundation, Kaustav Mitra, vice president of Innovation Ecosystems at the Infosys Foundation, drove home that point. "We're not teaching computer science to create programmers, just as we don't teach English to produce more novelists."

Family Code Night requires internet access and a computer for each parent-student pair. The kit provides everything else: forms for parent invitations, an event timeline, to-do lists and instructions, an event script, handouts and badges for student coaches. Several hours of preparation by three people - the principal, an event organizer and a presenter - should be all that's needed, Pearce said.

The puzzles and tutorials by Code.org teach the basics of computer logic; they ask parents and students to create lines of code by dragging and dropping commands like move forward or turn left to move pieces on a game board. In one of the challenges, for example, the code enables an Angry Bird to corral a Bad Pig.

Three months ago, White House officials invited Pearce to describe Family Code Night at a conference on computer education. That visibility led to a connection with Capital One Bank's corporate foundation, whose $40,000 grant is funding the kit distribution.

Last month, the Disney Company, working with Code.org, announced the launch of "Moana: Wayfinding with Code," a coding tutorial coinciding with its new animated movie; it will be the second of a series of Family Code Night programs, Pearce said. The third program, using the popular free Scratch program developed by MIT for kids, is in the works.

Pearce is partnering with the Association of California School Administrators to distribute the Family Code Night kit. The leaders of ACSA's Elementary Education Council's 19 regions endorsed the promotion, said Scott Borba, council president and principal of Alice Stroud Elementary in Modesto.

"The kit is user-friendly and a Family Night of Code will be easy to throw together," he said. "I think this is going to catch on."

Borba will include the event as part of a STEM night in February and hopes it will attract close to a majority of parents in the nearly 500-student K-6 school. Since his school already does Hour of Code events, many of the students will be familiar with simple coding concepts and language and will be helping their parents. That process can reinforce kids' confidence and enthusiasm, he said, adding, "Can you imagine a kindergartner showing a parent how to code?"

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Now possible: a family night of coding in every elementary school

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When they check their email today, every elementary school in California will find a tool to bring families together for a fun introduction to computer coding. Through a corporate grant, more than 6,000 principals in the state will receive a free digital kit today from MV GATE, a small Mill Valley nonprofit, enabling them to easily organize and stage "Family Code Night."

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Resource: The Big List of Educational Grants and Resources

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Resource: The Big List of Educational Grants and Resources

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"The Big List of Educational Grants and Resources." Edutopia. George Lucas Educational Foundation, n.d. Web. 12 Feb. 2017.