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To me, POG and Licensure should go hand in hand. We need to have the same standards that we are expecting of our students. We should be the leads for setting the example for collaboration and communication. A learner's mindset should be what we are exemplifying each and every day. Critical thinking with our research skills goes hand in hand. We have to adapt to teachers, students and admins. Personal responsibility and empathy should be the part of any citizen and working with all stakeholders allows us to demonstrate how easy these are to practice every day.

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1) Liked the position statements and links to ALA/AASL code of ethics - Gives us and others a good idea of what we are supposed to be advocating for.

2) Include "why it matters" to as much as possible because data without a why is just data.

3) Include links to legislative updates and representatives and include sample emails that librarians and supporters can send to our representatives.

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1. Emphasize the importance of licensure within five years of filling the role and enforce this.

2. Include the "I Can" statements and how they apply to the library media program.

3. How the library can apply these durable skills in programing.

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Very detailed-oriented but overwhelming for non-librarians. Ex. Gave specific examples from other countries but this wouldn’t engage admin or teachers

Recommendation #11: …school library should support the teaching and learning needs of students and teachers→think this is a good thing for especially new librarians to keep in mind

Glossary with definitions and examples, with research-based evidence to support the definitions

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1. Root guidelines in position statements and reference the research throughout, use them to create a structure

2. use crosswalks, especially ISTE

3. differentiation between learner, librarian, and library and what it looks like

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-Guidelines as far as data and privacy We have some local guidelines, but guidance at the state level would be helpful.

-We liked the overall Structure- It is Learner-centered, and literacy is at the forefront. Additional resources, examples and best practices are also helpful.

-It needs to be a "living document" that allows for flexibility across different districts and allows for change as education evolves.

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Many things in educator/librarian standards and our appraisal instrument are outside our scope of control, such as being leaders in our schools- depends on their admin and schedule

If we include references to these standards, we can show admin that this is the way we should be heading- use them as a model

We are not a one size fits all group of professionals and our schools and students are very different but if we have a path/model we have an idea of where we can best go to be effective at supporting the NC standards

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It needs to be a living document, updated at regular intervals.

It needs to eliminate the barriers to keep an even the playing field for librarians and students – it is very inconsistent. Some are allowed to be leaders, others are not. Fixed schedules make the populations suffer, and the kids who don’t have access may not have a way to get to the public library.

Admin need to be trained on our tool. They want to observe lessons and some even use the teacher evaluation tools on their media coordinators.

Bonus:  Overarching collection guidelines are helpful, especially when the decision-makers don’t understand libraries and how they function. And a budget to support.

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A lot of the goals in the Digital Learning Plan have personnel requirements of a MC and an ITF at each school, but there is zero funding to accomplish this.

Collaboration is a major goal in the Digital Learning Plan but many of us do not have flexed time, or the ability to meet with teachers to collaborate during PLC times.

What are MC's actual roles in the implementation of these goals?

What are admins roles? How much control do we have in asking to be evaluated on these stated roles?

Consistency in the expectations of the role across the state!

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(KR) -I know Kristy has shared that parts of the NCSLMA site/resources are under revision but there were some definite things that I really liked and that might have implications for our Impact Guideline updates:

*It has already come up several times in our discussions that some have suggested a "live" document (or a component of this). NCSLMA includes legislative updates that impact practice for SLMCs and links to "position" papers/stances. This would be helpful to SLMCs who are working with MTACs on policies or grappling with topics that impact practice.

*Really liked the "Diversity, Equity, Inclusion section and would like to see information that bridges topics of equity clearly to the practice of effective SLMCs.

An area that I would like to see is exemplars of practice from SLMCs that showcase the breadth of practice in the state and also serves as resources for SLMCs for who to reach out to for support in improving practice.

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When the Future Ready Librarians Framework was initially launched, we ended up using it as the basis for our WakeForward initiative. https://sites.google.com/wcpss.net/library-media-services/wakeforward. At the time, our assessment was that we needed to include a component about Equity and Cultural Competency. We've been using the components to drive our professional learning opportunities for years and helping our librarians focus on one or two areas of their choosing (based on self-assessment) during the year instead of feeling like they needed to accomplish the whole thing all at once. I think there's consideration to say, yes, all of these things happen all of the time, and we can also acknowledge limitations on capacity and the sense of concentrating attention on certain things at specific times. What can step forward, what can hang out on the back burner. I like how it has been expanded in concept and resources since its launch. That flexibility has allowed Future Ready to develop into something more robust.

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I've looked at this document many times, but I feel like most folks in my district have not seen it. The "I can" statements broken by grade band is a really good idea and I would love to do something like that in our work.

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I feel that all of the ISTE standards so closely align with the POG deeper learning that they must be added to the vision for MC future. I wonder however how to maintain the integrity of the MC degreed understanding of collection, bias and maintaining safe learning spaces for all students. Is it possible to redefine a deeper learning model that incorporates the ISTE standards with one of "Library" models?

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We need to define and broadcast the definition of data privacy and pii. How does this fit into the media coordinator role?

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These goals are more within our realm of ability to handle, though having all resources available at all levels will take a great deal of time and effort, hence more staff. We need to look at networking resources that can be used across the state and across district lines to provide more widely. This can help us to accommodate more teacher / student needs.

Also, as far as sharing the ISTE standards for educators, we need to emphasize the necessity and ability of MC's to share this with staff in schools.

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These goals, without funding, are "pie in the sky." I think the goals are fantastic. What can be done to advocate for the funding to support it at the state and district levels?

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I definitely think the Digital Citizenship piece of the ISTE standards at each level go hand-in-hand with media, however, I would like to see that spelled out more specifically for each level, as that drastically changes by age. The application of many of the other ISTE standards varies greatly person to person and is dependent on so many outside factors such as schedule, administration (and what leadership they welcome/allow from the MC), size of school, school/system policies, etc. Using the Educator standards, it's hard to achieve Leader if your admin. isn't supportive of that within the building and won't allow for time to pursue leadership opportunities outside of the building. Collaborator is another tricky one if the MC is teaching classes all day long to cover teacher plannings/PLC meetings. With no time in the day to plan for and implement successful collaboration, it would be difficult to meet that objective. I think it's difficult to try to squeeze media standards into a format that is not designed specifically for media. ~Pam

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In reviewing the ISTE standards for students... well, these obviously relate to our jobs and must be referred to in whatever we decided to propose, as a group doing this work, be they: document/standards/sets of behaviors/IMPACT model, website, etc. We have adopted these standards as a state and should be covering these with all students. The educator and administrator standards both relate to our jobs as school librarians, but IMHO librarians need their own ISTE standards. Some of us do a lot of coaching and admin work and some are stuck in fixed schedules teaching all day as teacher-librarians. -Ellen

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One of the hard things about managing the website is knowing how best to organize the information. Ironic that organization of information is also a librarian's job every day. There is so much information out there on what a librarian can and should be doing and it's hard to choose the pieces that best advocate for our jobs without sounding preachy.

Ideally, these pages would be more user-friendly and include newer resources. As NCSLMA is a non-profit and relies solely on volunteers to do this work along with their full time jobs, it is really hard to devote the time to search for the information, then organize it in a way that is easy for people to find and digest. This actually looks better than it did before I became the Information Director, but it still has a way to go.

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I like the wheel aspect that encompasses students with many of the gears/aspects connecting us to them. I agree that highlighting how librarians work along side teachers (we are teachers too) that we all have a common goal. I'm not sure that I've seen this wheel in my county other than in my library classes. But I have seen a coglike representation for our county with goals.

I love all the resources here but the layout is a bit overwhelming.

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Essential Role of School Librarian: leader, instructional partner, information specialist, teacher, and program administrator

Staffing - Need for full time certified staff and competent clerical staff, need for district level staff experienced in school libraries

The Standards are comprehensive. I like the crosswalks. Crosswalks are necessary to access the complexity of the standards.

I think, as we consider state guidelines, that we link to national standards. However, there is a need to keep it simple. The AASL standards are complex to a fault. I would love to see our interpretation of that to be much simpler and accessible to the every day person. Our standards and guidelines should make sense to everyone in education who reads them. They should not have to be explained in multiple books...

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Hi,  I like bullet points, so here you go.  The North Carolina School Library Media Association (NCSLMA) is dedicated to supporting and advocating for school libraries and media centers across North Carolina. Here is an assessment of the association -

Objectives: The NCSLMA's objectives typically revolve around promoting literacy, providing professional development opportunities for school library media personnel, advocating for the importance of school libraries, and fostering collaboration among educators and library professionals.

Activities: The association organizes conferences, workshops, and seminars to help members stay updated with the latest trends and best practices in library and media services. They may also offer networking opportunities, mentorship programs, and resources for members to enhance their skills and knowledge.

Impact: NCSLMA's impact can be seen in the improved quality of library services in North Carolina schools, the professional growth of its members, and the positive influence on students' literacy and information skills. The association supports students' educational success by advocating for vital school library programs.

Advocacy: NCSLMA likely engages in advocacy efforts at the state level to ensure that school libraries receive adequate funding, support, and recognition within the education system. This advocacy work is crucial for sustaining and strengthening school library programs.

Community Engagement: The association fosters community among its members, encouraging collaboration, idea-sharing, and mutual support. This community aspect is valuable for professional development and creating a supportive environment for school library media personnel.

Overall, the NCSLMA is vital in advancing the quality and effectiveness of school library services in North Carolina, benefiting educators and students.

Another important aspect of why organizations like the North Carolina School Library Media Association (NCSLMA) matter is the strength in numbers they provide.

Advocacy Impact: By bringing together many school library media professionals, NCSLMA can advocate for policies and funding that benefit school libraries more effectively. Legislators and decision-makers are more likely to take notice and act when they see a unified voice representing a significant portion of the education community.

Resource Sharing: An extensive network of professionals means more resource-sharing opportunities, project collaboration, and collective problem-solving. This collaborative approach leads to innovative solutions and improved services in school libraries nationwide.

Influence and Visibility: NCSLMA members' collective influence increases the visibility and importance of school libraries within the education system and the broader community. This visibility can lead to increased support and recognition of the vital role that school libraries play in student learning.

Professional Growth: Being part of a large professional organization like NCSLMA provides members access to diverse perspectives, mentorship opportunities, and a supportive network for professional growth. This strengthens the overall expertise and effectiveness of school library media personnel.

In essence, the strength in numbers that NCSLMA embodies enhances its advocacy impact, promotes resource sharing and collaboration, increases influence and visibility for school libraries, and supports the professional growth of its members, all of which contribute significantly to the organization's importance and impact.

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In reviewing the International Federation of Library Associations and Institutions (IFLA) school library guidelines, I found several key points that align well with our goals for enhancing the North Carolina DPI Framework for school media centers.

Firstly, I echo my colleagues' sentiments regarding the detailed nature of the guidelines. While comprehensive, I recognize the potential for overwhelming those unfamiliar with the intricacies of media coordination and administration. Thus, I advocate for a streamlined version that highlights essential aspects for the average person, supplemented by links to more detailed documentation for media coordinators and administrators seeking deeper insights.

I concur with Ira's emphasis on the importance of positioning school librarians as leaders within their institutions. Acknowledging this leadership role is crucial, both for media coordinators, administrators, and the broader community, as it underscores the significance of their contributions to our school environments. I believe it's imperative that our librarians possess not only expertise in school librarianship but also a background in classroom teaching. Similar to our expectations for instructional coaches, librarians should demonstrate a robust understanding of teaching methodologies and pedagogical practices.

One aspect I found particularly valuable in the guidelines was the inclusion of a school library evaluation checklist in the appendix, along with discussions on evaluating library performance. This resonated with me, as it addresses a common concern among our librarians who often feel evaluated using teacher-centric metrics that may not fully capture the breadth of their responsibilities.

Additionally, I appreciate the emphasis on media center facilities. Many of our older buildings are in need of furniture replacement and media center updates, with some spaces retaining the same furnishings for over two decades. Addressing these infrastructure needs is vital to creating modern, functional learning environments that support student success.

In summary, while the IFLA guidelines offer a wealth of insights, I believe adapting them to our context requires a balance between comprehensiveness and accessibility. By prioritizing key elements and providing avenues for deeper exploration, we can better equip our media coordinators and administrators to elevate our school media centers to new heights.

Thank you for considering these points as we move forward in enhancing our school library framework.

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I love that empathy and personal responsibility are included in the POG document. Developing these two (especially in the elementary years - which is my expertise :) would do wonders for the mental health crisis we are seeing recently. Allowing these students to develop into productive and successful adults. There are so many aspects of this guideline that pertain to Media, as well. I took the session on "Developing the Mind of an Engineer" at NCTIES, and he touched on many of these concepts. If students are not taught how to think critically before Middle School, many times it is too late to get them interested in product development, group problem solving etc. (much like learning a foreign language later rather than sooner). We are given an unique opportunity, in Media, to collaborate with teachers and foster growth mindset and a safe place to develop these skills.

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I see the need for the provisional license for those that are working on their degrees, but it is essential that we advocate for each school to have a licensed MS. I remember when WA tried to do away with librarians and had parent volunteers run the libraries - it was an epic failure. The loss of assets with no way to track anything, libraries were in disarray, etc. I think Media Specialists (and even public librarians) in that state are always fighting for their jobs because of funding cuts. They seem to be the first on the chopping block. I would hate to see NC in the same predicament.

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We must advocate for the state to mandate licensed media coordinators or individuals actively pursuing licensure in all school libraries to ensure proficiency in managing the space and enhancing student achievement. The NC licensure requirements specify completing an approved program at the master's level or higher, obtaining a provisional license with a plan to upgrade to a master's level, and passing the NTE/Praxis Library Media Specialist exam. Upholding these standards is crucial in appointing qualified professionals who can effectively support student learning and library services.

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The NC Portrait of a Graduate initiative is a visionary and well-thought-out framework that aims to prepare students for success in the 21st century. As a School Library Media Coordinator, I find this initiative to be incredibly beneficial as it aligns with the goals of our library in fostering critical thinking, creativity, collaboration, and communication skills among students.

The emphasis on developing students' abilities to think critically and solve complex problems resonates with the core values of a school library, where we strive to cultivate information literacy and research skills. By focusing on skills such as communication and collaboration, the initiative recognizes the importance of preparing students to work effectively in teams and communicate their ideas clearly – essential skills that are reinforced through library programs and resources.

Overall, the NC Portrait of a Graduate initiative provides a comprehensive framework that complements the work of School Library Media Coordinators in preparing students to be well-rounded, competent, and adaptable individuals in an ever-changing world. I am excited to see the positive impact this initiative will have on our students' growth and development.

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These guidelines are A LOT! They are extremely beneficial and detail-oriented when defining the role the school library plays. One thing that stuck out to me and one which I appreciated was the following: "Where school librarians are expected to take a leadership role in the school, they need to have

the same level of education and preparation as other leaders in the school, such as school

administrators and learning specialists." We as librarians are teacher leaders in our schools. We have a wealth of resources and training to bring to the table, if our staff would utilize us effectively. We must make sure we do our part and advocate as much as we can and to participate on the school improvement team, etc. to be able to offer our expertise.

I also liked Recommendation 11 it gave: "The facilities, equipment, collections, and services of the school library

should support the teaching and learning needs of the students and the teachers; these facilities,

equipment, collections, and services should evolve as teaching and learning needs change. " I say this because it is truly a guide for me. I wanted the "cool" library, but some of the things I was doing wasn't necessarily supporting teaching and learning in the way that it should.

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Here are my thoughts...

1. I like the idea of the crosswalk, maybe with our NC standards and some of the other standards out there that we support (ie: ISTE).

2. I didn't like how there was not one document with all of their standards, we had to click on each one ( just not user friendly). It was visually nice on the website and would make great wall posters but was not printable in a way for me to visually see all in one spot (which my linear mind didn't like).

3. I really did like all of their position statements. Each one was supported with research, which is something that we as a group have suggested! They also included definitions, which I think was nice for those reading who were not familiar with some of the terminology.

4. Take-aways from position statements: 1) Staffing was an entire document. Stressed the importance of not just a certified person but also a support staff. 2) I liked the role of the librarian and the role in reading statement. I think this might be nice to include for those who are unfamiliar about what are role should be! 3) Scheduling statement had some great statements about not just ensuring flexible schedule, but why it is important. Think it had some good things to include in ours, especially the role that everyone has to advocate for flexible schedules and ensure it happens.

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Mandy had a lot of similar thoughts, so I'll try to expand and add...

I love the wheel concept as well, especially that it keeps the learners/students at the center. One of the frustrations of this framework, for me, has always been the things that are out of our control, like robust infrastructure. However, this framework isn't made just for librarians, but for districts and admin and others supporting librarians, so it's important that they know how important things are that can support what we do, like having a strong infrastructure.

I've only ever seen this framework in connection with school librarianship, so seeing it bridging from admin to school boards is amazing! I think it realy connects librarianship to the work of educating students and validates our importance.

I think this framework covers everything we do and offers a way to build a foundation under how we use our spaces. It speaks volumes that the same foundations needed for successful teachers and schools are what we need as well. It makes it easy for us to showcase our value when it connects directly back to what everyone else is being asked to do. I feel like so many aspects of our job are "othered" outside of what happens in the classroom, but this framework is a reminder that we're all working toward the same learner-centered goals.

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The Impact Guidelines document had a lot of information in it that is still relevant and useful. It would be great if this document was a live document that could be updated more often to stay current with all the changes happening around us. So much has changed since this document was created. I really like how it explains the importance of certain policies and procedures by asking questions like, "Why do we need...?" and then diving into why those rules matter. Sections like Materials selection, Disposal of Equipment, Hardware and Software procurement, Copyright, AUP, Materials Donation, Data Privacy, and more are super insightful. And it's great that it tells us what should be included in those policies. While there is a lot of useful information, the document is very long.

Michell McNeill

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The AASL/ALA position statements could serve to ground the work we are doing here as they set the parameters for school librarianship and school libraries. While we as a group are aware of them and understand their importance to what we do, including them in some way should ensure that all stakeholders are aware of these positions and why they have been taken, i.e. the research that backs them up.

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I don't know if anyone else feels this way, but I find the standards a bit complicated. I understand that it is tricky to include a lot of information in an orderly way (which we are all working on now!) but to me, the multiple lenses, foundations, competencies, commitments are a lot. When planning lessons that aligned with grade level curriculum, AASL and ISTE, I had to look up how to be able to indicate individual AASL standards (numbers, letters, roman numerals and in what order) several times before it made sense to me.

Having said that, I do like the differentiation between learners, school libraries and school librarians when laying out the standards. I also think that the crosswalk documents are helpful for looking at how AASL aligns with other frameworks. In our last meeting, we talked about coming up with a living document and ensuring that whatever is decided on can be updated without starting over anytime soon. The crosswalks are a way to do that and align with any other frameworks, standards, documents that exist now or may be implemented in the future.

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After reading the AASL position statements these are some things that I think are important for NC to consider as we revise the SMLC standards.

1. Staffing: full-time certified SLMC

2. Effective SLMC: instructional leader and teacher, provides professional development, provides collaboration between teachers and SMLC

3. Diversity in the Organization: "diversity provides rich opportunities for school librarians in collaboration with teachers and administrators to create meaningful learning experiences that foster cultural competence, sensitivity, appreciation, and respect for differences in the library and classrooms. A persuasive benefit of an inclusive environment is student success and empowerment."

4. Instructional Role: “school librarians are instructors as well as collaborators with fellow educators”. School librarian collaboratively plans and teaches engaging inquiry-based learning experiences. The school librarian is an instructional partner who creates a culture of collaboration and facilitates the learning of strategies necessary to work effectively with others to increase academic achievement, broaden perspectives, and work toward common goals.

5. Labeling Practices: SMLC should label the library so that patrons are able to independently evaluate and access the books they are looking for. SMLC should use caution when labeling could invade the privacy of the patron. Some areas where labeling invades privacy is when labeling books for marginalized groups, reading level, or due to maturity.

6. Confidentiality: Circulation records and other records identifying the names of library users to be confidential. Records shall not be made available to others.

7. SLMC Preparation: "In addition to meeting state certification requirements, school librarians hold a master’s degree or equivalent from a program that combines academic and professional preparation in library and information science, education, and technology."

8. Role of the school library: "Scheduling classes in the school library should allow for responsive, open, unrestricted, and equitable access to collections and technology, and to the services of a certified school librarian. Scheduling should be thoughtfully designed to ensure learners have access to library spaces and resources at the point of need for an integrated school library. Representation on school-wide and district committees such as the curriculum, technology, budget, and leadership committees that align with the school mission and strategic plan strengthens relationships for the school library and provides opportunities for library issues to be heard among decision makers. An effective school library is fully integrated into the curriculum through ongoing, sustained efforts and a strategic plan that serves the school’s mission, educational goals, and objectives, and school community stakeholders."

9. Role in Reading: The school librarian is an instructional partner who models and supports independent reading and the development of reading comprehension through curricular planning, instruction, resources, and literacy activities. The school librarian’s role in reading development includes selecting reading materials and resources in a wide variety of formats that reflect diverse and inclusive points of view and contribute to each learner’s ability to read for informational needs and for personal enjoyment.

10. Scheduling: “flexible, open, unrestricted, and equitable access” (AASL 2018, 56) to the school library and resources on an as-needed basis • opportunity for school librarians to collaborate as full instructional partners who co-plan, co-teach, and co-assess with classroom educators • 24/7 access to digital school library resources

11. Leadership Role: provide effective leadership in areas of curriculum development, instructional design, technology integration, professional development, student advocacy, information literacy instruction, and collaboration. active involvement in and through school and district-level leadership teams, technology teams, strategic planning, literacy development, curriculum development, and initiatives that impact student achievement. School librarians provide strategic leadership in instructional design, collaboration, and co-teaching through their global perspective.

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I totally agree Michelle. I think this information is still the direction where we should be headed. I do think many districts have completely gotten away from it with all of the one to one initiatives. I think this document still should be a major consideration in shaping our work.

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I agree that my overall impression of this 69-page document is that it is incredibly detailed. It states that it is designed primarily for school librarians and also admin which makes the level of detail appropriate. I like that despite the level of detail, they keep the program and instructional goals vague enough that librarians can ensure that they are providing an effective program without being micromanaged. This allows librarians to create flexible programs that are appropriate for their school community. That's not to say that the IFLA guidelines do not provide resources for librarians to use if desired. One example of the level of detail this provides is found in the evaluation chapter, in which they provided 9 specific interview questions that students were asked in academic literature to assess an inquiry project's impact on learning. The clear format (table of contents, glossary, appendices, etc) made the depth of the document still easy to follow and navigate. While lengthy and sometimes repetitive, I found the IFLA guidelines incredibly informative for school librarians but would not recommend this level of detail for anyone other than library professionals' use.

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I love that the framework is laid out in multiple cogs a part of one wheel. I feel that it highlights the areas in which we work everyday. Literacy was the first part of the wheel addressed in the framework, and I find value in that. I think as librarians, we all went into the profession because of our love of reading, and that is what I try to give to my students.

The framework also promotes school librarians as leaders in their schools, their communities and their fields. Building the relationships with students, teachers, staff, admin, community members, and local/state organizations is a huge asset to the profession.

The fact that there is a separate tab for "Support" is very powerful. So many times we feel like we are on an island in our roles, so the fact that support is offered is a positive.

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I love how the framework is organized by “gears,” showing that all of these things: (Collaborative Leadership; Curriculum, Instruction & Assessment, Personalized professional learning; Robust infrastructure; Budget & Resources; Community Partnerships; Data & Privacy; Use of Space & Time)  need to work together for a successful library program.  The site/Hub itself is well-organized and user-friendly.  Whatever we create needs to have a similar format as far as components and resources being organized in succinct, easily accessible chunks.

I was also impressed with the additional resources, support materials, events, Podcasts, etc.  We discussed in previous meetings that whatever we create should be a “living document” that can evolve to suit our ever-changing needs.  The events and podcasts section serves this purpose by creating a support system for educators to stay up-to-date on trends, best practices, and current issues.  The Future Ready Framework allows for a great deal of flexibility, which is also important.  The needs and dynamics of our learning communities vary greatly across the state.  We need to keep this in mind as we create our guidelines.  While we can’t take a “one size fits all” approach or mandate things that may not be attainable in some schools, it would be helpful to include examples (elements in action), and maybe a hub of some sort to share ideas and ask questions among peers.

I like how this framework is learner centered.  The idea is for the Media Coordinator to create a learning environment, provide resources, and build partnerships that will guide students to be more independent and creative thinkers.  The Future Ready Framework frequently uses the word, “empower.”  This plan recognizes that students are both consumers and creators of knowledge, and it is our responsibility to guide them in developing these skills.  It states, “Designed to both support and complement the needs of student learning, the library is defined by its use as much as by its collections.”

The signature of my email includes this quote, “The aim of education should be to teach us rather HOW to think, than what to think - rather to IMPROVE our minds, so as to ENABLE us to think for ourselves, than to load the memory with thoughts of other men.”   ~BILL BEATTIE   I feel like this encompasses the overall philosophy of this plan.

As Molly mentioned, we need to keep emerging technology and student privacy regulations in mind as we adopt or create our plan.

I also found this FRL Padlet!  It has some great resources for implementing this plan! Check it out!

https://padlet.com/shannonmmiller/future-ready-librarians-resources-yqmhi63jyydc

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Staffing = full-time certified SLMC with at least one full-time technical or clerical support person. Licensed district library supervisor who is a member of the administrative team.

Effective School Library = adequately staffed, up-to-date digital and print materials, provides professional development and collaboration

Diversity in the Organization = "A persuasive benefit of an inclusive environment is student success and empowerment."

Instructional role = instruct learners, faculty and administrators; teach through traditional, blended and distance learning; inquiry, inclusiveness, collaboration, resource curation, growth mindset and exploration, engagement and empowerment are key aspects of instructional role

Labeling Practices = classification systems that support learners information needs but not narrow systems that limit the audience; content labels should be avoided; reading level labels should be avoided; protect privacy and not use labels that display a reader's level

Confidentiality = have a policy that library records are confidential

SLMC Preparation = state certification along with master's degree

Role of the school library = "Instruction and services provided through the school library are developed around six essential Shared Foundations—Inquire, Include, Collaborate, Curate, Explore, and Engage."

Role in Reading = lessons incorporate multiple literacies; wide variety of reading formats and diverse points of view; collaborate to integrate reading strategies; current, diverse and inclusive collection with policies that support intellectual freedom; reading promotion activities, provide choice, produce creative learning products; open access at point of need, provide and participate in continual professional development

Scheduling = “flexible, open, unrestricted, and equitable access”; "collaborate as full instructional partners"; 24/7 digital access; open schedule

Leadership role = instructional leaders, champion the development of multiple literacies, connect outside the district.

These position statements provide links to helpful research that can be incorporated into the revised NC standards to support. Top points to include in revision:

open access, facilitated by a flexible schedule

certified librarian with a master's degree

certified district level librarian

emphasize instructional, collaborative role

intellectual freedom statement that addresses restrictive labeling of books

professional development role of school library and SLMC

I would like to see in NC Standards some things that address outdated, "othering" classification systems and support more student-friendly, browsable arrangements. There is some mention of that in the Labeling position statement but it is not strongly supportive and this is an area that I think librarianship as whole needs to discuss more.

I would also like to see some updated numbers for collections as far as age and number of books per students. AASL does not give numbers for these in their standards or position statements. I would also be interested to see a recommendation for a breakdown of fiction vs nonfiction in a collection, with numbers reflecting current use and availability of digital resources and databases for research. I have tried to find some research to support recommendations like this but have been unsuccessful.

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My initial thought is whoa. That is a lot and is very, very detailed. I don't know how you could ask for more. If there was any negative it would be that it is overwhelming, but only to the outside person. To us SLMCs I feel like it encompasses all that we need. It is specific and organized.

I like the definition of a school library as well as a school librarian. Specific examples are given as to what these look like in different countries, but what evidence based research suggests is best across all programs.

Evaluation was interesting because it said it was to be done by the person in charge of the program or by an expert. In our schools it is done by our admin, who often struggle to understand our job. Also stakeholder perception: this could be good or bad. While I agree this is important, maybe the better word is relationship.

It was very interesting to see specific examples of what a school library program and its details look like across the world, but may not be necessary with our research. I think just our group focusing on

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Rubric: They have one for the state the PSU and the school? It wish there was one for the indivdual as well that we could share with admin. 

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Rubric: They have one for the state the PSU and the school? It wish there was one for the indivdual as well that we could share with admin. 

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Goal 1 – All staff have continuous access to qualityprofessional learning that isutilized and accessed on aregular basis for continuousgrowth.

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Goal 1 – All staff have continuous access to qualityprofessional learning that isutilized and accessed on aregular basis for continuousgrowth.

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I would love to do this, I've offered multiple times to present at staff meetings and I'm always pushed back a month until there aren't any meetings left. How do others convince admin of the importance of letting use share our wealth of knowledge with staff either at meetings or in PLCS?

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Human Capacity Goal 2. Public School Unit Objectives:• There is a minimum of 1 full-time Instructional Technology Facilitator at each school location.• There is at least 1 full-time  School Library Media Coordinator at each school location on a fully flexible schedule.

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Human Capacity Goal 2. Public School Unit Objectives:• There is a minimum of 1 full-time Instructional Technology Facilitator at each school location.• There is at least 1 full-time  School Library Media Coordinator at each school location on a fully flexible schedule.

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I know most of us are filling both of these roles at the same time while being on a fixed schedule? If these things are part of the state plan, why have they not been adopted by counties and school districts?

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I would love to see the considerations document turned into a rubric like the Digital Learning Progress Rubric where districts had to complete it and turn it in to DPI. That might spark some change in thinking.

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I like the self reflection tool because it spells out some possible "looks like" that would be helpful for anyone using a tool, but should be clear that it is not the only way to do something, just a possible example.

The framework has many great elements that I think would be great to include such as curriculum and instruction, professional development, budget, infrastructure, data and privacy, use of time and space, and has Learner Centered in the middle of it all and collaborative leadership around the outside. This made me think about some additions we will need to consider such as AI, student data privacy, etc that were not around the first time IMPACT was written.

I love that the professional development page talks about shared ownership and responsibility as often PD can feel like people show up to get their credits and don't always listen or participate in learning and they also talk about making it personalized so people are more likely to get what they want or need.

I like the respect, educate, protect approach for digital citizenship as well in the curriculum part to teach kids about it without taking away all their choice, etc.

They discuss utilizing cross-department teams to make purchasing choices to choose things that will work for multiple areas to make money use the most efficient using learner centered initiatives.

Data and privacy is an area that we will need to be sure we are including, but the Parent's Bill of Rights may impact some of this too. We will need to be sure we are cross referencing when we are including things in these areas.

I love that they emphasize flexible learning, flexible spaces, having teacher schedules with office hours time for help, and intentional design of spaces.

"Shared forward thinking vision for teaching and learning" is something that I think this whole set of guidelines is aiming to create - if everyone can get on the same page of the expectations of a school librarian at various levels, it would help librarians better know what they need to be sure they are doing but also let others know we have so much that we do and can work with others to do.

This was a good framework and I liked how it was broken down for the most part, there are areas that would need to be more detailed for what we would use it for. I would add a piece on literacy and reading encouragement on its own - I think you could argue it is covered with curriculum, but I think it needs its own spot. I would also say we don't have a lot to say on parts of the infrastructure, but overall this is a solid starting place.

I am interested to listen to some of the podcasts sometime and see how they are, but the titles look interesting. The blog also looks incredibly helpful.

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The Portrait ensures that North Carolina students are well equipped for the broadest range of postsecondary opportunities, be it college, career, or military.

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Comprehensive approach to combine standards for learner, SLMCs, and school library programs.

each shared foundation addresses what it looks like for students, SLMCs, and the library program in each domain

provides crosswalks for other standards like Future Ready and ISTE to see alignment across each

Standards address "reading widely" but would like to see NC Standards emphasize the library's role in fostering a love of reading and exposure to different view points and ideas through literature.

I know we are not tackling revising SLMC evaluation standards right now, but down the road I like how these standards link the student, SLMC, and program standards in one document.

While connecting new NC standards too strongly to something like AASL or ISTE could be problematic due to the transient nature of what is "in or out" in education, I do think that aligning with the broad themes in both and leaning into nationally recognized best practices and standards will strengthen whatever document is produced.

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The first two lines of the Considerations Document speak volumes. If only District Leaders and Administrators truly understood this. "Research studies demonstrate that effective school library media programs increase student learning, career and college readiness, and graduation rates. In fact, library media programs have been found to significantly impact the education of at-risk and high poverty students." When the program funding is cut, staff is spread this and the library is put on a fixed specials rotation, it is our higher-risk population who suffer the most. This right here is the reason that I am so passionate about this work.

This document includes the question "What barriers to open and equitable access to the library media center and its resources exist?" This is key question because by removing barriers to access, the library media program can better fulfill its role in:

Cultivating creativity, critical thinking, global literacy, and cultural understanding among students

Supporting diverse learning needs and fostering collaboration through physical and virtual spaces

Aligning the collection with the school's vision and curriculum, and reflecting the diverse needs of the student population

Facilitating inquiry-based instruction and promoting leisure reading across all grade levels and content areas

Empowering the library media coordinator to assume a leadership role and advocate for the program with stakeholders.

Michell McNeill

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These are just handy. I really like that the In Focus sheet just touches on the most important Dewey areas that are our kids use most. We have an old worksheet we used to use in our District to help us with this, as well. It used to be required that we completed it and used it as our planning guide, but hasn't been in years.

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I like the chart provided by Wake as well as the DPI guidelines. Districts that use Destiny/Titlewave can easily examine school collections by Dewey and compare to these materials. I like that the collection guidelines show different levels, but would like to see something added to help librarians see how they could reach the next level. For example, when I run a TitleMAP, I can see that I currently have 17 books per student, with a collection age of 2008. In order to get the age to 2012, I would need to purchase 1400 new titles. It seems lofty, but gives a focus.

-Gabrielle L

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We don't have any District-wide shared resources, so we don't have a District Collection Plan. I do like that this one also uses the stakeholder and school level media collection lenses. I do think our schools need collection plans. They were infused with a lot of ESSER money and many didn't have a plan in place so they weren't sure how to spend it all. Now that money is gone and they're going to need to move on from what they have now.

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I wish I'd had access to this when all the support locations in my library were being taken away from me. By the end, it was just my small library and my fishbowl office and I was buried in books to process, repair, equipment storage... My workrooms and storage spaces were all taken away to house tutors and pull-out groups, but I was still expected to store everything and keep my processing and repairs out of sight. (Try that with a glassed in office.)

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School Library Media Coordinator: NCEES - Information & Resources

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American Association of School Librarians (AASL)

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The following position statement is currently under review to align with the National School Library Standards:

The following position statements have been sunsetted by the AASL Board of Directors effective January 27, 2019:

Common Core College and Career Readiness Standards

Digital Content & Ebooks in School Library Collection

Quantitative Standards

Role of the School Librarian in Senior/Capstone Projects

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Appropriate Staffing for School Libraries The Critical Need for and Responsibilities of District-Level School Library Supervisors Definition of an Effective School Library Diversity in the Organization Instructional Role of the School Librarian Labeling Practices Policy on Confidentiality of Library Records (ALA) Preparation of School Librarians Role of the School Library School Librarian's Role in Reading School Library Scheduling Strategic Leadership Role of School Librarians The following position statement is currently under review to align with the National School Library Standards: Suppo

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Meet your collaborators where they are with AASL's series of crosswalks between the National School Library Standards and other sets of national teaching and learning standards.
School librarians and educators can download separate documents for each national standards set crosswalked by AASL. Other possible standards sets are being reviewed by AASL for crosswalks and will be posted here as they are completed.
Download printable PDFs (11×17) of these crosswalk sets
About the Crosswalks
The AASL Standards Crosswalk Task Force recognizes that sets of standards vary in their nature and level of specificity or generality. When cross-walking standards sets, it is prudent and necessary to leave some interpretation open to the professional educator. Depending on the language used, not all sets of national standards are aligned equally to AASL's learner, school librarian, and school library frameworks.

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Crosswalks - National School Library Standards

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Meet your collaborators where they are with AASL's series of crosswalks between the National School Library Standards and other sets of national teaching and learning standards. School librarians and educators can download separate documents for each national standards set crosswalked by AASL.

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The Future Ready Librarians Framework is an adaptation of the Future Ready Schools Framework, developed by librarians and educational leaders in 2016. Library leaders worked with representatives from American Association of School Librarians (AASL), Future Ready Schools®, the White House, the U.S. Department of Education, and Follett's Project Connect initiative to examine the gears of the Future Ready Framework and identify examples of ways in which librarians can lead, teach, and support as Future Ready Librarians ®. This team focused on two essential questions:

1. How can librarians and libraries support Future Ready Schools®?

2. How can librarians and libraries become more future ready?

The outcomes and subsequent work resulted in the translation of the original research-based gears into the now-familiar wedges and framework design. It also identified examples of specific roles and functions that could define future ready librarianship.

At ISTE 2016, the first Future Ready Librarians ® framework was released, with the gears reimagined as wedges, and included examples of ways in which librarians could provide leadership for each area.

Each part of the framework includes examples of what librarians can do to lead, teach, and support Future Ready Schools ®. While there are many more ways in which librarians can translate their skills and experience to support Future Ready Schools ®, these eleven areas have been embraced as exemplars of Future Ready Librarians ®:

1. Literacy-Inspires and Supports the Reading Lives of Students and Teachers

2. Curriculum, Instruction, and Assessment-Curates Digital Resources

3. Curriculum, Instruction, and Assessment-Builds Instructional Partnerships

4. Curriculum, Instruction, and Assessment-Empowers Students as Creators

5. Personalized Professional Learning-Facilitates Personalized Professional Learning

6. Robust Infrastructure-Ensures Equitable Digital Access

7. Budget and Resources-Invests Strategically in Digital Resources

8. Community Partnerships-Cultivates Community Partnerships

9. Data and Privacy-Advocates for Student Privacy

10. Use of Space and Time-Designs Collaborative Spaces

11. Collaborative Leadership-Leads Beyond the Library

As a Future Ready Librarian® ...

Like the Future Ready Framework, the Future Ready Librarians® Framework is a simple systems-focused and learner-centered road map for innovation. It includes powerful examples of ways for librarians to lead, teach, and support, which not only strengthen their own programs and practice but also support strategic school and system goals. Recognizing that the library is integrated with school and district programs, the FRL Framework was designed to complement other more comprehensive standards, including AASL, ISTE, and state educator and learner guidelines.

The success of FRL led to the creation of other frameworks and the formation of Future Ready strands for district leaders, instructional coaches, principals, technology leaders, and school board members. Most recently, in 2018, the FRL Framework was updated to more strongly emphasize literacy as a central feature of the guide.

With the creation of additional strands and Future Ready Frameworks for other school and district leaders, librarians can literally work from the same page with coaches, principals, and IT leaders, exploring and defining how librarians can partner and collaborate for shared goals and outcomes.

For many librarians, the eleven areas of the framework have come to define what it means to be a Future Ready Librarian®-specific ways in which librarians can lead, teach, and support students and colleagues as professionals. Not only has the framework been embraced by librarians across the U.S., but it has also influenced or been included in trainings, presentations, courses, standards, and strategic plans.

Future Ready Librarians® is more than the sum of these eleven areas. Each wedge is a starting point for exploring and embracing unique ways in which librarians can lead in and beyond their libraries, defined by the unique needs of their school and community. This is why librarians have more recently used the framework and the FRL community to focus on the challenges of equity, social and emotional learning, information and media literacy, and student agency and creativity.
Resources Explore all the Future Ready Frameworks ISTE/FRL Crosswalk AASL/FRL Crosswalk FRL Framework Poster Future Ready Librarians® Framework

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Future Ready Librarians® 101 | Future Ready

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The Future Ready Librarians Framework is an adaptation of the Future Ready Schools Framework, developed by librarians and educational leaders in 2016. Library leaders worked with representatives from American Association of School Librarians (AASL), Future Ready Schools®, the White House, the U.S.

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Since 2016, Future Ready Librarians® has been focused on supporting equitable and accessible student learning through powerful librarianship. As educators, Future Ready Librarians® lead, teach, and support learners both young and old. Embracing change and innovation, Future Ready Librarians teach and promote diverse literacies, integrating engaging digital tools, and collaborating with leaders and colleagues to implement equitable and inclusive learning environments in their libraries and beyond. The Future Ready Librarians® Framework guides and inspires the professional practice of librarians, directly linking the library program to the strategic needs and priorities of schools and districts. Future Ready Librarians challenges librarians, educators, and the community to see school libraries informed by the past, grounded in the needs of the present, and planning for a dynamic future.

Framework

Based on the same research-based framework that guides instructional coaches, principals, IT leaders, school administrators, and school board directors, the Future Ready Librarians Framework helps define ways librarians can lead, teach, and support in their schools and systems.

Events

Future Ready Librarians®' professional learning events and webinars are focused on innovative projects, leaders, and ideas. Join us for these deep-dive conversations featuring teacher librarians, educators, and leaders sharing and discussing together.

Support

Conversation Guide

This step-by-step guide helps Future Ready Librarians effectively collaborate with school and district leaders. Learn how to examine your current situation, inspire creative thinking, and develop a collaborative plan for your students and teachers.

Playbook

A resource for new and veteran librarians designed to help you understand FRL and how to transform your library practice, program, and profession.

Challenges

The Future Ready Librarians® (FRL) Challenge is an ongoing series of bite-sized professional learning activities to help you develop new tools and strategies, focus your leadership, and connect with fellow librarians to share ideas and solutions.

Self-Reflection Tool

This tool is designed to help librarians quickly assess their current strengths and areas of growth in relation to the FRL Framework. A simple survey provides a personalized snapshot to help librarians plan for professional and program growth.

Leading from the Library Podcast

Join Future Ready Advisor, Shannon Miller @shannonmiller and her weekly guests as they share stories of how they are tackling the unique issues that are facing school libraries today.

Blogs

.stk-b58fcd0{background-color:var(-stk-global-color-45610,#330072) !important;background-image:url(https://all4ed.org/wp-content/uploads/2023/08/AdobeStock_443655165-scaled.jpeg) !important;margin-bottom:23px !important}.stk-b58fcd0:before{background-color:var(-stk-global-color-45610,#330072) !important;opacity:0.5 !important}.stk-b58fcd0 .stk-block-heading__text{text-shadow:none !important;background-image:linear-gradient(var(-stk-global-color-35680,#ffffff),var(-stk-global-color-35680,#ffffff)) !important}Are you looking to revitalize your teaching approach and inspire your students to learn with enthusiasm ...

Read More

The flowers are blooming, and so is the May monthly content calendar from Future Ready Schools. This interactive digital lesson plan resource is designed to help you enhance your curriculum with engaging lessons through high-interest video clips throughout the month of May! Built upon The Achievery, this interactive content calendar highlights relevant videos and lessons that link to special events throughout the month. The lessons are designed for all grades K-12 and are spread across a wide variety of curricular areas.

Read More

Are you looking for new engaging lessons that will keep your students engaged in learning? Future Ready Schools just released a new resource to ...

Read More

Stories

Sharing and amplifying stories of success and opportunity are central to Future Ready Librarians. These professional profiles, case studies, and features provide ideas and inspiration for library programs, spaces, and practice.

Additional Resources

Professional Learning Community

Inspired by Future Ready Librarians, this dynamic Facebook group offers sharing, support, and great ideas 24/7.

The Future Ready Librarians strand is supported by Follett.

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FR Librarians Hub Framework Events Support Podcast Stories Since 2016, Future Ready Librarians® has been focused on supporting equitable and accessible student learning through powerful librarianship. As educators, Future Ready Librarians® lead, teach, and support learners both young and old.

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NC School Library Media Association - Legislative

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NC School Library Media Association - Intellectual Freedom

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Principals Know: School Librarians are the Heart of the School

Dr. Teresa Starrett and Dr. Judi Moreillon proudly announce the launch of their crowdsourced video called "Principals Know: School Librarians are the Heart of the School". We hope you will share this work and this message widely in your professional learning community and on your social media networks.

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NC School Library Media Association - Advocacy

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NC School Library Media Association - NCSLMA Statements

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The North Carolina School Library Media Association (NCSLMA) firmly supports the Freedom to Read for all students. NCSLMA supports the professionally trained school library media coordinators, curriculum specialists, and classroom teachers who work to provide every child with books that support their individual educational and personal needs and interests.

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ISTE's Education Leaders Standards guide leaders toward the knowledge and behaviors required to empower teachers and boost student learning.

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The ISTE Educator Standards challenge educators to deepen their practice, empower students and rethink traditional approaches to education.

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The ISTE Coaching Standards help define the role of the edtech coach and guide coaches in ensuring that learning with technology is high impact and equitable.

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The ISTE Student Standards guide educators toward student-driven learning practices that prepare students to thrive in an evolving technological landscape.

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Home - National School Library Standards

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The new National School Library Standards reflect an evolution of AASL learning standards and program guidelines, now referred to as "Standards" and framed within a single text.

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In thinking about how the Portrait of a Graduate needs to relate to our work, I believe that the work of fostering these durable skills in our students is important to our role. In creating guidelines that encourage Media Coordinators to foster collaboration, communication, adaptability, empathy, learner's mindset, critical thinking, and personal responsibility we are contributing to the growth of our students as people. Our work should incorporate these durable skills in the context of developing our students to become valuable members of our society.

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Licensure for Administrators and Student Services

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Special Service Personnel include administrators, student services personnel, and instructional support personnel. For this personnel, there may be tenure

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I liked the comparison chart. Admin like to come in to watch you teach lessons and evaluate us in terms of our teaching, where there's so much more to we do. Although that's the part they know best and is easiest for them, the comparison chart shows the similarities and differences. I think it's handy for people to see.

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Under Category 2, SLMCs are mentioned explicitly, as is the need for one of us per school on a flexible schedule. The same can be said for ITFs. The need for us, however, is also implied in the other goals because of this explicit call in Category 2. Who else, then, will help ensure these Goals are met?

I also like that in the rubric for human capacity the lowest level already has the need for these two positions as baked in; the developing category necessitates having those positions in place.

I do think there's some need for us to specifically include how we can provide facilitation of the listed actions here, and especially our indispensability when it comes to resources, research, and PD. Perhaps when our documents are created, there should be strong leaning into what specifically we're uniquely situated to do while also highlighting how important the shared responsibilities should be between us and ITFs.

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The subject of licensure is very important in the consideration of our work. I believe that the requirement of an MLS for licensure and for the role of Media Coordinator is of importance. The Media Coordinator serves the entire school. This includes students, teachers, admin, custodians, cafeteria workers, every single person. They are an integral part of leadership, though not admin, in the school. The requirement of an MLS adds value to the position and the work that is to be done by the person holding the position. According to the NCSBE it is stated that Media Coordination is a "Specialized Position". It should be held in that esteem.

"Student Services Personnel – An individual providing specialized assistance to students, teachers, administrators, or the education program in general, as classified by the NCSBE. Student services personnel include, but are not limited to, individuals employed in school counseling, school social work, school psychology, audiology, speech-language pathology, and media coordination."

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I also spent some time going back through the summary rating form. One thing that is top of mind for me from that document is the leadership role our media coordinators should have in our schools. In my district, the media coordinator is definitely a leader, in others they are looked at as a resource teacher and that is their value. Also, it is a reminder of all the things they could and should be doing. When they are evaluated, it shouldn't be based just on their teaching, and I think administrators need training on this.