Student Voice in the Library
Course
Tools [9:22]
The concept of embedding students who are a regular part of the library management team is a powerful one. However work is involved and we need to think about what's needed in our toolkits so that we can have everything we need to run a quality program.
Whatever it is you call it, the concept of embedding students who are a regular part of the library management team is a powerful one. However, like anything when we get excited about it, work is involved and then we start to get to the reality of saying, Okay, what do I need to do to make this program come to life? What do I need to have to make this program sustainable? What do I need to include in my toolkit? so to speak so that we can have everything we need to run a quality program.
Imagine if you will, you've decided to start having a student workforce in the library and you've committed to maybe a group of 10 kids at some configuration that works with your schedule, works with the schedule of the teachers and the students, and you've decided to get these students involved. That's wonderful but it's not enough. There needs to be accountability. There needs to be a structure, and there needs to be a plan so that hosting a program like this is organized and helps everybody stay accountable.
The more organized the better and we also have to remember that a lot of people are doing this now, they're having student work programs, so don't reinvent the wheel. Before you sit down and come up with all the forms and programs and paperwork that you need, ask. Just ask somebody, is anybody doing this? Is there a Google doc out there that I can adapt to my program? If that's more work than it is from starting from scratch, then go that route if you prefer. But there's a lot of options out there.
I find in running a program at my library that the more self-directed the options are the better. By that, I mean if there is an application involved, for example, if every time a student wants an application they have to come to me directly, and then I have to dig in a file, and I have to find something, it's not the end of the world, but it defeats the purpose of students really seeking out these opportunities to promote them being self-directed, so the more self-directed you can be.
You might need to have a station where printed materials are available and if you want to go more paperless or in addition to a printed, have virtual options. Students can easily access the materials they need. And by materials, it might be something as simple as a sign-up sheet. You might go more advanced with an application, or a contract, or a test, or an assessment.
But depending on how detailed you want to make the program or the signing up for it, anyway you can have those materials easily available is ideal. It takes it off of your to-do list and puts it in the hands of the students who are interested. It also separates the kids who are interested versus the ones who are really interested. It really models a real world experience that if you're interested and you're passionate about doing something, you may have to take a couple extra steps to make that happen.
I've seen some libraries where they set up a station for grab and go, an information board, a bulletin board, that has all the information people would need: How do I sign up? What are the shifts available? What does that entail? Really somebody could just come in, either in the lobby or in the library or wherever it is you choose to promote this program and get what they need. In some schools, Google classroom does that or you can set up a Google classroom that will provide access to those things.
If it is a Google classroom, students are going to need the code to that. Do you want students following you around waiting for the code? Or is there a place you can post that code? Can you put it on your school TV station or announcements or website? Where can you put it so that students have ready access to that information? Maybe it's a web site, or maybe a combination of both so students can look online or they can get the paper copies as needed.
It really depends on the age of the students, the culture of your community and what works for you and them. The age-old technology just for technology's sake, if you don't really need everything to be digital, then maybe a paper process is just as effective. Really again, think about what works for you. The other reason I think getting the information out there is important, especially at the beginning of the year or any time there are open houses or times when parents and families are in the building, how did they find out about it? If the only way they find out about it is if I tell them one to one, "Hey we have this great program that I tell you about." The parents who didn't talk to me are going to miss out.
Get the information out there. Promote it in multiple ways, and make it easy for students to find out the information they need. Don't forget to include teachers and administrators in your information exchange. Though they might not need it in the same way students do, they need to be aware of it. Teachers will have connections with students that they might recommend for the program. Administrators might be looking for a positive outlet for a student who seems to have more energy for the classroom than is working out. Maybe they're going to come your way to be part of the library leadership team. Get the information out in multiple ways so people know where it is.
Again, don't create a system that isn't sustainable for you to manage. If it's a lot of paperwork and a lot of forms and sign-offs and bureaucracy, it's not going to work, because you're not going to be able to maintain it. It's going to be frustrating for you, kids are going to pick up on the fact that asking you for the information is a hassle. It's just not going to be able to carry on for the long haul. Create a system that works for your environment, for your schedule, for your management style, and for the students you're trying to connect with.
A lot of schools will use a contract. I know personally in my student work program, I have kids apply then once they've applied, if there's a shift available for them then I give them a contract. And the contract is a rather simple paper copy that they have to sign and they have to get a teacher to sign off on. That just helps me increase the conversation between the student, the teacher, and myself. There are expectations on there too, which helps me get those across to students.
So far, that has been a very reasonable, sustainable system. Students pick up the contract, they get it signed, they bring it back, once they bring it back, then I issue them a pass. Things like passes, badges, schedules, any of those things that will make it clear to the students, to the teachers, to you, to anybody involved, that this is the expectation. Make sure you don't go against any attendance protocols for classrooms of students who're coming out of there.
Just work out a system, again, that is going to align with what you do in your schools, much like the music and band teachers do when students have to leave to go to lessons and they have a schedule for that. It's usually everywhere. The information is out there, make sure teachers are informed so that students aren't missing or just coming and going without any consistency.
All those tools to help you get the program started, whether it's advertising, or for our contracts, or applications, for obvious reasons keep it all in one place so that you can edit it, share it, update it from year to year. You don't want to have a program that you've got to start from scratch each year. You may change some things. You may realize this form didn't work this year, maybe next year I'll change it, or change it for a marking period or week to week, but set up a system that works for you, that makes it easy for you to adapt and adopt as your program progresses.
Ask around, check Pinterest, Twitter, other colleagues, library conferences. And maybe use others as a model as a starting point or even have students create a whole infrastructure that will help you gather what you need. So as you create a library work program, a student volunteer program, there are going to be some tools that you're going to need and some resources to keep your program organized. You can start out on your own or you can see what's out there and adapt it to fit your community.
Although the excitement of a student leadership program in the school library is fun and inspiring, Kowalski emphasizes that accountability, structure, and a plan must be in place. Forms and documents about the program should be accessible to students, with processes as self-directed as possible. Use or adapt existing forms if you can, with adjustments and details that fit the needs of your students and school environment. Possible materials include paper or digital versions of contracts, sign-in or sign-up sheets, schedules, passes, badges, lists of expectations, and signage.
In the Resource below, Kowalski offers three templates for student workers: an application, contract, and student pass. Review these materials, and tailor them to your needs. As she suggests, search online for additional materials to use (e.g., Pinterest, Twitter, or library conferences). Here are a few samples found online:
Liptak, Sandy. "Volunteers in the Library." Lessons by Sandy. http://lessonsbysandy.com/2013/11/volunteers-in-the-library.html (elementary-level program ideas, name badges, task lists)
WHS Library Assistants. "SLA (Student Library Assistants)." https://sites.google.com/a/abss.k12.nc.us/whs-student-library-assistants/ (Course syllabus for secondary level service learning course, with sample projects and activities)
Youel, Christy. "So You Want to Help in the Library." Teachers Pay Teachers. https://www.teacherspayteachers.com/Product/So-You-Want-to-Help-In-the-Library-1687391 (Free elementary-level application and checklist)
MLA Citation
Morris, Rebecca J. "Student Voice in the Library: Sign Me Up!" School Library Connection, November 2024, schoollibraryconnection.com/Content/Course/2078598?learningModuleId=2078594&topicCenterId=2252405.
Entry ID: 2142764
Additional Resources
About the Author
MLA Citation
Kowalski, Susan. "Student Voice in the Library. Tools [9:22]." School Library Connection, ABC-CLIO, December 2017, schoollibraryconnection.com/Content/Course/2078598?learningModuleId=2078594&topicCenterId=2252405.
https://schoollibraryconnection.com/Content/Course/2078598?learningModuleId=2078594&topicCenterId=2252405
Entry ID: 2078598