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.

-Gabrielle L

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.

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

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.

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

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.

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.

"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."

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.

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

Michell McNeill

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.

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.

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.

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.

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.

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.

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.

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...

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

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.

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.

*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.

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!

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.

-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.

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.