Over the course of this semester, I've grown tremendously in how I understand the role of a school librarian - not just as someone who manages books and resources, but as an instructional leader, collaborator, and advocate for equitable access to information and learning experiences.

One of the most valuable things I learned was how to intentionally design search strategies and information literacy instruction that support student inquiry and teacher collaboration. Developing tools like LibGuides, needs assessments, and outreach plans has given me practical, real-world skills that I'm already applying in my current library setting.

I used to think that library leadership was more about managing the space and resources - but now I think it's deeply rooted in relationship-building, curriculum integration, and empowering students and teachers alike. This course helped me reframe what "good" school library practice looks like. Most of all, this course gave me confidence to see myself as a change-maker in my school community. Thank you everyone for a great semester! -Haley Mulroy

In week 8, we identified our compass points and discussed our strengths and weaknesses. This was a valuable exercise to address my weaknesses while staying true to myself. "Don't let perfect be the enemy of good - get started quickly and learn as you go."  While this quote from DRAFTSLM rev Chapter 8 Spaces Final, referred to starting a makerspace, it stuck with me. I often hesitate to take risks or make changes because I want to ensure everything will be perfect before I take action. As you might have guessed, this has also stopped a lot of ideas from leaving the planning stages. This course has helped me take risks and voice some new ideas to my coworkers and admin, which has helped me make connections and led to more collaboration this year.

Through my field experience at Gateway, I had the opportunity to apply all of the theory we've been learning in real time, finally getting immersed in a school setting for my first time since graduating myself. I gained a much deeper understanding of the five roles of school librarians, and how they each play out across instruction, program development, and daily operations.

Some of the most meaningful learning came through the projects I developed: co-teaching lessons, developing my own on AI, curating digital resources for career/college readiness, and helping revitalize the school makerspace with hands-on crafts and student-centered activities like collaborative paint-by-numbers displays.

Above all, I learned to value progress over perfection, and that relationship-building and responsiveness are at the heart of strong library programs. This experience has truly helped me grow as both a librarian and as a more confident educator and community advocate.

Going to my field experience became a kind of escape for me. When I entered the school it was like that's all I had to worry about in that moment. My mentor made me feel welcomed, the teachers were open, and the students never failed to make me laugh. I used to think working in a school wasn't for me; I was never the good student: I didn't study or take SATs or do sports or excel. Even when picking this concentration I wasn't sure if I was making the right choice. But now? I've seen how students react when I tell them I struggled in school too. I see how it gives their viewpoint even a small shift. When I tell them I read graphic novels, still do, and that's reading just as much as picking up a novel is, it's like a shock. It reminds me that I'm sure younger me would have appreciate an adult saying those things.

Even now, my mentor told me her story, and it felt like okay, I do belong. I can do this. She shifted my view to help me see that this feeling will never end. Wanting to be seen and understood will continue. We can bring that. It might be through our story or a book we get the student or staff to pick up, but we will continue to make ripples.

The most valuable thing I learned in this course was to stand in my own footing as a leader. It's been the fine-tuning of trusting my gut, observations, and training against things I am told or inequities I face. It's been the little voice in my head that is not accepting my admin's suggestions as scripture when I know they aren't grounded in best library practices. The environmental scan really helped me articulate discrepancies and put together a wholistic overview of what the school looked like beyond what a DoE report could give me.

While I do have a job in my current position for next year, I'm not sure if that's what's best for my professional or personal aspirations. I'm not in a position to be unemployed, but I am fortunate enough to have support to explore other options. Right now I would be lying if I said I didn't feel burnt out. The political climate and my current work situation are physically and mentally exhausting me. But, as my Little Words Bracelet reminds me, I think on the words of Andrea Gibson's poem "Shine":

"Gandhi said
You must be the change
That you wish to see in the world
So you’ve been curled up and sad?
Good
Depression is the first blessing
It means you’ve been in tune
But now the moon is waiting
For you to burn bright
And there has never
Been a time
When your light
Was needed more
Never a time like this before"

Now's the time to burn bright, colleagues.

I used to think that library instruction would require me to know a lot more about the complicated parts of technology, such as coding. I’ve tried it before and couldn’t quite get the hang of it. I was worried I would be teaching students how to do things I don’t know how to do. After observing library instruction, I’ve seen that students are given programs that teach them to code.

I believe that this course prepared me for a future in school librarianship by providing insight in what major components make up a school library. I feel especially prepared for board presentations and needs proposals, which will be very important in the future!