INCLUDING with Christine Betchman

 In my recent interview with Christine Betchman, the librarian at Moultrie Middle School in Mt. Pleasant, SC—a large and dynamic middle school serving approximately 1,800 students in grades 6-8—we discussed her practical implementation of the INCLUDE competencies from the AASL standards. Christine emphasized the significance of ensuring the library is an inclusive environment that addresses the varied academic and personal needs of all students.

Our conversation was guided by these key questions:

1. 1. What are some examples of the ways in which you are implementing these competencies in your library program?

   2. What are some of the resources in your library program that you are using to implement these competencies?

   3. Do any of the competencies that you are implementing include collaboration with classroom teachers?  If so, please provide examples.

   4. What are some of the challenges that you face when trying to implement these competencies?

   5. Are there any other comments that you would like to make regarding the Shared Foundation / Competencies and Domains that we have discussed today?

Christine explained that while the school's student body might appear culturally homogenous on the surface, the diversity of students' academic needs and backgrounds is significant. She prioritizes maintaining a collection that serves as "windows, mirrors, and sliding glass doors," ensuring students see themselves and learn about others through literature. This approach promotes empathy and broadens students' perspectives, essential in fostering an inclusive community.

She detailed the thoughtful redesign of the library space, intentionally creating areas that support diverse learning styles and group dynamics. These include designated zones for individual study, partner work, small groups, and whole-class instruction, each equipped with necessary accommodations such as microphones and accessible seating arrangements. Christine stressed the importance of making the library a welcoming, inclusive space, ensuring all students feel ownership and belonging.

Collaboration with classroom teachers is integral to Christine's approach. She frequently co-plans lessons, ensuring activities are differentiated to support diverse learners. An important part of her collaboration involves clearly communicating and facilitating the use of digital resources, such as language-adjustable databases for English Language Learners, enabling all students to participate fully in research and learning activities. Additionally, Christine regularly engages students in brief conversational activities at the start of lessons to encourage empathy, tolerance, and shared understanding of diverse viewpoints.

Christine openly shared some challenges associated with implementing the INCLUDE competencies. A significant obstacle is addressing the broad spectrum of academic abilities among middle school students. Balancing appropriate content that engages higher-achieving students while remaining accessible to students requiring substantial academic support is particularly difficult. Additionally, staying current with a diverse and inclusive library collection poses ongoing challenges, especially with evolving student needs and external pressures from changing state guidelines and community expectations.

Reflecting on our discussion, Christine highlighted the unique position of the school librarian in creating an inclusive environment. She emphasized that librarians have substantial flexibility to nurture a culture of inclusivity, supporting students academically, culturally, and emotionally. Christine’s perspective reinforced my appreciation for the library’s potential as a safe and inclusive space, critical in students' overall educational experiences. Her insights inspired me to proactively ensure diversity and inclusivity remain at the heart of my future library practices, aligning closely with my commitment to equitable education and meaningful community engagement.

Exploring with Cate Mortensen

 In my recent interview with Cate Mortensen, the librarian at Matilda Dunston Elementary School in North Charleston, SC—a vibrant elementary school serving a diverse student body in grades CD-5—we focused on her practical application of the EXPLORE competencies from the AASL standards. Cate emphasized how essential it is to encourage students to explore independently, promoting curiosity, creativity, and perseverance through library activities.

The following questions guided our discussion:

1. 1. What are some examples of the ways in which you are implementing these competencies in your library program?

   2. What are some of the resources in your library program that you are using to implement these competencies?

   3. Do any of the competencies that you are implementing include collaboration with classroom teachers?  If so, please provide examples.

   4. What are some of the challenges that you face when trying to implement these competencies?

   5. Are there any other comments that you would like to make regarding the Shared Foundation / Competencies and Domains that we have discussed today?

Cate explained her belief in allowing students freedom in their book selections, prioritizing interest and engagement over restrictive metrics like Lexile levels or Accelerated Reader (AR) points. Her goal is for students to discover books they genuinely enjoy, sparking a lifelong interest in reading. Cate mentioned that she aims to further integrate makerspace resources, such as creative modeling and animation projects, enabling students to actively explore and express their understanding of literature through hands-on activities.

She highlighted numerous resources supporting exploration, notably digital tools such as PebbleGo, engaging book displays, and interactive story extensions during carpet discussions. Cate also frequently brings in external resources like magicians and storytellers to enrich the students’ library experiences, helping them connect with literature through diverse and memorable interactions.

Collaboration with classroom teachers plays a significant role in Cate's library program. She described working closely with second-grade teachers on their unit wrap-ups, ensuring each session includes hands-on exploratory components. An impactful example involved students creating model insects from clay, complementing their written research and visual presentations on life cycles. Cate noted that these collaborative and creative activities particularly benefit multilingual learners, enhancing their comprehension and engagement through interactive, peer-supported learning.

Despite these successes, Cate shared that implementing exploration-focused activities presents specific challenges. She cited time constraints and limited access to materials as persistent obstacles. Although she receives strong support from her principal, enabling book purchases and resource acquisitions through DonorsChoose and wish lists, securing consistent funding and time for more extended project-based learning remains challenging. Additionally, she highlighted language barriers within her diverse student population, which require thoughtful, inclusive approaches to ensure effective engagement and comprehension.

Reflecting on our conversation, Cate’s insights underscored the importance of flexibility and creativity in library programming. Her commitment to providing varied, hands-on learning experiences reinforced my understanding of how critical it is to meet diverse student needs through intentional, exploratory library activities. From Cate, I've gained a deeper appreciation for strategically integrating creative and exploratory elements to foster an inclusive, engaging learning environment, lessons I plan to apply thoughtfully in my future professional practice.

Collaborating with Lucye McGill

 In my recent interview with Lucye Magill, the librarian at Lucy Beckham High School in Mount Pleasant, SC—a relatively new high school with approximately four years in operation serving 1750 students in grades 9-12—we focused on her practical application of the COLLABORATE competencies from the AASL standards within her school library program. Ms. Magill highlighted collaboration with teachers as a cornerstone of her work, emphasizing the importance of building strong relationships to integrate library resources effectively into the curriculum.

The following questions guided our discussion:

1. What are some examples of the ways you implement the COLLABORATE competencies in your library program?

2. What resources do you use to foster collaboration with teachers?

3. How do you overcome challenges related to collaboration with teachers?

4. Could you share specific activities or projects that have successfully encouraged teacher collaboration?

5. Any additional insights or strategies you would recommend for enhancing collaboration?

Ms. Magill explained that one of her primary strategies involves meeting directly with teachers to co-develop lesson plans, particularly emphasizing research skills tailored to specific classroom projects. Her instructional presentations aim to teach students how to "search smarter, not harder," reducing their frustration by improving their efficiency when researching. Ms. Magill proactively attends department meetings, using thoughtful gestures like small gifts to encourage teachers to engage with her collaborative initiatives.

A standout example of her collaborative efforts is the "speed dating with books" activity, where students explore various genres through brief rotations at different tables. Ms. Magill noted this activity was highly successful with both English teachers and students, broadening their literary horizons. Another impactful initiative she mentioned was using breakout boxes for interactive, subject-specific lessons, which teachers frequently request due to the engaging and collaborative nature of the activities.

Despite these successes, Ms. Magill acknowledged challenges, particularly with high school teachers who often face rigid curriculum demands and limited flexibility due to standardized tests like End-of-Course exams (EOCs). She emphasized the importance of early and strategic planning—often initiating conversations during summer break—to ensure the integration of library sessions into teachers' schedules. Ms. Magill shared a memorable experience when a successful "speed dating" session resulted in a teacher advocating for the program, encouraging colleagues to participate, which significantly increased collaborative engagement.

Reflecting on our conversation, Ms. Magill emphasized the critical role of marketing the library program and maintaining visibility within the school community. She takes on additional responsibilities, including managing Chromebook distribution, updating the school’s library website, overseeing social media, and handling student identification processes. These efforts not only demonstrate the library’s integral role in the school but also foster appreciation and continued collaboration from teachers and administration.

From this interview, I gained valuable insights into the importance of proactive relationship-building and strategic planning. Ms. Magill 's emphasis on showcasing library value and engaging teachers through thoughtful, appealing activities resonates deeply with my own professional philosophy. Her strategies for overcoming teacher hesitancy through demonstration of practical value and flexibility have provided me with a clearer understanding of effectively embedding the library's role into school-wide curriculum initiatives.

Engaging With Ms. Gomez

 In my recent interview with Jennifer Gomez, the librarian at School of the Arts Middle School in Charleston, SC—a dynamic school known for integrating artistic disciplines alongside a rigorous academic curriculum for grades 6-8—we discussed how she implements the ENGAGE competencies from the AASL standards into her library program. Jennifer emphasized the foundational role of teaching ethical and legal guidelines in gathering and using information, highlighting the critical importance of cultivating responsible research habits among middle school students.

The following questions guided our conversation:

1. 1. What are some examples of the ways in which you are implementing these competencies in your library program?

   2. What are some of the resources in your library program that you are using to implement these competencies?

   3. Do any of the competencies that you are implementing include collaboration with classroom teachers?  If so, please provide examples.

   4. What are some of the challenges that you face when trying to implement these competencies?

   5. Are there any other comments that you would like to make regarding the Shared Foundation / Competencies and Domains that we have discussed today?

Jennifer shared several practical strategies, notably highlighting her proactive approach in curating and sharing appropriate resources through the library's website. One significant example she provided was her collaborative work with a teacher on a documentary project. Recognizing potential copyright concerns, Jennifer created a dedicated webpage with ethically sourced music and video resources. This initiative supported students’ ethical research practices and set clear expectations for responsible information use.

Modeling ethical practices is a cornerstone of Jennifer’s approach. She frequently records book talk video segments, deliberately including a "works cited" screen at the end of each presentation. This consistent demonstration subtly reinforces the importance of source attribution and responsible research practices among students.

Jennifer emphasized the library's role in providing robust resources, specifically mentioning databases like Destiny and MackinVia. She regularly introduces these resources in targeted classroom activities such as science research, career exploration, and literary studies, directly embedding proper research practices within the curriculum.

Collaboration with classroom teachers was another significant component of Jennifer’s implementation of ENGAGE competencies. She recounted delivering targeted lessons requested by teachers, including sessions on source evaluation and bias identification for sixth-grade science and eighth-grade English Language Arts classes. Additionally, Jennifer highlighted her involvement in high school English classes, where she conducted advanced research skill workshops.

Despite her success, Jennifer acknowledged ongoing challenges. One persistent issue is that some teachers prioritize curricular content over information literacy skills, particularly at younger ages, inadvertently allowing students to develop less effective research habits. Jennifer noted improvement at her current school compared to previous experiences but recognized that overwhelmed teachers often struggle with consistently modeling ethical practices. The widespread availability of online information further complicates efforts, as students frequently overlook the importance of critical source evaluation and attribution.

Reflecting on our discussion, Jennifer underscored that ENGAGE competencies, while critical, are among the most challenging to consistently implement due to rapidly changing digital resources. Her ongoing goal is to maintain visibility as an advocate and role model for ethical research practices, integrating these standards into everyday instructional opportunities. From Jennifer’s insights, I gained a deeper appreciation of the necessity for consistent modeling and collaborative integration of ethical practices across all subjects. This understanding will inform my professional approach, reinforcing the value of proactive advocacy and persistent relationship-building to effectively integrate responsible research practices into the school library setting.