School Librarian Interview Questions- Interview #1 (Field Supervisor)

 Why did you choose to pursue a degree to become a media specialist/school librarian?- I

was a teacher for a number of years (about 20 years), and I really liked working

kids (working with students), but I wanted to do something different than the

regular classroom setting and I felt like media specialist would be a good medium

between being a teacher and doing something outside the classroom and working

with adults as well. So as a media specialist, you get to work with the students and

teacher.
 Where did you receive your training? What was your experience like?- I received my

bachelor degree and teacher certification from Georgia Southern. Because I already

had my teacher certification, I only needed to do an add-on for media, so I did that

through Georgia Southern as well (GO EAGLES!); It was good. As a

undergraduate student right out of high school, it was good. As far as getting my

media certification, it was good as well. It was online and I’ve done an online

program before and it didn’t go that well, but I had a lot of support at Georgia

Southern online and it went very well- I liked it a lot.

 How do you go about determining the collection needs of your library?- I do a collection

analysis (that’s a report) and with that report it tells me everything that’s in the

library because everything that comes in the library has to be catalog. So once

everything has been catalog, you can do a collection analysis. I actually did my

collection analysis for this year, and it tells me exactly how many books are in the

collection, it tells me the average age of the books in the collection, the average lexile

level and it just gives you everything that you need to know what’s in your collection

so you’ll know how to improve, add-on to or build your collection or improve your

collection. So I just do a collection analysis. And it’s like the data that drives your

media program.
 What is your background with technology?- Well, because my bachelor’s degree is in

business education, I always had some type of responsibility in regarding technology

since I was a business education teacher. It’s been a number of years since I been

teaching, so technology has evolved since then, but when I started, we didn’t have

the STEM teacher, and the computer science teacher at the middle and elementary

school level, but of course those positions are now in the elementary and middle

school levels. When I first started, we only had those teachers (specialists) in high

school. I always had to teach a business course, I had computers in my classroom, I

always had to teach software application programs, so I always had that

background as a business teacher.

 How do you see the role of the library in the overall reading program of the school?- A

few years ago, I saw a shift in media. I saw that media was going from reading-just

reading books the traditional way, to technology. Now, the reading specialists are

now in the classrooms and librarians are now called media specialists because our

roles now involving more into technology. It saddens me a little bit because reading

in the classroom is a subject (a requirement) but reading in the library creates that

love for reading. Reading in the classroom doesn’t create that love for reading. It’s

not the same cause reading in the library-reading is fun, but reading in the

classroom is another subject. Most of the time, reading in the classroom, reading is

informational text and non-fiction, but when you come to the library- you have a

choice, and those fiction books are fun. Fiction books are really what strikes or

develops the love for reading.

 What do you enjoy reading? About how much do you read each week or month?- I like

reading fiction books with my daughter cause she’s only 10, but I really like history,

and informational text. I like reading for information. That’s what I really like. I

enjoy fiction with my daughter cause she gets so excited- especially when I read,

cause I’m a little dramatic.; I read a lot, but the difference is- everything is online.
 The way I could/would just pick up a book to read- to me it’s different. The way you

have a book and blanket is different than having a phone and blanket. I do read

daily, weekly, monthly, but I don’t pick up a book like I used to because everything

is online now.

 What is your experience in leading professional development? What is your role in

leading technology related professional development?- My main thing with reading

(but with COVID, I didn’t get a chance to do it) is the literacy café. I really like the

literacy café- it’s gear more to the students, but the teachers helps out a lot with

that. As far as the training piece, I know its going to be technology all the way.

Unless I get a reading endorsement or reading specialist, my role in professional

development is going to be in technology rather than reading. The teachers are

required to do more online- everything is virtual. They have the platforms, their

own websites. I know my role in professional development will be centered around

technology than reading.; Making sure the upkeep of their website. The platform

we’re using is 4 or 5 years old, so unless a new teacher comes in ( cause the ones who

been using it for a while wouldn’t need a refresher) will need guidance on how to

setup and maneuver through their website. The infrastructure that we’re using

now- Canvas, teachers are required to use that, so its going to be some PLs

regarding that, and any type of new software that’s going to be implemented. Even

the 1-to-1 device distribution that the district is rolling out- I will have a role in that.

I will have a major role but not a lead role. Since our school has an IT person, I

wouldn’t lead but will have a big responsibility.

 Do you have certifications or skills which would be an asset to the school community?-

In general, the way the media program is set up, it is to include stakeholders. For

example, I have to have a technology committee which allows stakeholders from the

community and parents to give input. The library is a community hub- I don’t know

how many schools actually use their library as a hub. I have to come up with a
 technology committee that includes the principal, a teacher, a parent, and

community leader- and we suppose to meet (I share the budget with them, and let

them know how much money I have available) and they give input on how the

money is spent. Media certification itself requires to work with the community. I do

have leadership certification.

 How do you ensure your own continued professional growth?- I will pursue a position

in administration before I retire. Even in the position I’m in right now, I find myself

trying to be a problem solver, and helping teachers. The only thing about moving

from this position is that I wont get to work with children one-on-one anymore.

That probably won’t be a day-to-day option for me anymore. Once I leave media, I

have to be okay with not teaching children. Unless I’m filling in or something, it

won’t be apart of my duties, and I really do like working with children. I do want to

experience a leadership position- so if I get one I’ll be okay with, and if I stay in

media I’ll be okay too.

 How can librarians promote and encourage professional reading among the faculty?- I

like to choose readings for them instead of saying, “why don’t you consider reading/

checking out books in the professional collection”. I like to pull specific titles for

them. For example, for a new teacher, I like to pull classroom management readings

for them. I like pulling books that talks about teaching a difficult child or something

like that, so they won’t get lost in a maze. Our school has become STEM endows, so

I like to pull books that encourage teachers to teach from a STEM perspective or

how to incorporate STEM into their content. Be a little specific- you don’t want to

choose something that’s not related to what their doing.

 What are some of the ways you encourage reluctant teachers to utilize the library?-That

will be middle school teachers. Middle school teachers do not like to transition their

students. Once they leave the classroom, they get real chatty in the hall, so they will

rather send them in small group than the whole class. I allow middle school teachers
 to send students in a group or during their library block, they can send five students

at a time to check out books. Be flexible- they’ll be more willing to come. If I give a

suggestion (like MLA format), and letting them that they are not interrupting their

class just to check out a book. It has to be a little more than just checking out a

book. If they come in a small group, they’re ok with that, but as a whole group- it

has to be a little more. I have to make sure they’re not alone- it’s a partnership. I

have to offer more than just a room full of books. Elementary will come everyday if

I let them.

 What is your experience with adolescent literacy?- Middle school students like to read

action- they do not like to read informational text and nonfiction. I didn’t know our

students like horror books. They like sports too. I have to make sure I cater to their

interest. I have to point them in the direction of books that their interesting in. I

have students that comes in and want to read graphic novels- I may want them to

read nonfiction. I have to make sure I’m providing the type of reading materials

that will make them read or cause them to open the book. Otherwise, I just have a

bunch of pretty books in the library that nobody is reading.

 What can the school librarian do to help struggling readers?-That’s a good question. I

think the main thing with struggling readers is vocabulary. Read along or read

aloud will help them, but the main thing is vocabulary. I like the easy readers, but

the main thing is vocabulary. If they have that vocabulary and practicing those sight

words, they will become better readers. In the meantime, while informational text

improves your reading, you have to first read-that’s where fiction comes in. They

have to start with fiction. If they are a struggling reader, they have to start with

fiction because fiction will spark their interest. Start with vocabulary and fiction

books and then they will eventually learn how to process informational text and

nonfiction. Even when they come to the library, I wouldn’t say do sight words with

them- but that’s the partnership between the media specialist and the classroom
 teacher so when they get to the library- even when they not on grade level, I have

the Lexile Level bands posted so if they’re not on grade level nobody will know. You

just have to encourage them to read a little bit above and below their Lexile to

improve.

 Would you say that the school librarian position is an administrator, a teacher, or both?-

Both because we work with children, teach children, and with PL- we’re actually

teaching adults. So I think it’s a dual role cause we’re expected to plan and

implement school-wide initiatives to help improve reading and help teachers

professional development wide. Not an administrator role, but a leadership role.

 As a school librarian, what are your expectations of the school administration regarding

the library program?

 Describe the role that the “library aide” or “para pro” plays in the day-to-day operations

of the school library?

 Are your books cataloged and shelved according to genre?

 What role do you see school libraries and school librarians playing in the future?

 How has library services/programs changed during COVD?