Regarding your last sentence:

In true networked and collaborative fashion, let's hope that librarians don't go it alone. Teachers and administrators should join the charge alongside librarians, working together to be leaders when it comes to teaching and learning.

I think our students deserve a concerted effort.

No one in our profession has the right to stop learning or changing b/c of obstacles. Instead, we need to model the same type of persistence that we demand of our students.

And by the way...

You had me at 'hello'.

Thank you for the reality check, Ken. None of this works without key partnerships. I am honored to have you as one of my most favorite partners.

I think Beth makes an excellent point in a very thoughtful and well-rounded way. She is not rejecting this change in education or librarians as leaders. She seems to be making a comment on HOW we accomplish this change. One of the biggest turn offs for the "slow to change", if you will, is the elitist attitude that many technology leaders display through words, blogs, and demonstration. They like to feel smart, progressive, and ahead of the rest. This is all great but if you truly are wanting to "get others on board", the elitism has to go. You have to think about the complexity of why change is slower for some than others. Is it an unsupportive administrator, lack of funds, lack of knowledge? And throwing around all this "Look at how up on technology I am" is not the most unwelcoming way to break the barriers. I think all leaders in educational technology should ask themselves, "Do I really want change on a grander scope or do I mostly enjoy feeling smarter and more progressive than the rest?" If you really want change on a grander scope, you should start by rereading Beth's comments and internalizing her very poignant and well-thought out message. Pull yourself away from your computer screen for a minute and look at the complexity of human beings and their situations. Let's not forget the human aspect of technology.

Mary and Beth,
I won't apologize for doing what I know is right--for utilizing new information and communication tools to help my learners achieve their potential.

It is most definitely *not* about spending time in front of the computer screen. It is definitely *not* about saying "look at how up on technology I am."

To the contrary, it definitely *is* about connecting my learners and my colleagues with each other and the tools they need to do business today. I see the rightness of this approach everyday in their engagement, their innovation, their creativity.

You might think it is elitist of me to use the tools that are freely available to advance learning and to help my fellow teachers create the best learning environment possible in my district.

You might think it is elitist of me to suggest that the tools that have proven to be useful and engaging for my students and teachers ought to be used by other practitioners in our field.

You might think it is elitist of me to want to share these tools with teachers in my school and well beyond through workshops and webinars.

I disagree.

I am going to leave you with a quote by a man who found himself in a very difficult situation. He had verve, vision, and a never-say-die attitude. Lee Iaccoca took over the reigns of a failing and bankrupt American icon many years ago and turned it around.

Evoking Thomas Paine, he said:

"lead, follow, or get out of the way."

First of all, let me say how much I appreciate seeing what a day looks like in your library, Joyce. Wish I could see it all first hand!
I've recently started working in a school library again (after a stint in youth services in a public library) and the problems I face are sometimes overwhelming...no assistant, a non-flexible schedule and teachers who are unused to the full-on collaboration I want to be doing. I know, however, that the only way these things will change is if I work to change them.
With research to back me up, a strategic plan and winning over teachers one by one, hopefully I can overcome the challenges over time. Despite all of this work, however, I can't neglect all the exciting 2.0 changes that are occurring. I try to set aside time every day to keep up to date and I strive to keep teachers up to date on all the free tools that are available, too. It is sometimes discouraging that I feel so far behind other libraries, but that's not an excuse to be stagnant...

"So pick just a few things to learn this semester. If I had to create a short list, I'd learn about widgets and RSS feeds for research and professional development, and I'd be using wikis and GoogleDocs as collaboration and publishing tools. (Although I am sure there are at least 100 different approaches to where to start.)"

Maybe part of the solution is to provide teacher-librarians with more simple ways (baby steps!) to become acquainted w/ 2.0, as you included in your post, for those who are not in touch with the changes that have been going on for some time now. Even though I feel like I'm well-acquainted with new technology, it still can be overwhelming to read/review about new info. resources and tech tools that come out every day ... but that's part of our job. I can imagine that it would be even more intimidating for a total newbie.

Thanks for your blog post on my original comment. Considering that it was just a response Doug's posting of the SLJ story, the reaction to my comment has been really intriguing. I never claimed to speak for anyone, but rather to suggest that there are many people who aren't represented in this discussion. It has clearly touched a nerve. All of this has only reinforced my belief that these are conversations our profession is not having publicly, as well as the belief that we need to have them.

Just to address a couple of things I have been pulled into: I never accused you of being elitist. I might argue that some of the views in this conversation on education, schools, and people are less complicated than the schools I have been in and the librarians I have spoken to.

As an example, the fact that these 2.0 tools are so often heralded as "free" is also interesting. To my knowledge, most of them require hardware, software, time to learn, electricity, support, connectivity, time to implement and so on. There is a lot of money and other resources spent before we get to "free." These are resources that many schools don't have right now. This is not always an excuse - in many cases it is a reason. This doesn't even touch issues of filtering, lack of administrative support, overwhelming attention to standardized tests, fixed scheduling and other elements that need to be addressed for learning 2.0 to happen.

But really, the heart of my comment was about listening.

I never excused anyone from learning and changing and growing. I discussed the importance of curiosity, which in itself is about learning and growing and changing. I specifically said that we have to listen to the "yeah buts," but that the conversation cannot end with them. I believe that learning and growth comes through dialogue. If we dismiss one side of the discussion out of hand, we lose an opportunity to learn from them and share in an honest way. As librarians, I think that taking an inquiry stance toward this issue is modeling what we value in learners, whether they have access to books, ipods, or simply each other.

This is a complicated problem. And I dont think it can be solved by a wiki or a Ning or anything like that alone. The point is also to get to people who don't have a voice or an obvious way to participate and share the barriers they face. As outsiders, we may see how we think they should be able to connect, but I maintain that we still don't know enough to make that call. No one thus far has pointed me to a large repository of stories of librarians and their struggles. Some may scold the librarian who uses out of date reference materials. I ask, with real curiosity, "why?" I think that if we listen to her, there is a chance for learning. If she feels scolded or like she is being accused of "dragging the profession down" she may not be inspired as much as discouraged or dismissive.

On that note, I was talking on twitter the other night about how neat it would be to have a StoryCorps for school librarians. At conferences, we could have a booth where those who aren't connected could sit and tell their story to be recorded. Still, even that would miss a good number of people. So, we need other avenues too. Those of us "in the circle" could grab our recorders and go visit and talk to someone who we know is not in the network, then share and upload those stories. Our profession can be very isolating. I see how 2.0 can address that. Something like story can perhaps pull the 1.0 people in, igniting their curiosity about technology. There are probably other ideas too. Maybe the people who aren't networked can teach us what they need. But only if we listen.

I suggested in my post that we each take time to teach. We know that many students learn better in one-on-one situations from peers. Could this not be true for librarians too? Many of my colleagues already do this. Perhaps we become the first member of their PLN, the one they see face to face. I am committing myself to doing this more. I hope that this conversation renews everyone's efforts to listen to each other and share what they know. To seek those who are hidden, to listen to those who feel disconnected. To seek new ways to make peer teaching part of professional learning. And remember that everyone has something to teach, be they Librarian 2.0 or any other number.

I quote Jacqueline Woodson: "My belief is that there is room in the world for all stories, and that everyone has one." Maybe you feel we have heard enough of them, but I don't believe we have. You keep leading, and I will continue to be inspired by all that you know and do. At the same time, I will keep listening (which, I'd say, is its own kind of leadership, don't you think?)

Respectfully,

Beth

I think some of you all totally missed Beth's and Mary's point. No one asked anyone to apologize for using technology. The point is, how can we reframe the discussion to INCLUDE more people rather than disparaging those who are currently excluded for whatever reason.

The point is not you're doing badly because you're doing a lot. The point is how can you help others do as much as you?

The point is not "look at me, I'm awesome." The point is how can you help all members of the profession to be awesome?

If we are truly in education for the sake of children, we are not doing it only for the sake of our OWN children - we hope to impact all children. And we do that by not saying "I'm doing it right and you aren't so get out." We do it by asking "How can I help?"

In some places around the world, we are facing difficult times. In a school board where approximately 90% of the Teacher-Librarians have been deleted over the years, I know I feel the pressure of performing. Don't get me wrong - I love what I do (or else I would not be doing it) but I also see the reality that I have to prove that my position is important in order to survive as a Librarian.

That being said, I think learning about technology can be daunting, especially to those who are already stressed for extraneous reasons (such as the ones I've previously mentioned and others that I'm sure others are aware of) or those who are not naturally technologically inclined.

I'm lucky that I am not one of those people - I was very fortunate that my path started off teaching technology (in the days before Web 2.0) before I moved in to the Library. I absolutely love integrating technology into my work with students and staff.

Though I am tech-inclined, however, I do find a bit daunting when I look at what others are doing as many of those skills and applications I have yet to master. Like Erica, I am taking "baby steps" each month to master something new.

I was talking about technology with an older teacher and she said she felt overwhelemed. I told her that I put my blinkers on and looked at no more than 3 new applications at a time, worked with them until I felt confident in my use of them, then proceeded to take on another three. I think taking those smaller steps are key to mastering things in the big picture.

I do think that tackling technology allows us, as librarians (and teachers) to be better equipped to help our students learn in this ever-changing world. I think it also helps us to act as a conduit between other teachers, who may need assistance with this learning curve, develop news means of working with their students. I also think it helps to re-insert ourselves in the forefront as a valuable asset to our school community. I must admit I was thrilled when I got an email this weekend from one of the school administrators, asking me if I could teach her how to make a form using Google Docs because I know it means that she been listening to the things I have been doing and that she sees me as an asset to help her accomplish her own goals.

I hope my post does not seem like a ramble. Like everyone else who is a stakeholder in this discussion, I think there are a number of different elements to be addressed. I think it is a deep and complex issue and I would love if we could develop a forum in which we could look at this issue.

Beth,
1. Most of the 2.0 tools do NOT require anything more than a computer with Internet access; in fact, the purpose of most of these tools is to create an even playing field, where users do NOT have to invest in expensive software (such as word processing, photo editing, telephone accounts; web hosting, etc).
2. The hardware required is a computer. Are there still schools without at least a few computers in the year 2009? Are there still librarians who do not have access to a computer to invest their own time in learning and staying current and informed about what is happening in our profession?
3. To bring up "electricity" as a roadblock to learning is ridiculous. No further comment required.
4. Support: never in our profession has there been more ideal time for getting support from your peers.
5. "Time to implement" - OK, where do I begin... we have to make time to implement, no one is going to hand it to us, i.e., "OK today you don't have to teach so you can implement a new learning tool." Ask Joyce, ask Cathy, ask Buffy, ask thousands of us, and we will tell you that we made the time, that we put in the time, that it was at 5 in the morning or at midnight, or all day Saturday, or whatever, we MADE THE TIME - we made the time to try something new, to reach out to others for help, to share what we learned, to network with experts and learners, to read and to write.

I agree that money has dried up for going to conferences for almost all of us. But because of Web 2.0, there are many, many FREE online webinars given by leaders in the field - for example, PBS Teachers® and Classroom 2.0. Most leaders in our field share their presentations online, in wikis, in nings, etc., so really, let's stop with the excuses! If you want to learn, if you want to grow, there is nothing to stop you but yourself.

The storycorps idea bothers me. Why do we need another platform for whining and complaining? Let's get with it, people. Put in the time and effort to stay relevant. Start slow, take baby steps, but get in the mix. Start by reading Joyce's blog, join the Teacher-Librarian Ning, read our prof. journals - all of these resources will get you started on your journey to being a 21st C librarian.

One more thing...The comment, And we do that by not saying "I'm doing it right and you aren't so get out." We do it by asking "How can I help?", bothers me as well.

I repeat, never in our profession has there been more help available. Never, to my knowledge, has there been more of us willing to help, to share, to put everything we know out there on the web for others. This is NOT AT ALL about "Look at me..." (and trust me, I despise ''Look at me" type people), it is about "get on the bus" and here is the road map that I want to share with you to guide you on your trip.

These statements: "The storycorps idea bothers me. Why do we need another platform for whining and complaining?"

and

"This is NOT AT ALL about "Look at me..." (and trust me, I despise ''Look at me" type people), it is about "get on the bus" and here is the road map that I want to share with you to guide you on your trip."

bother me. My belief is that listening to people is not giving them a platform for whining. It's learning to understand them better so we can help them. Saying "get on the bus" and "here is the road map" implies that everyone is taking the same trip. There are just as many differences in librarians as they are individual people (b/c in fact librarians are people first).

Each of us are in a different place professionally and for different reasons. Even though the destination may be the same, the trip toward it will be different for each. There is no universal map as there is no universal journey.

Listening to their voices and truly finding out "where people are," can help us guide people to new places.

It's fun to see my son get braver and more experimental as he works in Joyce's library ;-) I'm working with a brand-sparkling-new librarian this year and it's so much fun to sit with her for a few minutes at a time and see how she is, what she's working on, and how I can help out. Wikis, ThinkQuest, book-talks and research - it's such a pleasure to work with her!

There are many free online 2.0 tutorials- chack out those put out by the California School Library Association 2.0 Team [csla.net].
The beauty of 2.0 stuff is that it can be done at home, in jammies, at midnight or noon. It's all about creating...and using the new tools that allow us to create beyond our wildest dreams - at school and at home. Whether we like it or not, our students live in a different world from that in which we grew up. We have to be the leaders for their sake. They still need guidance, they need instruction and they need our leadership.

Wow, I'd love to see the Wall Street Journal carry Joyce's 2.0 Day, followed by a definition of what a 21st Century Library Program looks like and research on how strong school libraries increase student achievement. Most principals, parents, and policymakers do not really know what a 21st Century library looks like or should look like. We need to define it, and when we do, it would be a good idea for teacher librarians to already know and showcase their web 2.0 library and curriculum connections.

Let's get real. It is a rare school or district that will call for an immediate infusion of web 2.0 professional development for all teachers. It is up to each individual to make it a priority. Three years ago, when the Learning 2.0 (23 Things) tutorials were introduced, I jumped at the opportunity and spent several weekends on the discovery learning adventure. Lots of California school librarians and staff worked through School Library Learning 2.0 over the summer, then started teaching Classroom Learning 2.0 to teachers. Many librarians still have the tutorial on their "to-do" lists -- there is no time like the present!

Joyce, Doug, and All,

This is the note I posted to Sunday’s announcement for LS 5443: Librarians as Instructional Partners, the course I am teaching this semester at Texas Woman’s University. Students are using Web 2.0 tools to create persuasive presentations related to using research models or inquiry processes in classroom-library collaborative lessons:

“Integrating and modeling the use of Web 2.0 tech tools is essential. Remember: Our goal is to become comfortable with these tools so we can lead students and teachers in using them for instructional purposes—when they are the best tool to meet the instructional objectives.”

In the spirit of sharing what steals my sleep (related to school librarianship), these are the fears that keep me up at night:

1. There are many teacher-librarians who are using Web 2.0 tools who do not effectively integrate these tools into classroom-library collaborative lessons because they haven’t considered when these tools are appropriate to meeting the learning objectives.

2. There are many conversations about Web 2.0 tools that do not mention the word “instruction.” As educators, we must remember that all tools used in schools need to be considered in relationship to student learning outcomes.

3. Teacher-librarians’ leadership in schools evolves from first addressing the perceived needs of administrators and colleagues.

4. Would-be change agents who run roughshod over the culture of the learning organization in which they serve will not succeed at reaching their ideals, no matter how noble or righteous. There is no “one-size-fits-all” for change agentry.

5. Every year, there are fewer and fewer state-certified, library science-educated school librarians serving in our nations schools.

The need to stem the erosion of our actual existence is the number one concern that keeps me awake in the night. Whether or not you use Web 2.0 tools in your teaching or for your own professional development, a site council or unenlightened administrators or legislators or just plain hitting the budget wall can mean the end of a school library program in a school, district, or even an entire state.

“Literacy is not just about reading and writing; it is about respect, opportunity, and development.” UN Secretary-General Ban Ki-moon

More importantly that posting a daily tweet or reading the many posted by others, I want to make a commitment to doing something concrete every day to preserve our profession. Then, I will be able to sleep at night…

Sincerely,
Judi

What I am seeing as I return to a school library setting is eye-opening. My older teachers are resistant to learning technology for the reason stated above that it's simply overwhelming. Many shut down when I send them an email with additional resources. My students skills vary from learning control commands and identifying what is a login name to click, click, click types. Even knowing what I know about the internet and tools available, I didn't follow some of Joyce's 2.0 day which opened my eyes as to how my teachers must feel. However, my day is spent helping with book choice selections for seven hundred students, no collaboration with teachers, no collaboration with other librarians, no collaboration with administrators. Where is the balance when there is no clerk or additional help? Extra personal time is spent shelving and doing administrative work. I have 33 computers available in my library yet I feel my hands are tied. I feel that each and every day I have helped hundreds of students go home with a book they will embrace and enjoy and I feel accomplished, but prehistoric.

There are some really amazing comments here to digest! But honestly, if we as a profession are not taking the time to learn or even become aware of what is happening around us, how important are we? Granted we can't possibly know everything, but who among us does not feel a tad bit nervous every spring? Every one of us who can get an administrator, board member, community member, or student to notice what we can do for them benefits all of us. We have to be our own advocates. Unfortunately, there are not many out there who will do that for us.