American Association of School Librarians. Standards for the 21st-Century Learner. Chicago: ALA, 2007.

This document presents the school library learning standards for students in grades K–12. The document includes nine Common Beliefs, and the following four standards: Learners use skills, resources, and tools to: (1) Inquire, think critically, and gain knowledge; (2) Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge; (3) Share knowledge and participate ethically and productively as members of our democratic society; (4) Pursue personal and aesthetic growth. For each standard, the learning expectations are described across four domains, Skills; Dispositions in Action; Responsibilities; Self-Assessment Strategies. These standards are scheduled for an update to be released in 2017.

American Association of School Librarians and Association for Educational Communications and Technology. Information Power: Building Partnerships for Learning. Chicago: ALA, 1998.

This text explains the nine information literacy standards for students and the mission of the school library program, with an emphasis on the role of school librarian as collaborator and teacher. 1988 and 1998 versions of this text preceded the 2007 publication of the AASL Standards for the 21st-Century Learner, which with accompanying documents, sets up today's school library programs.

American Library Association. Celebration Weeks and Promotional Events. 2015. http://www.ala.org/conferencesevents/celebrationweeks

This website highlights special events for libraries across types and audiences. It is recommended here for use in planning events and outreach for school libraries. Examples of celebrations are Teen Tech Week (March) and School Library Month (April).

Dosomething.org. The DoSomething.org Index on Young People and Volunteering. 2012. https://www.dosomething.org/sites/default/files/blog/2012-Web-Singleview_0.pdf

This document presents data and discussion from a study described within as, "the first comprehensive national survey of teens and volunteering that incorporates respondents as young as 13–15 years old." Do Something is a global organization for young people and social change, offering opportunities for in-person volunteering and awareness-building via social media campaigns.

Harada, Violet H. "Librarians as Learning Leaders: Cultivating Cultures of Inquiry." In Coatney, Sharon, ed. The Many Faces of School Library Leadership. Santa Barbara: Libraries Unlimited, 2010.

This chapter examines three domains related to school librarians' roles as learning leaders: "critical dimensions of thoughtful learning; qualities and dispositions of learning leaders; librarians as potential leaders in learning" (13). Relevant to this workshop is the portrayal of school librarians as persons who are actively engaged in learning pursuits themselves, in addition to guiding others' learning opportunities. As learning leaders, school librarians participate in and model thinking strategies, active research, professional learning communities, and evidence-based practice.

Hayman, Richard and Erika E. Smith. "Sustainable Decision Making for Emerging Educational Technologies in Libraries." Reference Services Review 43, no. 1 (February 5, 2015): 7–18.

This peer-reviewed journal article is useful here for its description of the environmental scan as an approach for decision-making pertaining to educational technology in library settings.

Lamb, Annette and Larry Johnson. Library Media Program: Program Analysis. 2010. http://eduscapes.com/sms/program/needs.html

This section of an online course module suggests research and preparation for implementing new programs and initiatives in the school library. Particularly helpful in this workshop is the section on conducting a needs assessment in the school library, with steps for collecting, organizing, and using information to guide decision-making.

Levitov, Deborah D., ed. Activism and the School Librarian: Tools for Advocacy and Survival. Santa Barbara: Libraries Unlimited, 2012.

This volume presents strategies for school librarians to plan and implement advocacy initiatives. Especially helpful in this workshop are these two resources, on creating a parent advocacy plan and focal points for evaluating a school library program.

Highlighted Resources:

Page 110: "Creating a Parent Advocacy Plan"

Originally published in School Library Media Activities Monthly 23, no. 6 (February 2007), this "Use This Page" explains benefits that the library program provides to parents, as well as benefits that parents offer to the library program.

Page 102: "Taking Action: Saving School Libraries"

Originally published in School Library Monthly 27, no. 5 (February 2011), this chart suggests steps for reviewing and evaluating six key library program components.

MakerMedia. "What's a Makerspace?" Makerspace.com. 2014. www.makerspace.com.

This article presents an introduction to makerspaces for many settings, not specific to school or library spaces. Makerspaces are described as, "community centers with tools . . . represent[ing] the democratization of design, engineering, fabrication and education."

Maker Media. The Makerspace Playbook: School Edition. 2013. http://makered.org/wp-content/uploads/2014/09/Makerspace-Playbook-Feb-2013.pdf

This is a guidebook to implementing makerspaces in school settings. Topics covered include the rationale for makerspaces, resources and needs for setting up the space, roles for people involved, and projects to try.

Morris, Betty J. Administering the School Library Media Center. 5th ed. Santa Barbara: Libraries Unlimited, 2010.

This is a comprehensive text on management of a school library program. Of interest to this workshop is the chapter on evaluation, which provides information and templates for planning and evaluation of the school library program.

Search Institute. 40 Developmental Assets for Early Childhood (ages 3–5); for Children Grades K–3 (ages 5–9); for Middle Childhood (ages 8–12); for Adolescents (ages 12–18). 2009. http://www.search-institute.org/research/developmental-assets

Developed by the Search Institute, a research organization targeting youth development, resiliency, and prevention, the Developmental Assets are "40 common sense, positive experiences and qualities that help influence choices young people make and help them become caring, responsible, successful adults." There are four documents listing the assets by age range (shown in the citation above). Each set of Developmental Assets includes internal assets, such as reading for pleasure and peaceful conflict resolution, and external assets, such as family support and positive peer influence.

Weisburg, Hilda K. and Ruth Toor. New on the Job: A School Librarian's Guide to Success. 2nd ed. Chicago: ALA, 2015.

Written for new school librarians, this text is also a useful refresher for experienced school librarians across areas of school library management and instructional planning. For this workshop, pertinent sections include questions for self-reflection on the library program and professional development and strategies for communicating with school stakeholders.

Zmuda, Allison and Violet H. Harada. Librarians as Learning Specialists: Meeting the Learning Imperative for the 21st Century. Westport, CT: Libraries Unlimited, 2008.

Written for an audience of school administrators and school librarians, this text is about ways in which school librarians can leverage their expertise to meet needs for learning specialists in today's schools. Especially helpful to this workshop are the templates and checklists for planning and evaluating the school library program, including examples of library action steps connected to school-wide goals (38-39).