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Record: 1 Title: Know-How To Help Kids Know How. Author(s): Farmer, Lesley S. J. Source: Library Talk, v11 n5 p8-9,13 Nov-Dec 1998. Peer Reviewed: N/A ISSN: 1043-237X Descriptors: Elementary Education, Interviews, Library Administration, Library Personnel, Recognition (Achievement), School Libraries, Supervision, Training Methods, Volunteers, Elementary Education Identifiers: Training Needs Abstract: Discusses the use of volunteers in school libraries. Topics include possible functions of volunteers, including the area of technology; interviewing potential volunteers; training needs and suggestions; effective supervision; and recognition of good work. (LRW) Publication Type: Journal Articles; Reports - Descriptive Availability: CIJJAN2000 Journal Code: 2000 Entry Date: EJ588366 Accession Number: ERIC Database: Academic Search Premier Full Text Database: Volunteers: Parents and Students; Section:as Managers of School Technology

KNOW-HOW TO HELP KIDS KNOW NOW

A retired businessman; a part-time secretary; a young mother using co-op daycare; a college student. What do these people have in common? They all share an interest in helping as school library volunteers, particularly in helping with technology. Because they come with a variety of skills and expectations, each needs special assistance and training. Here are some pointers to maximize their contribution -- and make the library a more savvy technology place for kids. INTRODUCTION Volunteers are an important part of making the library a meaningful experience for all students. While volunteers cannot substitute for professional expertise, they can reflect and help implement the school's vision. By sharing time, skills and knowledge, volunteers make a productive contribution to a child's education, as well as provide much-needed support to library media teachers. Some possible technology functions that volunteers can assume include: Tutor: computer and other technology skills
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Supervisor: lab use, production techniques Programmer: planning and implementing library events and training for parents Communicator: making displays and posters, designing flyers and newsletters Producer: desktop publishing, videos, slide shows, displays, Web pages Technician: operating, maintaining, troubleshooting, training others Office assistant: inputting, installing, circulation work Fund-raiser INTERVIEWING The first encounter with a new volunteer is the most important, for it establishes the relationship between the two persons. Moreover, it paves the way for effective school volunteer utilization. The first meeting should include the basics: the school's mission, an overview of the library's functions within the school, the role of the volunteer, the roles of the library staff and their relationship to the volunteer, and the specific contributions of the individual volunteer. The volunteer coordinator or librarian needs to ask volunteers about their interests, abilities and time commitments. The volunteer's library duties can be matched to his or her personal profiles: the job assignment may consider the volunteer's preference for one steady job versus a variety of tasks. Ideally, each volunteer function should include a job description. After the librarian or volunteer coordinator identifies policies, clear expectations and performance standards, the volunteer training can begin. TRAINING Effective training is the main factor in making good use of volunteers. When volunteers learn to do a task well and contribute to the library through their service, they become positive ambassadors to the community. Time spent in explaining how to work in the library becomes a valuable investment. Training is usually an ongoing activity paralleling the needs and interests of volunteers as they grow in their roles in the library. Typically, the library media teacher gives an overview of the job and trains the volunteer to give basic assistance. Additional training depends on the librarian's needs, volunteer capability and interests, and available time. Small group and individual training programs will benefit greatly from flexibility and good documentation (e.g., manuals and reference sheets). In general, on-the-job training consists of these steps: The librarian explains and models a correct procedure. The librarian guides the volunteer step-by-step in performing the specific procedure. The librarian supervises the volunteer's work and corrects actions as needed. The volunteer carries out the process correctly and independently. Sometimes the best training is not a formal presentation by the librarian, but a demonstration by a practicing volunteer or a clear guide sheet that a volunteer can use independently. Since most volunteers are adults, librarians need to take into account their learning characteristics and needs. For example:
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Adults are experienced learners. Librarians should build on such expertise, going from the known to the unknown. Librarian and volunteer should have a reciprocal relationship. Adults have limited time. Training must be well-prepared and immediately useful. Adults learn in response to their own interests and needs. Librarians should foster self-improvement. The trainer should also consider physical needs: breaks and food. Adults have strong habits. They need to feel safe in order to take learning risks. Adults need to see results. They need to practice new skills, preferably with coaching. What are the implications for training? Make it useful and meaningful, make it hands-on. Deal with mixed abilities and a variety of learning styles. Let volunteers share experiences. Make it fun! While most volunteer training is small-scale, considered thinking and planning will pay off in higher volunteer contribution. If training is done in a convincing and engaging manner, volunteers will respect the librarian and carry out the necessary task with conviction and efficiency. Librarians should ask each volunteer to record personal training sessions. A central training spreadsheet can be maintained, with session names and the volunteers' experiences recorded. TECHNOLOGY ISSUES Technology poses special challenges for volunteer training. The spectrum of potential expertise varies tremendously among volunteers. An expert COBOL programmer may be available, as may be a Royal typewriter enthusiast. The library media teacher may need to help a volunteer unlearn prior technology practices. While the librarian needs to respect and honor the volunteer's skill, she or he must be firm in delineating the procedures and practices to be followed in the library. This may be difficult for some volunteers who have been managers or technology experts in their own work worlds. Or, the volunteer may know a better way to do something; the librarian can ask the volunteer to demonstrate it for evaluation. Some volunteers may want to help in technology because they want to learn those skills for personal growth. While this is a commendable action--lifelong learning--it is the librarian's job to remind volunteers that the first priority has to be educating the students. For techno-neophytes, the best approach is to build on present skills. For example, if the person can type, show him or her how to do simple word processing. The person who has supervisory or reception skills might be able to act as a lab aide to keep students "on track." Eager learners also can pair with more experienced volunteers, which frees the library staff and promotes other volunteers' expertise. Regardless of the volunteers' skills, they should have basic orientation of the library and its resources and services. They should all learn a core set Of skills so that the library staff can count on them as back-up. Sample tasks include: basic lab routines, circulation check-out, network login and logoff, Internet navigation, and basic CD-ROM operation. It is best if volunteers do not know security codes so that they won't be tempted to use them--or be asked by others to invoke them. DEVELOPMENT
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Effective supervision is an art, and it is especially crucial in handling volunteers' services. The library staff must maintain a delicate balance between following a volunteer's every movement and abandoning the person. Since each volunteer has a different response to supervision, the librarian needs to be sensitive to each volunteer's needs and comfort zone. As the volunteer learns a new skill, closer supervision is necessary in order to clarify details about the particular function. When the volunteer demonstrates competency, supervision can assume a lighter touch. Volunteers recognize degrees of supervision, and value autonomy because of the trust that it implies. Of course, the most positive situation occurs when the librarian and volunteer work side by side. The immediate supervisor should also oversee volunteer scheduling, evaluation and problem-solving; the volunteer coordinator takes a schoolwide perspective on these matters. Sometimes a mentality may exist that volunteers are second-rate, that they cannot be dependable or accountable. Neither is true. Volunteers need to know that their contributions are meaningful, respected, and appreciated and that their performance levels are important. A name tag with the school logo is one symbol of a significant contribution. Most people want to do their best and may need help in knowing how to improve their performance. The sooner problems can be recognized and solved in cooperation with the volunteer, the more successful the experience will be for both parties. Equally important is recognizing good work. Particularly when persons are not paid for their work, they need to know that they are valued, especially for specific tasks that are well done. Volunteers not only give valuable service hours, they serve as supporters to get out the word in the community that the library deserves strong financial and moral support. PHOTO (COLOR): Knowing how to help kids know now ~~~~~~~~ By Lesley S. J. Farmer Lesley S. J. Farmer is the Library Director at Redwood High School in Larkspur, California. Copyright of Library Talk is the property of ABC-Clio - Library Media Connection and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use.

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