Next up for blogging with class members is Pete Hildebrandt, a 33 year veteran of public education. Pete is the Library Media Specialist at Sylvania Southview High School (OH).He has taught grades 1,2, 4, 5 and 6, worked as a principal, and been a media specialist at the middle school / junior high as well as two high schools. An award winning educator, he has just about done it all!
Learn more about Pete:
Use this opportunity to 'pick his brain' and learn all you can from his work as both a teacher and a teacher librarian.
Hello all. I am truly thrilled to be a part of your "blog-o-sphere" experience. Please don't hesitate to ask anything. The rule in my center is "there are no questions that shouldn't be asked and I promise not to roll my eyes or tell you I've already answered that question once...", so fire away? What is the most important issue facing my school library this fall? Maintenance baby, maintenance. I publicize my role at my high school as being all about customer service...any request, any time for both kids (1400 student body) and faculty (around 88 or so). Consequently, I have little down time, but it is all so very good. My center abuts the cafeteria. In addition to regular classes scheduled in the center (I have two in-house labs) students are able to come into the center after lunch without a pass, while coming at any other time of day with one unless with a teacher. Consequently, my September monthly report listed 4,238 students attending without a class during the school day, 1618 before school and 470 after school. My freshman orientation program, which is in full swing, is a two week process taking one faculty member's classes for ten entire days of instruction. Included here are exposure to research databases, website evaluation, alternative presentation software training, understanding Dewey inside and out, MLA formatting, essential works cited, and image search and citation procedures. Teachers also bring their classes to the center for research purposes. This last month I thus instructed or facilitated 106 classes. I also have a staff of 32 high school students who serve as center aides who are trained to answer the phone, process faculty requests, clean, distribute materials and process all print items. I'm also on call to fix SmartBoards, check networking issues, circulate digital equipment, build topically themed research databases for webquests, deal with passwords and online access issues, run a teacher and adult monthly book club, and process district wide orders for poster making and Ellison Letter orders. My days are never slow or uneventful. However, I'm privileged to say I love my job, and truly enjoy the high school "animal" after so many years at the elementary and middle levels. I wish I had time to catalogue and read more, but putting the needs of my clients first and always allows for little else. My goal is to find that difficult balance, making the center an opening and welcome place where all are respected but keeping it academically focused. I tweak every day, but it's all good. So maintenance it is. Fire away everyone, fire away. I am eager to help you no less than any of my other clients. Hope to hear from you soon!
ReplyDeleteSincerely,
Pete
Hello,Mr. Hildebrandt, I noticed that you did not mention having a Master's degree in Library Science. Was the transition difficult for you to move from the classroom to the library media center as a school librarian without the preparation from a Library Science program?
ReplyDeleteLisa:
ReplyDeleteThanks for the question. I do have a Master's in Elementary Administration (which led me to my principal experience) and a Specialist's Degree in K-12 Library Media. I certainly would not have been in any way fully prepared to take on the rigors of a school library program without it. Reflecting back, it's interesting to note that when I was in the degree's courses (in the late 80's), many were devoted to photo and video production along with instruction using laser discs! We were even still using 3 1/2 inch floppy discs, and the software applications were quite limited. So much has changed in the field since then. It is so very important for a media specialist to seize every opportunity to update themselves on new trends in hardware and software. Your teachers will look to you for ideas of "what's out there". Thanks and ask another!
-Pete
Thank you for responding to my question. I do not like to assume anything which is why I asked about your educational background.
DeleteTechnology does appear to be an important component to being a school librarian in the 21st century. I would like to take additional computer classes but at this time in my life, I am unable to do. I feel that once I am in the profession, I will learn on the job for the hardware as well as researching the software I have heard of free web based classes also. Do you feel electronic resources will eventually replace the need anduse of print resources for students in the classroom? Also have the changes in your opininon been for the good of the profession or otherwise? I am talking about overall, Mr. Hildebrandt.
Lisa:
DeleteWill those e-resources totally take over? I think from a certain standpoint, we're already there. My predecessor in the center built a magnificent reference section, and as much as I try to sell the idea of these "traditional information retrieval devices" as much as possible, they are less and less used. The average high school media center with acess to sources like Britannica Online and the EBSCO Database of thousands of journals and online primary source, image, reference and journal documents is having less and less call for any print reference materials. Unless you can get your faculty to demand any print sources, the kids will gravitate to online reference. The "older guard" of teachers who would demand some print sources is fast retiring. New teachers had college courses demanding little or no print, so there is no indication to me that they would be interested in requiring anything but e-sources. Let's face it... e-sources are more cost effective and easier to keep current. Plus, you can't email, print or cite print sources as easily. I think print fiction may hold on the longest. I still have kids who are very resistant to reading for pleasure on a Kindle or the like. But maybe this will also pass. Have the changes been better? You have to admit the whole "world at their fingertips on the keyboard" maxium can't be argued with. I think the kids are less patient, however, wanting exactly what they need in less than two minutes. The tables of contents or indices of print sources kind of forced the reasearcher to think analytically for the best routes. Even using a database like EBSCO encourages immediate results with little more than typing in a new search term. I think a whole lot of thinking went on when we old folks were thumbing through large print reference materials. Overall, the mass availabilty of information is no longer limited to what is within a center. The key is teaching patience and analysis in the research process.
Thanks
-Pete
Yes, I agree that children are impatient and want what they want know! In regard to the research process, how do you address the topic of plagarism with the students you serve? I did reaseach on this issue and discovered that it's a common practice among middle and high school students. They use the first source they see and cut and paste it.
DeleteAlso I am on a listserve right now and there is a major debate on the issue of using the Dewey Decimal system versus using your own system for the school library books. How do you feel about this issue?
Thank you. Lisa
Lisa: As part of Freshman Orientation, I demonstrate how easy it is for a teacher to grab digital text from a students work and drop them into Google for a source search. With so many teachers demanding that work be turned in digitally, as in Google Drive or as a Microsoft Word email document, it is very easy for teachers to cut and paste in this way to check at times they get suspicious. You should work closely with your faculty on what each determines as plagiarism. Some teachers allow general paraphrasing, some not at all, and some are in between. You also need to be up on what constitutes "fair use" of music and images in programs such as PowerPoint and Microsoft Movie Maker. Those that care may come to you and ask, as might your principal or a parent. As far as not using Dewey in the library, I'd be curious to know what other system they might be using. I teach the kids that if they memorize the Dewey coding for an area of personal interest, they can go to those shelves immediately in most any public library as well to browse without having to use the catalog. I do some preparation with the kids also letting them know they may be using the Library of Congress System at the college level.
DeleteThanks
-Pete
Thank you for sharing that valuable information. Also on the listserv in regards to the Dewey Decimal system which as thus far got over 30 replies, some school librarians want to eliminate it and put in there own system but the more experienced school librarians (some are retired as well) talk about 'why reinvent the wheel' concept and to have the librarian teach the students how to use the system. I agree with them. Besides, the time it would take to reshelf and relabel an entire school library, it doesn't isn't practical nor does it help the students in the long run. Thank you for sharing your experience and wisdom with us. Lisa
DeleteHello, Mr. Hildebrandt,
ReplyDeleteI am a current high school U.S. History working on my MLIS. As a passionate reader I joined the Indiana Library Federation and the Association of Indiana School Library Educators, in order to be on the Eliot Rosewater High School Book Award Committee. This committeee chooses approximately 25 books each year and then participating libraries do special programs to encourage reading. At the high school where I teach, we have a yearly celebration for those who have read at least five of the books and vote on them. Do you have something similiar in Ohio. If so, have you seen positive results with your students?
Thanks,
Jennifer L. Cornelius
Jennifer: Thanks for the excellent question. Ohio does have it's own form of statewide awards program, with one dedicated section for teens. It is called the "Buckeye Children's and Teen Book Award", and has been running since the early 1980's. It is a joint venture between several organizations, including the Ohio Educational Library Media Association, the Ohio Council of Teachers of English, and the Ohio Library Council among others. All advertise and broadcast the winners and are a part of directing interested folks to nominate works and vote for the winners. Here is their website http://www.bcbookaward.info/ It is also interesting to see how the online sources "Kidsreads" and "Goodreads" highlight the nominees and the winners. I direct my kids all of the time to the Goodreads site. Showing off the award winners is always an extra perk.
ReplyDeleteThanks!
-Pete
Hello Mr. Hildebrandt, thank you for joining us on our forum! It seems like you have done a lot with your time as a media specialist. Have you ever had to justify the existence of the library in the school? It seems like many schools are cutting out libraries and librarians to save money, what do you say to this?
ReplyDeleteHello Abigail: You are absolutely right. Media Specialists and Teacher Librarians are getting cut left and right. In my neighboring state of Michigan, I heard a figure of 4-5 thousand less in the last six years. Yeesh! I consider myself extremely lucky to be working in a district with 3 certified people other than myself. My position at the junior high was cut, then brought back only as a split position between two schools. This prompted me to move to the high school level again. Ohio Law only stipulates that there be one certified person in any school district. This minimum would mean that one certificated professional could be in charge of the library media program of our two high schools, three junior highs and the seven elementaries. Any others would be non-certificated para-professionals/clerks. I guess if your state standards don't demand a certain staffing level, any district could drop to these minimums. What are the staffing requirements where you are? The only way to truly battle this trend is to make our libraries as valuable, usable, and busy as possible. Making sure as many members of the entire school community are aware of and involved with what you do is always a good bet too. If you can't rally many enthusiastic kid / parent / faculty patrons to the cause of school libraries when cuts are considered, you are certainly more at a disadvantage. The entire school community needs to see and experience our centers as far more. If the unaware or uninterested still perceive us strictly as shusshing people checking in and out books behind a counter, we are indeed doomed. So, on a more positive note, how has your day been? ;-)
Delete-Pete
Mr. Hildebrandt,
ReplyDeleteThanks for sharing what Ohio does to highlight great books for young adults. I recently interviewed for a media specialist position and was shocked when the superintendent explained that she did not see the need for a certified person in this position or for the purchase of actual books since everything is going digital. She also stated that kids don't read anymore. How would you have responded to this statement?
Thanks,
Jennifer
Jennifer: I guess I would have responded that a vibrant, out-going certificated person with a vision for the central role that a library can have is always in need. I would then share my vision on what I could do for the students, faculty and larger school community. I'd go into an interview armed with specific ideas on best practices in getting the faculty, staff, students and parents into and using center resources, empowering all of the parties to become a part of the program. YOU are far more than just a book buyer, you are a knowledge facilitator. However, with resources becoming more and more limited, even e-books need to be chosen wisely. Who is more qualified to match available titles with the needs of the school community? Those outside of our certificatation certainly know less of the best literature review sites and sources to buy from. Kids don't read anymore? How many kids out there don't access language on a device as part of their online communities? They are reading and responding constantly. They are also reading educational materials digitally. Are as many non-fiction print materials going out of our centers? Probably not, but the processing and analysis of informational text that is demanded now far outweighs past years. If that superintendent would justify their comment as tied merely to circulation levels of books, I would respectfully ask them the consider that they should add the number of mouse clicks and screen changes that are now a part of a normal day for a school kid. That might change their mind....maybe...
DeleteThanks
-Pete
Mr. Hildebrandt,
ReplyDeleteI am a fellow Ohioan! I live in the southern part.
It seems that your Media Center is up on the latest technology trends so I was wondering if you allow students to “check out” e-readers? If so, how long are they allowed to keep them, do you give them the charger, etc.? Currently, I lend e-readers to teachers for classroom use, but I would like to allow students to check them out for home use but I have not worked out all of the issues.
Thanks,
Kim Mitten
Kim:
DeleteWe are just now in the process of adding ebooks to our catalogs. We are partnering with our local excellent public library system in offering instruction on circulation and a selection of titles. We've not progressed to the point where we are also lending out devices themselves, and the purchase of this hardware may not be in the offing until our funds become available. It is a bit of a quandry for all of us I think. There are districts loaning out e-readers, whether preloaded with titles or not. One must be cognizant of issues related to theft, dropping, and the "conditions" that the e-reader may have to "survive" when being sent home to certain households. Considering the condition of that many BOOKS checked out to school kids come back as, should we be any less concerned about the hardware and its replacement cost? I'd say keep the chargers at school. The more parts go out, the less likelihood that both will come back at the same time. What if the pad comes back but the charger is lost? If they need to "recharge", the kids could bring them back to you and you can "juice it up" while they are in class. I do this now with my student's cell phones, but they have to bring their own charger cord to me. My high school, by the way, has just adopted allowing personal devices in lunch, study halls, between classes and in class with teacher approval as long as they are muted. It really hasn't been as big of a transition as we anticipated. They love to listen to music or even answer their mother's-ro-other's text while doing independent work in my library. But back to the point at hand... I guess I would loan the hardware out for the same duration as the student has access to the title. When their time allotment for their title becomes due, they should then immediately assume they need to return the device for checkin or renewal, just like they would do a book. Keep it simple... the simpler for them ends up being also simpler for you. We also have lots of ipads in the building, but they, like in your case, are for teacher and/or inbuilding student use only. Until you can truly be comfortable with all of the liability issues (and have budget and administrator approval when the broken or stolen are lost), I'd be very cautious. More and more families (and the kids themselves) have e-readers. Maybe be just a selection and downloading resource for now?
Good question! Keep them coming!
Thanks
-Pete
Mr. Hildebrant,
ReplyDeleteThank you for taking the time to speak with our class concerning your experiences as a media specialist. I would like to know with all of your experience what is the most important item for a new person like myself entering into the field of media specialist to establish?
Howdy. I think establishing yourself in the field as a person who is as adept with the printed as well as the electronic word is vital. Working in a school library has many demands not usually found in a public library setting and vice versa. School folks are expected to be able to fix a SmartBoard, check network hubs and connections, answer questions regarding copyright and fair use, recommend books, orient new students to the school to what services your center offers, network with faculty on all levels, be visible to the parent community, coordinate volunteers, address password issues, etc, etc, etc. I'm not sure all of these would apply to a public library setting, as it I'm sure has its own unique demands. I think the school library is the best of all possible jobs if you're up to the challenge. Compensation in some districts may be better than working for a public library system as you are paid, in general, on a teacher's scale. If this is not the information you were seeking please post and let me know.
DeleteThanks
-Pete
Interesting! Of some of those things you listed, what were some of the most challenging for you? I feel like I'd do better at things like fixing a SmartBoard or developing activities for students, where as things like remember details about copyright and fair use would be more of a challenge for me.
DeleteMelissa: I learned of copyright and fair use mostly through professional reading and attending seminars or conferences. Become a member of AASL or a similar organization. There are always workshops on these very volatile and "developing/morphing" issues. Much of what we do we can learn through mentorship or on the fly. Some issues, like these, just take extra effort on the side. Thanks for your interest!
Delete-Pete
Mr. Hildebrandt,
ReplyDeleteThank you for the excellent resoures to check out. I also use Goodreads a lot. My fellow co-workers and I actually have started a group where we keep track of the books we read on a yearly basis and have fun dinner out with a book exchange. I had already toured the library in question before the interview with the superintendent and was a little amazed at the lack of new and age appropriate materials in the library. They have not had a certified person in that position for a long time. I did much of what you said, but was a little disheartened by her attitude.
Thanks,
Jennifer L. Cornelius
Jennifer: I think you "hit the nail on the head" when mentioning that they didn't have a certified person in that position for a long time. If they had only staffed the area with parent volunteers or someone with less training, it isn't surprising that the center wasn't offering all that it could. The perfect case for hiring someone who could transform the center into something else. In a way, if given the chance and done well, a person could really "WOW" the school community in comparison, yes?
DeleteKeep those great questions coming!
Thanks
-Pete
Hi! Thank you so much for taking the time to chat with us. :)
ReplyDeleteSo, you've worn quite a few hats and worked with so many different age ranges. Can you talk a little about some of the special ways that being a media specialist differs between primary and secondary levels? I've only ever worked in high schools, and would be more than willing to be the media specialist in an elementary school, but other than a few obvious things I'm not quite sure what to expect in the event I did obtain a position with an elementary school. Thank you! :)
Melissa:
DeleteGreat question. The the elementary level, a librarian spends much of his/her time keeping up with large circulation, coordinating parent volunteers, running successful book fairs, and probably meeting with each class in the building at least once a week. Focus is probably skewed towards fiction and author/illustrators, and instruction is based upon the premise of the Dewey System and catalog searches. Circulation will be primarily fiction. Middle School is a transition time. You might still have parent volunteers (I had them daily), book fairs, etc. However, teachers are probably going to bring their classes to you on an as needed basis for research purposes. You will start instruction heavily on research databases, MLA citation, and battling the plagiarism monster. Your circulation will be evenly divided between fiction and non-fiction. High school is MLA, MLA and more MLA, customizing search databases, dealing with more salespeople than at any other level, serving a markedly larger student and faculty population, and managing a student aide program. Your ciculation is evenly divided between fiction and non-fiction, but at lower levels than at the middle level because most students do all research via online sources. All levels are unique and wonderful in their own way, and give you the opportunity to really make a difference in a school community. Thanks for the conversation!
-Pete
Thanks for your previous response Mr. Hildebrandt. Yes, the furture looks bleak for school librarians. Do you think that perhaps we can save ourselves by becoming more media and technology savvy? Technology is and will continue to be important in the schools, do you think our future as librarians is with mastering this technology?
ReplyDeleteAbigail:
DeleteMaster that technology when given every opportunity. We in the field strive to be known as more than book checkerinerouters. Thus, we will always be the first our staff, student and parents go to when asking a tech or online source question. We can't do the best for our communities unless we're up on this stuff. Can we know all the answers? No, but we need to be able to redirect them effectively or know where we can go and get the answer to help them out. Our job is a big one, covering everything from books and authors to things that plug in. But what an awesome job it is!
Thanks for the conversation!
-Pete
Hi,
ReplyDeleteConcerning the technology aspect of a media specialists job. Do you know if media specialists in a school library are trained on new technology. If not how do they learn how to use and fix problems associated with this new technology?
Darlene: Media specialists tend, like principals or school counselors, to be isolated in a school community. The best way to stay up on technologies is to put yourself out there and seize opportunities to network with others and learn. I think it is vital because of this that you join a professional organization like AASL and attend conferences and workshops. You have to read like a fiend on the side, and seek out more local opportunities for training. Get a good mentor, one you can shadow if possible. Learn from them, and put your skills afterwards to the test by fixing and addressing issues on your own. Find someone who can help you out with answers to fixes, then THANK THEM OFTEN AND PROFUSELY to maintain this relationship. I've found great success with these strategies. Thanks for all!
Delete-Pete