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.