Radical Collaborations for Learning: School Librarians as Change Agents by Violet H. Harada and Sharon Coatney, Editors

Study Guide

Chapter 1

1. The problem of teen literacy is not new or unique to Texas. Rose Brock describes one solution to this problem. Do you have other types of suggestions for solutions to this problem that might be implemented?

2. Rose chose certain stakeholders with which to work in this chapter. What other stakeholders would you suggest to work with given the problem of teen literacy? Why?

Activity

The solution described in this chapter works well because of the size of the school districts and public libraries involved. In small groups, discuss how this sort of solution might be implemented in one building only. Draw up a plan for implementation.

Chapter 2

1. Is the transition to college level research a difficult one in your school? How would you find out this information?

Activity

Make a list of academic libraries in your area. Contact them to find out if they are willing to meet to plan how to address the problems of transitioning seniors to do college level research.

Chapter 3

1. Bridget Crossman has a plethora of ideas for collaborations with others to teach science subjects, identifying many varied stakeholders to help. What would be the difficulty in implementing these types of activities in your specific library? Discuss.

Activity

Given the answers to the first question, have small groups or pairs, choose one of the problems identified and brainstorm answers to this problem. What collaborations would help answer these problems? List out and discuss with the whole group.

Chapter 4

1. The author describes several interesting projects in collaboration with the arts. What other collaborations (in your own community) might you explore?

2. The arts are often the first subjects on the chopping block of budgetary restriction. Librarians are often next. How can collaborations with those programs be of help to both?

Activity

In pairs, list the art classes or other arts opportunities available in each of your schools. Brainstorm ways you might enlist individuals involved in those programs to address a problem that you might both have. Eg. Literacy, social justice in your school, cultural competencies etc.

Chapter 5

1. What is the problem the author is addressing in this chapter? Do you think this is a widespread problem that high school librarians might need to be addressing-Why?

Activity

As a group make list of problems that are being experienced in your schools. Rate the top 5 ranked according to how wide spread the problem is perceived to be. Write one problem at the top of 5 different sheets of large butcher paper. Arrange this on individual round tables and in groups discuss solutions/collaboration that might help solve each problem. Rotate around so that everyone has an opportunity for input on each problem. Share final results with the entire group.

Chapter 6

1. Makerspaces have become an important consideration for inclusion in all school libraries today. In your experience what are the usual uses, goals for including a makerspace? How has this author challenged that perception?

2. This chapter concerns the problem of developing a social conscience in students? What stakeholders in your school would you try to work with if confronting this issue?

Activity

Interview public and school libraries in your area, to determine who has a makerspace and how it is used? What are the goals for the makerspace in that facility? Make a list and distribute the information to your group.

Note to leader-It may be best to coordinate this so that each facility is not contacted more than once.

Chapter 7

1. What implicit biases and unconscious stereotypes do we personally hold? How do these biases and stereotypes influence what we teach and how we teach?

2. What are underlying causes of racial discrimination? How can we connect historical racism with contemporary social problems? What can individuals and society do to challenge and overcome racial disparity?

Activity

Given the discussion above, in small groups discuss partnerships and activities that school librarians might facilitate to bring solutions to racial disparity in your school community? Decide how you might implement in your school. Make a plan, remembering to consider who are the important stakeholders?

Chapter 8

1. What is the problem the librarians face in this chapter? Is this problem confined to isolated rural areas? Discuss the solution described in this chapter.

2. The elementary schools in this chapter are staffed by paraprofessionals. In your opinion is it the responsibility of the librarians in the District to offer training to paraprofessionals who are essentially taking the jobs of certified librarians.

Activity

This chapter deals with staff development for librarians. List the staff development activities that your school or district has provided that is targeted just for school librarians. What did you find? Discuss with the group.

Chapter 9

1. Cassandra describes a huge project that happened because of a chance discussion with a stranger. Serendipity. What needs to be present in order for this to happen? In what way did the two main players in this collaboration (Cassandra and Anne) approach this challenge?

Activity

Take the time to look at the website of the U.S. Department of State's Diplomatic Reception Rooms (https://diplomaticrooms.state.gov) and others associated with this project and think about ways you might use these resources in your own library. Think about and make a plan for what stakeholders might be involved in making use of these materials to benefit student learning in your school.