- 7:15-7:30 - Checked out books to kids before the school day began
- 7:30-8:15 - Taught the Yearbook class for my friend who was really ill this morning. The kids reviewed yearbook pages to by submitted for printing this week while I took attendance, reset passwords, called tech support. So, not teaching at all.
- 8:15-10:00 - Began training new Student Librarians by having them complete two interactive, online activities in groups. So again, I had nothing to do with it (except for months ago when I created the activities in the first place).
- also 8:15 - 10:00 - Reset passwords for teachers; showed a new teacher how to access the admin page for her part of the school's website; checked out books to random students;
- 10:00-11:45 - More training of new students (same); chatted with a few teachers about their upcoming library visits; responded to some emails
- 11:45-12:15 - Lunch (for the kids). Stood behind the counter and checked out about a million books
- 12:15 - now - more emails; checked IN books dropped off at lunch; looked at circulation statistics
So, what the heck IS my job? Like I said, this is a SLOW and atypical day. Still, these are not challenging, stimulating, thought-provoking activities. They are mind-numbing, boring, tedious, and simple activities. I feel a bit like someone's assistant, but whose?
I am not complaining, even though I realize how it could sound that way. I am, in fact, trying to inject a little analysis into my day. This morning I registered for the annual American Library Association conference in June. While perusing the conference workshops, it dawned on me that my role here has become unfocused. I tend to put out little fires all day rather than working to build something new and innovative. But what would that new and innovative thing be? And what IS my job?
There is nothing to be done about the fact that all these passwords need to be reset, the books scanned in and out, the emails answered. But does my day have to lose all structure because of it? If I were asked what I've accomplished as school librarian this year, or for the entirety of 2010, I would be at a loss. I have kept the doors open most of the time. I have kept most of the computers running, most of the books on the shelf, most of the magazine subscriptions up to date. I've acquired a few hundred new books for the kids through donations, personal spending, and begging. I've resurrected the old coffee pot in the back room and started it percolating again. I've gone to a few meetings and missed a few others. I've reacted very dramatically to news of more cutbacks on library spending with more demands on library staff.
This is not what a great year should look like. Rather than feeling discouraged by this (as I have been for many, many weeks) I now feel a deep craving for purpose and focus. I need a plan. A structure. Something to make of this place and of my role in it. But what? It has to be something insular, to a certain extent. Collaborative efforts are the best, for sure, but they are also unreliable and extremely difficult to pull off in an under-performing school when testing is approaching like the Grim Reaper. Anything I can accomplish between now and mid-June will need to be done with minimal support from other adults on this campus. So I have to think semi-small; it should be something I can handle, something that will be fun and rewarding.
I could...... establish a regular rotation of student book clubs? This would satisfy by love of talking about literature with kids. It could be maintained over long periods of time. But when would they meet?
I could..... bring back Game Day. I used to keep the library open once a week after school for gaming, which was really, really fun. Not a bad idea.
I could..... establish a regular after-school element to the library program. Maybe stay open a few times a week for Game Day, homework help, etc. Of course, this only works if I'm willing to stay after school a few times a week. Am I? I don't know. Maybe.
I could..... spend the rest of the year doing an in-depth analysis of the collection, including an inventory and list of recommended additions (for grant writing purposes, perhaps?)
I could.....conduct some informal, qualitative research about student reading habits/preferences and write an article for publication in School Library Journal or elsewhere
Ah well, all of these things sound good. The trouble is choosing one to do well, rather than trying to do them all and getting a sorry result. Something to think about....