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Houpt Advocacy Plan PDF
Houpt Advocacy Plan PDF
Houpt Advocacy Plan PDF
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,
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.
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
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’
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.
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
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
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:
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
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
Strategic Plan
Present and distribute book LMS, Classroom and Collect anecdotal notes
of the month and supporting Encore Teachers related to how the book
materials at staff meeting was used in classrooms
Septembe Create and distribute monthly LMS, Principal, Lead Data collected by
r2019 – Learning Commons Updates Teacher, Teachers, Smore including
June 2020 using the Smore.com relevant Community number of views;
platform to keep stakeholders Partners anecdotal notes
informed of the purposes of regarding follow up
questions and requests
programming opportunities
and resources available
Implement initial activation LMS, Students, Biblionasium reports;
and use of Biblionasium Teachers anecdotal notes from
student accounts; Share teacher feedback
October
Biblionasium video with following video
2019
teachers to gain support for viewing
student use of application in
the classroom
Introduce each monthly book LMS Sign-up data collected;
club theme and provide anecdotal notes related
support to students through to theme related
book talks, readers’ advisory, circulation and readers’
and book displays; Invite advisory
October teachers and relevant
2019 – community partners to
May 2019 participate
Facilitate monthly book club LMS, Students, Anecdotal notes from
meetings during lunch shifts Teachers, relevant sessions; participation
by grade levels Community Partners data collected;
participant feedback
survey data
Develop, introduce and LMS, Students Anecdotal notes from
facilitate monthly reading readers’ advisory;
Novembe challenges using relevant circulation
r 2019 – Biblionasium; support data collected from
May 2020 students’ book selection Destiny Discover; data
through readers’ advisory, collected from
book talks, and book displays Biblionasium
Challenge reports
Facilitate the Reading for LMS, Students Data from this survey
Fun Perceptions and Feelings will be used to
Pre-Survey in grades 3 determine growth over
through 5; analyze the data time when compared
with the data collected
in June 2020
Introduce and facilitate use of LMS, Students Biblionasium reports
wish list, recommendation,
Novembe
and review features within
r 2019
Biblionasium (AASL 101)
Recruit participants for two LMS, Gifted and Number of and
Battle of the Books teams 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:
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
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
create an environment where students can actively participate in group discussions and
Use of this idea as an advocacy tool was reinforced by the One School, One Book programs
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
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
(beginning at 0:53)
V. A. 1. Learners develop and satisfy personal curiosity by reading widely and deeply in
D.II. Learners demonstrate empathy and equity in knowledge building within the global
activities.
community.
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
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
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
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
This idea was recommended widely as an advocacy tool. It is included in Weisburg’s text
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
Feb. 2018,
www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslissues/toolkits/AASLAdvocacyToolkit
American Association of School Librarians. National School Library Standards for Learners,
DeMaine, Marifran. “2019 AASL Social Media Superstar Finalists Announced!” Knowledge
knowledgequest.aasl.org/2019-aasl-social-media-superstar-finalists-announced/.
Farmer, Lesley S. J. Managing the Successful School Library. American Library Association,
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,
Jess. “15 Viral Content Ideas for Your Library's FB Page!” 5 Minute Librarian, 24 July 2015,
2019.
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.
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
www.ala.org/advocacy/advleg/publicawareness/campaign%40yourlibrary/prtools/sample
Weisburg, Hilda K. Leading for School Librarians: There is No Other Option. Neal-Schuman,
2017.
Wilhelm, Jeffrey D. “The Benefits of Reading for Pleasure.” Edutopia, George Lucas