Building relationships, building community

View of Connetquot High School Library on Back to School Night 2008

For the nine years I was the library media specialist at Connetquot High School.  Every year I introduced each class of ninth graders to the library during a one period orientation.  But I didn't spend a lot of time showing the students where they could find books or telling them how to check them out (although I'm sure I mentioned it).

Instead I spent the period trying to demonstrate that our school library functioned on a culture of mutual respect.  I shared with them that I had never really used my own high school library because I didn't feel welcome there. I told them I trusted that they knew what appropriate school behavior was and expected them to act accordingly.  I said our library was modeled after what they might find in a college and with that freedom came responsibility- no one wanted to stand over their shoulder reminding them of the few rules we had, but then again we would if they gave us reason.  The 30 or 40 students who were in the library from lunch or study hall were always a part of my presentation; I pointed out how while I was teaching they knew that they had to stay really quiet, but that later, when we were doing an activity they would be able to talk a bit more.  It was such an interesting dynamic- the older kids were really modeling for the new students that what I said was true.  Once it was established, it was a pretty easy system to maintain and throughout the year. I found that everyone generally fell in line as they assimilated into our culture of respect. If you ask what my objective for that orientation was, I would have to say it was all about building relationships with the students.



Connetquot had 2200 students and I was the only certified library media specialist (although I did have an awesome staff).  My role as a teacher was focused on collaborating with classroom teachers across the content areas and grade levels to teach information fluency skills- and I did this- averaging 4 classes per day. But my joy (and perhaps equally important teaching) came from the 300 or so students who came to the library each day from lunch or study hall. It is my belief that these unstructured, casual interactions with students not only improved my ability to meet their academic needs, but gave me an opportunity to help them learn valuable life skills. The conversations I had over the years ranged from philosophical to political to downright comical.  I learned a great deal by connecting with these young adults and I always felt that I was helping them develop good conversation skills (which on a resume might be called "good communication skills").

The relationships I formed with these students certainly impacted me in unending positive ways both professionally and personally.  I got to know many of the regulars quite well and am fortunate to still be in contact with about 50 of them.  I am still proud when I hear that they are accomplishing their goals and still try to help them when they are struggling.  I hope I have made (and can continue to make) a positive impact on the lives of students I have touched- both academically and personally.

Last year I left Connetquot and took my position as a regional school library system coordinator in New York's lower Hudson Valley.  It was a difficult decision to leave a school and job I loved, but the universe sort of pushed me to new adventures. I can't deny that this past year I have had my doubts about how I would be able to continue making a difference in students' lives even though I am no longer a teacher.  I am hoping that by sharing my vision, ideas and experiences with others, that I can find a way to do so.

There are many books, articles and blogs that speak to the role of school librarians as teachers, technology leaders, literacy coaches and instructional partners- all valid and important roles that we play in schools.  But for me, my role as community leader/member was my most valued- I wanted my library to be the heart and soul of our school culture.