Kelly Houpt

Professor Jan Nies

SLM 501 Administration & Leadership

November 16, 2019

Assignment 2: Advocacy Plan

I chose to conduct an interview with Kristy Rubeck, the Library Media Specialist at

Bester Elementary. I made this decision based on her school’s demographics which are like those

at my school, Emma K. Doub Elementary. All of Bester’s 560 students qualify for free and

reduced meals. They have four pre-kindergarten classrooms and a two-hour, after-school

program designed to provide their students with a safe and productive afterschool environment.

Their administrative team consists of a principal, two assistant principals, a full-time social

worker, a full-time counselor, and a designated school family liaison. They have a student

support team consisting of two special education teachers, four intervention teachers, and four

instructional assistants. The school strives to provide effective supports for the many social,

emotional, and economic needs of their diverse population.

Kristy identified two stakeholder groups for targeted advocacy within her building. She is

currently focused on increasing teacher use of the library’s collection and increasing parent

involvement. To address both populations at once, Kristy established a literacy committee that

meets regularly to plan monthly literacy activities to engage students and parents. Through the

planning and implementation of these activities, she can expose teachers to a variety of

resources. For example, they are planning a family STEM night for January. In December, she is

offering a professional development session for teachers that focuses on STEM resources.
Knowledge gained by teachers at this session can be transferred to the family session the

following month.

Kristy’s biggest effort is her annual One Book, One School program. Each year, a

common novel is chosen, and a copy of the book is purchased for each classroom and each

family. Title I funds are used to purchase the books and to support follow-up activities. A kick-

off is held prior to the first day of school during the Back to School Night for families. An

additional, student-focused kick-off is held on the first Friday of school year. A reading calendar

is provided to families and to teachers to keep the whole school community reading at the same

pace. Families are encouraged to read and discuss the novel at home.

To increase teachers’ use of the library, Kristy compiles and shares a list of related

materials including print and digital resources to be used during this timeframe. Classrooms

design and create products to share what they are taking away from the shared reading

experience. A Family Reading Night focused on the book’s theme is held as a culminating event.

Classrooms share their products, students and families engage in crafts, community partners such

as the public library facilitate sessions, and refreshments are provided. Overall, the program

engages a wide variety of stakeholders and helps to move Kristy’s advocacy plan forward.

When determining my advocacy focus, I realized I was at a disadvantage compared to

Kristy. While we have very similar populations, the magnet population at Emma K. Doub

Elementary prevents the school from qualifying for Title I status. EKD has a student population

of 366 students in pre-kindergarten through fifth grade. We have one pre-kindergarten classroom

and 4 magnet classrooms, one at each grade level in grades two through five. The magnet

classrooms are made up of 94 students from predominantly upper middle-class families. Of those

94 students, only 4 live within the school’s official district boundaries. The majority of the other
272 students qualify for free and reduced meals. The magnet students in attendance at EKD skew

our data in two ways; socio-economic status for Title I purposes and academic performance for

school achievement data.

In general, EKD has very limited funding and personnel resources. While we have 200

less students than Bester, we also only have one administrator, one guidance counselor, and one

special educator. I do not have access to Title I funds like those Kristy was able to use to support

efforts like One Book, One School and monthly literacy events. Based on Hunt’s encouragement

to advocate for access rather than reading, I was hesitant to create an advocacy plan based on

increasing students’ interests in reading for pleasure (2018). This felt like a focus on reading

rather than access. After talking further with Kristy and Ashley, the lead teacher at EKD, I

realized I could focus on access to reading for pleasure opportunities and enhance students’

access to digital and print materials through readers’ advisory.

 Assessing Your Message

The Agenda:
Students, staff, parents, and community partners will develop a community of readers through
participation in a variety of reading for pleasure experiences in order to foster life-long reading
habits.
Target Audience: Library Media Center Agenda:
Grade 3 through Grade 5 Students of Emma To increase the amount of time students
K. Doub Elementary, Educational Partners participate in reading for pleasure experiences
including classroom teachers, encore teachers, in order to develop students’ life-long reading
and paraprofessionals of EKD, Families of habits.
EKD students, and Community Partners such
as local businesses and non-profits
A wide gap in reading achievement exists The most important goal of the Learning
between magnet and non-magnet students at Commons at EKD is to create a community of
EKD. The number of on- and above-grade readers that extends beyond classroom walls.
level readers is less in the non-magnet A culture where reading for pleasure is a
classrooms than the magnet classrooms. norm will encourage all students to participate
in voluntary reading activities. By providing a
Beginning of Year Reading Data variety of reading experiences focused on
based on ERI Results for pleasure, students will have opportunities to
2019-20 Academic Year read in risk-free settings without curricular
Grade Magnet % Non-Magnet % expectations. As a result, students will grow
On/Above On/Above as readers and skills gained from these
3 52.4 19.5 experiences will transfer to academic
4 95.8 42.4 endeavors and lead to students becoming life-
5 94.7 43.4 long readers.

I have found through discussions with Ashley Planned programming includes:

Hobbs (EKD Lead Teacher), anecdotal
evidence, as well as classroom reading logs,
that our non-magnet students are less likely
than our magnet students to choose to read for
pleasure. Based on an analysis of student data
and current research, I have identified reading
for pleasure as a targeted behavior to support
students’ growth in reading (Wilhelm).
• School-Wide Book of the Month
Program
• Monthly book clubs
• Monthly reading challenges
• Battle of the Books teams
• Use of Biblionasium, an elementary
student-focused social media platform
for readers similar to GoodReads
• Guest readers such as our School
Resource Officer, city council
members, parents, and community
organizers from local non-profits
including the animal shelter, homeless
shelter, and food pantry
What are the benefits:

The goal is to create a community of readers in which reading for pleasure is celebrated

by students, staff, families, and community partners. A culture where students authentically share

their reading interests, participate in reading for pleasure activities, and regularly engage with

reading role models supports students’ growth as readers. Students interests in reading for

pleasure will have a positive impact on their overall reading skills, potentially decreasing the

achievement gap currently evident within our learning community. Students will be developing

life-long reading habits.

A best practice recommended by AASL is to provide classroom teachers and students

with frequent updates related to resources available through the library (101). Monthly

newsletters provided to teachers will help engage them in the programming offered in the

Learning Commons. The use of Biblionasium to send out messages to students about

programming and new books or resources will encourage students to read for pleasure even

when they are not in the Learning Commons. The reading community will be supported both

virtually and in person.

What service is being provided:

The main goal is to increase the number of students who choose to read for pleasure by

providing a supportive environment where learners are encouraged to share their reading

interests and to participate in pleasure reading activities. Some services provided will include:

• Monthly Themed Book Clubs

• Monthly Genre Reading Challenges

• Effective Use of a Virtual Reading Community Professional Development

Evaluation:

Current reading data indicating the percentage of students reading on- and above-grade

level will be used to demonstrate the need for my plan. Initial participation data demonstrating

the difference between magnet and non-magnet participation in pleasure reading activities will

be used to determine target areas for promotion of the plan as well as resources needed to

encourage student participation. A student survey will be administered to establish students’

perceptions of and feelings about reading for pleasure.

After implementing the plan, participation data will be used to determine if the number of

non-magnet students participating increased over time. Reading data demonstrating on- and

above-grade level percentages will also be analyzed. The student survey will be re-administered

in June to determine if students’ perceptions and feelings about reading for pleasure were

positively impacted by the services provided within the plan.

Strategic Plan

Timeline Steps Stakeholders Involved Assessment

Select and purchase titles for LMS, Principal, Lead Principal approval
book of the month program Teacher
Purchase site license for and LMS, Principal, Completed purchase
Septembe complete integration of Supervisor of and integration
r 2019 Biblionasium with OPAC Instructional
(Destiny Discover) Technology and Library
Media Services

Present and distribute book
of the month and supporting
materials at staff meeting
Septembe Create and distribute monthly
r2019 – Learning Commons Updates
June 2020 using the Smore.com
platform to keep stakeholders
informed of the purposes of
LMS, Classroom and Collect anecdotal notes
Encore Teachers related to how the book
was used in classrooms
LMS, Principal, Lead Data collected by
Teacher, Teachers, Smore including
relevant Community number of views;
Partners anecdotal notes
regarding follow up
questions and requests
 programming opportunities
and resources available
Implement initial activation
and use of Biblionasium
student accounts; Share
October
Biblionasium video with
2019
teachers to gain support for
student use of application in
the classroom
Introduce each monthly book
club theme and provide
support to students through
book talks, readers’ advisory,
and book displays; Invite
October teachers and relevant
2019 – community partners to
May 2019 participate
Facilitate monthly book club
meetings during lunch shifts
by grade levels
Develop, introduce and
facilitate monthly reading
Novembe challenges using
r 2019 – Biblionasium; support
May 2020 students’ book selection
through readers’ advisory,
book talks, and book displays
Facilitate the Reading for
Fun Perceptions and Feelings
Pre-Survey in grades 3
through 5; analyze the data
Introduce and facilitate use of LMS, Students
wish list, recommendation,
Novembe
and review features within
r 2019
Biblionasium (AASL 101)
Recruit participants for two
Battle of the Books teams
LMS, Students, Biblionasium reports;
Teachers anecdotal notes from
teacher feedback
following video
viewing
LMS Sign-up data collected;
anecdotal notes related
to theme related
circulation and readers’
advisory
LMS, Students, Anecdotal notes from
Teachers, relevant sessions; participation
Community Partners data collected;
participant feedback
survey data
LMS, Students Anecdotal notes from
readers’ advisory;
relevant circulation
data collected from
Destiny Discover; data
collected from
Biblionasium
Challenge reports
LMS, Students Data from this survey
will be used to
determine growth over
time when compared
with the data collected
in June 2020
Biblionasium reports
LMS, Gifted and Number of and
Talented Education demographics of
Teacher, Students, recruited students
Parents, Community
Partner (Washington
County Free Library)
 December Facilitate two Battle of the LMS, Gifted and Anecdotal notes;
2019 – Books teams meeting weekly Talented Education participant feedback
March after school and during Teacher, Students, survey data
2020 lunch/recess periods Parents
Offer professional LMS, Lead Teacher, Participant feedback
development opportunity Principal, Classroom survey data;
(Effective Use of a Virtual Teachers Biblionasium reports
Reading Community
Professional Development)
for teachers to explore how
December
Biblionasium features such as
2019
reading logs, personal goal
setting, and digital
bookshelves can be used by
teachers to support students’
independent reading and
reading for pleasure efforts
Facilitate the Reading for LMS, Students Data from this survey
Fun Perceptions and Feelings will be used to
Post-Survey; analyze the data determine growth over
time when compared
with the data collected
in November 2019
June 2020 Analysis and evaluation of LMS, Principal, Lead Plan for 2020-2021
overall program using survey Teacher, Classroom school year based on
analysis and end of year teachers data analysis and
reading data from ERI and evaluation
Literably; outline plan for the
2020-2021 school year

Last Step:

The Learning Commons is becoming the heart of our community of readers. Our Book of

the Month program is creating shared learning experiences that go beyond the walls of individual

classrooms. Discussions about reading a common text can occur in all instructional classrooms

within the building. Students from various grade levels can talk about the same text at school and

at home. Programming such as monthly, themed book clubs and genre-focused reading

challenges can create a sense of belonging by facilitating shared experiences and developing a

common language among all readers. When students can effectively use resources such as
Biblionasium and Destiny Discover to virtually share their reading interests and needs, they are

developing and applying the future ready habits and skills of life-long readers and learners.

Campaign Materials:

Monthly Digital Newsletters

As Farmer points out, effective communication increases user satisfaction and positive

action (196). While I maintain a LibGuide for the Learning Commons, teachers do not access the

site regularly. By creating and distributing a monthly, digital newsletter, I can share new

information as well as remind teachers of resources we already have in our collection. Sending

the newsletter through a monthly email brings it to the attention of the teachers and provides

quick, easy access to the information. In addition, the newsletters archived on the libguide can

easily be accessed via an application on all digital devices enrolled within EKD’s digital

management system.

• October Newsletter

• Libguide

Book of the Month Program

The purpose of the Book of the Month Program is to create a community of readers

within and among classrooms. By selecting a monthly book that can be read within each

classroom, a common language and set of experiences can be curated for students. All students,

even struggling readers, will be able to engage in a conversation with others about quality

literature. As students will have had exposure to and experiences with the same texts within the

same time period, a kindergarten student and a third grade student are able to chat about the same

text; while a struggling reader can confidently make a text to text connection within his grade
level classroom. This program has the power to build a strong sense of community among

readers. As stated in AASL standard III. D. 1. for School Librarians, it is my responsibility to

create an environment where students can actively participate in group discussions and

demonstrate their social responsibility for learning (AASL 49).

• Book of the Month information sheet

• Book of the Month presentation for staff

Use of this idea as an advocacy tool was reinforced by the One School, One Book programs

described and suggested by Rubeck, AASL, and Levitov.

Lunch Bunch Book Club

Students will be invited to self-select a book of their own choice that meets a specific

theme. For example, in December the theme will be perseverance and grit. Students will select a

novel or biography focused on someone or a group that has overcome adversity or achieved

notable success. Each month’s theme will be posted in the Learning Commons, on the LibGuide,

and shared through Biblionasium. A few exemplar texts, links to resources for book selection,

and possible search terms to use while looking for a book will be provided. Several discussion

questions to consider while reading will also be available on the site.

Each month, I will participate as a reader to demonstrate my own love of reading and

willingness to read varied texts (Kordeliski 11). Teachers, support staff such as the guidance

counselor and paraprofessionals, and community partners will be invited to participate as well.

After each session, students will complete a survey in order to collect student feedback.

Responses to the survey questions will be used to plan future sessions and to best meet students’

needs.
 • Lunch Bunch Book Club feedback survey

• Lunch Bunch Book Club promotion materials

• Lunch Bunch Reminder video from student-produced morning announcements

(beginning at 0:53)

This idea addresses several AASL standards, including:

V. A. 1. Learners develop and satisfy personal curiosity by reading widely and deeply in

multiple formats and write and create for a variety of purposes.

D.II. Learners demonstrate empathy and equity in knowledge building within the global

learning community by:

1. Seeking interactions with a range of learners.

2. Demonstrating interest in other perspectives during learning

activities.

3. Reflecting on their own place within the global learning

community.

This idea is supported as an advocacy tool by Weisburg and by AASL.

Future Advocacy Ideas:

Guest Reader Program

Establishing a Guest Reader Program has three goals. The first goal is to connect students

with community partners who can act as role models for pleasure reading. The second goal is to

share our students’ passion for reading with community partners. Lastly, connecting classrooms

with guest readers demonstrates the library program’s commitment to the learning community.
By connecting these stakeholders, I can promote reading for pleasure, the programming available

within the library, and partnerships between the school library and the community. This

component would supplement the existing plan explained above.

Teachers will identify an area of study such as an upcoming unit on the C & O Canal. I

will then identify possible guest readers such as a local member of the C & O Canal Trust. The

teacher, guest reader, and I would then work together to select an appropriate picture book or a

portion of a chapter book to share with students. Following the read aloud, the students and guest

would have the opportunity to discuss what they enjoy about reading as well as any relevant

curricular connections such as the canal.

Timeline Steps Stakeholders Involved Assessment

Introduce Guest Reader LMS, Lead Teacher, Teacher interest survey
Program at staff meeting; Principal, Classroom data; Community
recruit additional staff Teachers, Encore partner commitment to
January –
members to form a Guest Teachers, Community participate
February
Reader Committee; Partners
2020
determine interest and
connections; recruit and
schedule guest readers
Coordinate and facilitate LMS, Principal, Lead Community partner
Guest Reader Program; plan Teacher, Classroom feedback; anecdotal
kick-off event to coincide teachers, Encore notes from sessions
March –
with Read Across America teachers, Students, including teachers’
June 2020
activities planned by the Community Partners feedback and students’
EKD Family Outreach reactions
committee
This idea was inspired by suggestions by AASL and ALA to involve community partners in the

programming offered in the library.

Social Media Campaign

Establishing a social media presence can share the goals of the library media

program with both internal and external stakeholders as described in the National School
Library Standards (259). Posts on Facebook, Twitter, or InstaGram can promote the library

to families, teachers, and community partners and potential partners. When posts are

interactive in nature such as asking viewers to answer questions and including polls,

stakeholders have an opportunity to engage with the library (Jess). When posts include

photos of students participating in programming and student work, stakeholders get a

better sense of the role the library plays in instruction (AASL 4). Effective use of social

media can represent the library and become a virtual face of the library (Weisburg 100).

AASL values the use of social media as an advocacy tool so much they annually recognize

Social Media Superstars (DeMaine).

This idea was recommended widely as an advocacy tool. It is included in Weisburg’s text

and suggested as an Everyday Advocacy idea in the AASL Toolkit.

Media Kit

Creation of a virtual media kit in the form of an iBook would support student and staff

use of the library while also acting as an advocacy tool (Farmer 201). The iBook would include

an overview and virtual tour of the Learning Commons. Circulation and collection data can also

be included. Historical data from the previous year can be added at the beginning of each school

year. As the iBook would be live, current data can also be added monthly or quarterly.

Hyperlinked screenshots of the libguide, the OPAC (Destiny Discover), Biblionasium, and

online databases can be provided. Videos and screencasts can also be embedded to support the

use of the OPAC, components of Biblionasium, and more. All students and their families would

have access to the iBook via the students’ iPads which are sent home. Through our digital device

management system, I can push out the iBook to all devices enrolled at EKD. This advocacy tool

could also be easily shared with my supervisor and others outside of EKD. This strategy allows
me to tell the story of the Learning Commons at EKD while also sharing the programming and

resources offered.

This idea was inspired by suggestions made by Farmer and in the AASL Toolkit.
 Work Cited

“AASL Advocacy Toolkit: Educated Support for School Libraries and School Library

Professionals.” American Association of School Libraries, American Library Association,

Feb. 2018,

www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslissues/toolkits/AASLAdvocacyToolkit

_180209.pdf. Accessed 14 Nov. 2019.

American Association of School Librarians. National School Library Standards for Learners,

School Librarians, and School Libraries. American Library Association, 2018.

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www.youtube.com/watch?v=MXFjsuQJBKI. Accessed 14 Nov. 2019.

“Common Beliefs.” National School Library Standards, American Association of School

Librarians, standards.aasl.org/beliefs/. Accessed 14 Nov. 2019.

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knowledgequest.aasl.org/2019-aasl-social-media-superstar-finalists-announced/.

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2017.

Houpt, Kelly and Ashley Hobbs. “Interview with Emma K. Doub Elementary Lead Teacher.” 8

Nov. 2019.

Houpt, Kelly and Kristy Rubeck. “Interview with Elementary School LMS.” 11 Nov. 2019.
Hunt, Jonathan. “Advocate This, Not That!” School Library Journal, 2 Jan. 2018,

www.slj.com/?detailStory=advocate-this-not-that. Accessed 8 Nov. 2019.

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www.5minlib.com/2015/07/15-viral-content-ideas-for-your.html. Accessed 15 Nov.

2019.

Kordeliski, Amanda. “Establishing a Community of Readers in a Secondary Library.”

Knowledge Quest, vol. 46, no. 2, Jan. 2017, pp. 9–15. EBSCOhost,

search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1159392&site=eds-live.

Accessed 14 Nov. 2019.

Levitov, Deborah D. Activism and the School Librarian: Tools for Advocacy and Survival. ABC-CLIO,

2012.

"Sample Programming Ideas: Showcase the Vastness of Your Library's Resources." American

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