School Library Program Development Plan - Christine Kafkalas Lopez 1
School Library Program Development Plan - Christine Kafkalas Lopez 1
School Library Program Development Plan - Christine Kafkalas Lopez 1
Professor Gray
GLMS 608
28 November 2023
A school librarian performs many roles and wears many hats. They are teachers,
it is essential that someone in this role creates library offerings that reflect the goals of their
school district while supporting the curriculum within their school building. They must also be
able to evaluate their collections and offer recommendations related to the resources available.
Additionally, they must be able to adhere to budget guidelines and produce a proposal to select
new resources that will meet the diverse needs of the students they serve. The following plan
outlines all these key elements and offers outreach materials to help promote the proposed plan.
CONTEXT
The School Library Program at P.S. 205 in Brooklyn, New York aligns with and supports
District 20’s overall mission. District 20’s vision and mission statement is that the district fully
supports the NYC “Chancellor’s four pillars towards deepening and expanding the shared
commitment to continuous school district improvement” (“About Us”). The four pillars
Since District 20’s vision and mission statement are simply the Four Pillars for Building Trust in
NYC Public Schools that support Chancellor David C. Banks’ vision for building trust in New
York City Public Schools, it is helpful to read the mission statement of New York City Public
Schools. The mission statement for the New York City Department of Education (DOE) “is to
ensure that each student graduates on a pathway to a rewarding career and long-term economic
security, equipped to be a positive force for change” (“Vision and Mission”). Additionally, the
vision and mission statements of our school are also beneficial to analyze because they mirror
the sentiment in the DOE’s mission statement. The school’s vision and mission statements also
elaborate upon the idea of guiding students on a pathway to lifelong learning and success. Our
school vision statement reads, “ PS205 is dedicated to the belief that all children have a right to
learn and can learn in an environment that provides a balance of a rigorous academic curriculum,
enrichment through the arts and technology while being supported socially and emotionally. It is
our vision that provided with the appropriate tools, the students of PS 205 will become
independent lifelong learners that will contribute to society” (“About”). Furthermore, the
mission statement of P.S. 205 elaborates on this vision and states, “It is our mission to ensure that
all students are given a quality education which will serve as their solid foundation to their future
success. The school community consisting of staff members, teachers, and community members
will work together as a team to ensure that every student reaches their potential and beyond in an
Examining the fundamental and foundational documents of AASL and ALA reveals that
P.S.205’s mission and vision are aligned with the principles of school librarianship. The core
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and sustainability all guide librarianship, according to the ALA (“Core Values of Librarianship”).
Some of the core values are explicitly stated in P.S.205’s mission and vision statement, while it
P.S. 205’s vision statement includes the belief that all children have the right to learn.
This directly addresses the ALA core values of access and democracy because in order to learn,
students must have equitable access to information resources. The core value of democracy and
the public good also states that the library provides free and equal access to information to all
people of the community the library serves and “are good and fundamental institutions in
democratic societies” (“Core Values of Librarianship”). The vision statement goes on to state
that students should be supported socially and emotionally. Diversity is a core value of
librarianship that speaks to reflecting the diversity of a community by providing resources and
services to the patrons we serve. If we are inclusive and celebrate diversity, we appeal to a
student’s social/emotional learning and thereby see another direct correlation between the
school’s vision and the ALA’s Core Values (“Core Values of Librarianship”). We also protect
students when we follow the core value of confidentiality. As educators, we always strive to
keep information about students confidential and private. As librarians we help do the same,
adding to one’s social/emotional well-being. The vision statement also makes a point to state
that the students of P.S.205 will become “independent, lifelong learners” (“About”) which
matches the core value of education and life-long learning precisely. Schools and libraries both
strive to make their students and patrons lifelong learners who become citizens who contribute to
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society, touching upon yet another core value, social responsibility. The ALA envisions that
libraries help inform and educate patrons of the problems within society and that through
We then come to P.S. 205’s mission statement, which further supports the ALA Core
Values. The mission statement highlights that the staff, teachers, and community members of the
school will work together as a team to help students reach their full potential. This section of the
mission statement is mirrored in two of the ALA’s core values, professionalism and service. As
both librarians and teachers, we strive to provide the highest level of service to all our students
while exhibiting a high level of professionalism. The mission statement also includes that
students be given a quality education that acts as a solid foundation to future success. While not
directly aligned, the spirit of being a well-rounded individual is rooted in the ability to
understand and learn about different points of view and exhibit the willingness to hear the voices
and opinions of others. To do this, one must have intellectual freedom to hear all sides of the
story and not have any voices silenced or censored. Additionally, through the core value of
preservation, we ensure that all information is preserved in all media and formats and is not
discarded or censored.
Lastly, the core value of sustainability is not directly stated in either the vision or mission
statements for the school, as of yet. However, sustainability is now an important school initiative
for schools across the city. The Green Team in our school is constantly promoting ways that
teachers and students can learn about and practice their commitment to sustainability. Over the
course of each year, the school celebrates sustainability days and this core value, while not yet
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reflected in the mission and vision statement of the school, is alive and well within the school
In discussing ALA’s Core Values, it is also important to explore the AASL’s foundational
documents because the AASL specifically targets school libraries. For this reason, it is crucial to
compare the mission and vision of the AASL with those of P.S. 205. You will see many of the
same sentiments expressed between ALA and AASL core values, but AASL is specifically for
school libraries and therefore fits the mission and vision statement of schools far more directly.
The mission statement of the AASL states, “The American Association of School Librarians
empowers leaders to transform teaching and learning” (“AASL Governing Documents”). The
core values of the AASL include learning, innovation, equity, diversity, inclusion, intellectual
freedom, and collaboration. It is far easier to see the parallels between core values for school
librarians and the objectives discussed in the school vision and mission statements. The core
values are clearly evident in the policies and practices of P.S. 205 in that we have a full-time,
certified school librarian who upholds these values while meeting the criteria for the school’s
LEARNERS
P.S.205 is located in the Bensonhurst section of Brooklyn, New York, and is home to a
diverse population of 1,108 students. Of this population, 541 students are male, making up 49%
of the enrollment while 567 students are female, making up 51% of the population. This is a
zoned, neighborhood school that also offers a separate Gifted & Talented (G&T) program as well
as Chinese bilingual classes in grades K-3. Of the 1,108 students, 58% are Asian, 24% are
Hispanic or Latino, 16% are White, and 1% are Black or African American. P.S. 205 has been a
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Title I school for decades and continues to be with 68% of the student population falling into the
economically disadvantaged category. 21% of students are ELLs and 18% are Students with
considered homeless. 68% of students who attend the school are economically disadvantaged.
An additional 1% of students have a parent in the armed forces. The most current data available
on the New York State website is from the 2021-2022 school year and was taken from the Basic
Education Data System or “BEDS” survey. These numbers are calculated on the first
Wednesday in October. As of that time, none of the children were from migrant families, but
more current data might reflect different numbers (“PS 205 Clarion Data”).
The 2021-2022 State Testing Data in ELA and Math was obtained through the Insight
tool from the New York City Department of Education. Although there is room for improvement
across all grade levels, P.S. 205 consistently scores higher than the city average every year when
looking at proficiency levels in ELA and Math. Results of last year’s testing can be found in
Table 1 below.
Table 1. 3-5 Assessment Data for the 2021-2022 School Year Overall and by Demographic
Math - Hispanic/Latino - - -
Upon analyzing the state test data, there is a significant gap for the Hispanic/Latino
population along with the SWD and ELL population. There is also a significant difference for
nearly every grade between the number of proficient students who are economically
disadvantaged compared to students who are not economically disadvantaged. These subgroups
have been a focus area for several years and continue to be a goal reflected in the school’s
Comprehensive Education Plan (CEP). While the school does have a plan in place to target these
subgroups and try to better meet the needs of these students, the library should also support these
Time and time again, research has shown that strong library programs that are properly
funded, staffed, and supported can lead to higher student achievement, regardless of the
students who read for fun every day score the highest on reading assessment tests. Students who
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spoke to family and friends about their reading every week had a higher average score than
students who spoke about books once a month or less (“Reading for Fun Improves Student Test
Scores”).
It is therefore important to look at the school library’s collection and find areas where
offerings can be strengthened and can become more inclusive and culturally responsive to meet
the needs of these diverse learning groups. The library program supports student-centered choice
in texts and has been bolstering the number of popular elementary texts in various languages.
Students’ freedom of choice is at the heart of ALA Core Values and the increase of multi-lingual
texts has also increased patron numbers. Circulation numbers have been steadily increasing
since the introduction of the multi-lingual section of the library which includes popular texts in
Spanish, Chinese, Russian, Urdu, Polish, Arabic, and Korean. Additionally, the library
collection has focused on expanding the number of culturally responsive and diverse texts within
the collection. Books that act as mirrors and windows for all our students are at the heart of the
library collection development plans each year. Additionally, students are surveyed and books
are purchased based on student request and interest. These areas have been a focus for the last
few years and by updating and expanding the library collection to ensure that texts are of high
interest to students, we also speak to children’s interests and experiences, hoping to positively
In addition to building the language section of the library, the students would benefit
from building upon the collection with varying formats and levels of text. Currently, there are no
audiobooks available in the library and the ebook collection is lacking. With the advent of the
Citywide Digital Library in Sora, this has alleviated some of the need but the collection should
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grow within the school building as well. The students who struggle in reading might prefer
audiobook versions of text paired with the physical book to increase fluency and comprehension.
Graphic novels on an array of lexile levels would increase the amount of library resources that
are appealing to struggling readers or ELL students. Building collaborative time for teachers and
the librarian to work on leveled databases would also benefit the student groups who are
performing below their peers. Many teachers do not know the resources the library provides and
by allowing more PD sessions with the librarian, collaboration would greatly increase.
It is also significant to note that the library currently services a little less than half the
student population in the building. There is only one librarian with a semi-fixed schedule. Three
periods are given for opportunities for teachers to bring students to the library and work
collaboratively with the librarian, but there are still classes that do not visit the library regularly.
Many of these classes are classes that contain the subgroups mentioned above. Of the 45 classes
in the building, the program allows for only 15 classes to be seen on a regular basis. Currently,
only two self-contained special education classes visit the library, leaving the other eight without
library in their program. Only two of the six ICT classes visit the library regularly as do one of
the four bilingual Chinese classes. Many ELL classes are also not seen within the program,
leaving a large percentage of identified students without library instruction. Moreover, a large
percentage of SWD and ELL students who do visit the library receive services during library
instructional time so there are many students identified by the data who do not receive a full
To remedy this situation, classes should be seen on a rotating schedule and additional
staff should be assigned to the library. Providing staffed after-school hours and programming for
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all students would also make resources available to families, specifically families who are
economically disadvantaged since so many do not have access to resources. Programming could
include academic support or homework help, clubs and Makerspace opportunities, and family
library events. This would increase equity and have a positive impact on learning and
achievement for all students, but more specifically for the targeted groups identified.
To help increase math scores, there are opportunities and resources that the library can
provide in addition to those listed above. The library can provide more opportunities for math
teachers and the librarian to collaborate and build upon students’ mathematical reasoning and
critical thinking. Integrating gaming like Minecraft for Education, Prodigy, or STEAM projects
can build mathematical skills and improve students’ growth mindset and critical thinking
(Young). Students also use problem-solving skills and mathematics when coding. Events or
programming that offer coding and robotics would also help support math thinking. Targeting
this programming to the demographic groups in need would help bolster student achievement in
math (Young).
CURRICULUM
Based on the findings within the Demographic Data and the State Testing Data for P.S.
205, the library can best support student learning by focusing on the fourth grade. Children in
the fourth grade performed far lower than the other grades in both reading and math (“Grades 3-8
State Tests”). We have seen this trend in ELA data for fourth grade for a few years. This
program development plan will focus on the fourth-grade curriculum, specifically on the fourth
grade nonfiction unit. This was chosen because of the focus on nonfiction writing for our school
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and because of the flexibility in the text sets provided by our new curriculum, HMH into
Reading. Within the HMH program, a Nonfiction Genre Study is part of the reading curriculum
and contains a wealth of diverse texts that will help support the diverse learners in grade 4. This
unit requires the students to take a deep dive into argumentative texts and take a stance on a
self-selected topic. This persuasive reading/writing unit requires the students to do research and
find evidence to support claims (“HMH Into Reading Grade 4). The library offers a wealth of
resources that would help the fourth-grade classrooms because inquiry and informational literacy
naturally fit into this Genre of Study, two areas where the library program shines. To address
the diverse population of our school, the teacher and students can work with the librarian on a
month-long guided inquiry project that focuses on creating public service announcements on
topics important to the students. Classes will develop a menu of topics for students to choose
from and that will be the basis of the Collection Analysis later on in this plan.
For this curriculum area, various resources from the Empire State Information Fluency
Continuum will be used to guide the inquiry process. Students will be asked to select a topic that
is important to them, based on the topics given within the HMH unit of study. These include
energy conservation, helping others, keeping the Earth clean, healthy eating, and bullying.
Students will work on topics that are important to them and they have an interest in, making the
motivation to research intrinsic. This will help struggling students because the topic will be of
high interest and library resources used can be leveled to accommodate and differentiate
learning. Students would use a combination of library texts, online databases, and HMH texts to
research this project. Once the research and the inquiry are done, students would have a choice
in how they would want to present their findings, again catering to their diverse needs and skills.
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The goal would be for the students and the teacher to have guided practice in the inquiry process
and to introduce them to a variety of library resources and how to access them independently.
The lessons highlighted in HMH will be done within the classroom, but all ESIFC lessons will
be done collaboratively between the teacher and the librarian. Lessons done within the library
will include:
The collaboration will happen between the fourth-grade staff and the school librarian.
Time will be spent planning the unit and developing lesson plans during the shared PD time
given on Monday afternoons. The time allocated for “other professional work” will be spent
developing the unit. This collaboration between the fourth-grade teachers and the school
librarian will address the following literacy and library program standards, as shown in Table 2.
There is an obvious, clear connection between the research standards, comprehension and
collaboration standards, and the presentation of knowledge and ideas standards for grade four
and the standards of the ESIFC. The ESIFC takes the standard within those domains and fleshes
them out further. However, other standards that will be taught by the classroom teacher will be
supported and addressed in the library as well. The unit that will be developed by the
fourth-grade teachers and the librarian will contain both classroom lessons and collaborative
library lessons.
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The library collection would benefit from a reevaluation of the current nonfiction
collection and how it connects to this inquiry project. This would allow the collection to meet
the needs of all students, with special consideration for ELLs, SWDs, Hispanic/Latino students,
and economically disadvantaged students. This section of the library needs to be accessed for
high-quality, current, diverse print content in a multitude of levels and languages, if possible.
COLLECTION ANALYSIS
addressed the needs of the fourth-grade students and the collaborative inquiry project described
in the previous section of the plan. The results of the general analysis through Titlewave can be
found in Table 3 below (“P.S. 205 Library Collection) and can be accessed by clicking this link:
https://drive.google.com/file/d/1ZbfGDTqYxQWH4NM3RGjgKWXU1GxkrpQg/view?usp=sha
ring
The sections of the collection that will be utilized for this inquiry project would be within
the nonfiction section of the library. More specifically, the students would be using the 300 and
section of the Nonfiction section because the topics on the choice menu consist of efforts to save
the planet, eating healthy, helping others, and bullying. The majority of the topics deal with
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social sciences so the 300s should be the main focus for this analysis. It should be noted, that
some of the texts within the 600 section of nonfiction also deal with efforts to take care of the
planet, but the majority of this unit deals with social sciences. Many of the topics also fall into a
smaller subsection of this location, Social Problems and Services, and is an area that is
considered age-sensitive. An age analysis of the collection was performed and 51% of the titles
within the entire library collection were considered aged. When breaking down that number
further, the Social Problems and Services area of the collection, or the 361-369 section, had an
average age of 2006. In other words, 140 out of 151 titles in this section are considered aged
(“P.S. 205 Library Collection”). According to the New York City Library Services Libguide
page, the weeding guideline for the social science section of the library is five to ten years. The
P.S.205 collection average for this section far exceeds the guide for currency, with an average
age of seventeen years since copyright. See the link provided for access to the Titlewave
https://drive.google.com/file/d/1v4acaPHfiX9j4Jk5GWt8eu8frS2UalR_/view?usp=sharing
The collection was then perused to include titles that would be helpful during this unit of
study. Table 4 lists the titles within the collection that can be utilized for this project and the
justification for its use. Additionally, digital research materials, through databases, offer a
significant range of materials for our elementary students. These databases are not listed in the
table but will be utilized during this unit of study. Databases such as Gale in Context:
Elementary and Britannica School Elementary can be utilized through NOVELny. Students are
somewhat familiar with these resources since a PD was given to teachers earlier this year and
many classes that are scheduled for library instruction weekly have used the databases. An
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added benefit of using these resources is that the databases offer articles on various Lexile levels,
can have the text read aloud to students, and can translate the material into a variety of
languages, thereby making the resource equitable and accessible for all. Table 5 identifies titles
in the collection that should be deselected from the collection along with justification. These
justifications come from the Discard Letter by Melissa Jacobs on the New York City School
Library System Libguide page and from the resources provided on the same page.
Why Should I Recycle 363.72 GRE This is an easy reader that gives information
1997 about recycling. Students will be able to utilize
this resource, despite it being quite old. The text
is about a teacher who takes his students to a
recycling center and teaches them ways they can
recycle and reuse things. Recycling and keeping
the earth clean is a topic listed on the
fourth-grade menu for this project.
Waste Not: Time to 363.72 WEB This is also an easier reader, but it has a little
Recycle more content than the last book listed. It is a
2003 little more current but is still far from the
recommended age for this Dewey section. In
this text, it shows how to recycle common
household goods and why people recycle. This
also meets one of the subject needs of the
project.
One Plastic Bag: Isatou 363.7288 This is a great story and is also a diverse book
Ceesay and the Recycling that many of my students have enjoyed in the
Women of the Gambia past. It is also the most current title that fits this
2015 project. This inspirational story helps children
feel a call to action to recycle and reuse
materials.
Note: There are multiple copies so a copy or two
might be weeded down the line, but for now the
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Why Are You Picking on 302.3 This text would best support accelerated readers
Me? Dealing with Bullies and is not appropriate for the ELL, SWD, or
2010 struggling reader population that we are
targeting. However, it should not be discarded
because other students in grades four or five
would benefit from using this book in their
research.
How to Deal with Bullies 302.3 KRA This text is a slightly lower-level text that can be
2007 used with readers just below the standard. The
illustrations support the text and the reading level
is that of early third grade. The topic is also
relevant to the unit of study.
Dealing with Bullies 302.3 SCH This is at a late first-grade, early second-grade
2004 level and would be appropriate for ELL students
and SWDs. The pictures support the text and
help aid in comprehension. The copy is also in
good condition and the information is still
relevant.
A Bully Free Party 302.34 HAL This text deals with peer pressure and bullying
2013 that may happen with friends you know and
trust. It is a resource that can be used for this
unit of study, especially since peer pressure is not
something that has come up in any other text
mentioned. It is slightly below grade level and
will help support the targeted student groups.
Rescuing the Rainforest eBook This text is a narrative non-fiction text that
2008 discusses how to save the rainforest, a topic
chosen by some students for this project. It can
be accessed on the students’ devices and multiple
copies are available.
Experience Nutrition: 613.2 LAW This is a great text that is on a level appropriate
How the Food You Eat for fourth-grade readers. The information is
Makes You Feel current and SLJ recommends it highly. It is a
2019 must-have series and promotes student agency.
It fits the needs of this project.
Healthy Eating Habits 613.2 REI This is a current title and is an easy read for
2019 struggling readers. The pictures help support the
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Giving Back 361.7 MIN This book is an upper elementary book and is
2019 & good for advanced readers, but not for the
eBook targeted groups. The information is current and
Resource relevant and can be used for this project.
(Interactive Note: An interactive Lightbox Book is available
eBook) for this title and can be used by the lower-readers
as differentiation.
Ryan And Jimmy: And 361.7 SHO While this book is dated and the book is no
the Well in Africa that longer stocked by the publishing company, the
Brought Them Together story is inspirational and can accompany the text
2006 A Long Walk to Water. It is relevant to our unit
of study and is a valuable resource.
A Smart Kid’s Guide to 302.3 This book is unfortunately tattered and torn. A
Online Bullying replacement will be purchased in the proposal.
2010
Playground Survival 302.3 BUR This book seems dated and has never been
2005 checked out. Because of this, it is recommended
that it be weeded. It is no longer relevant to the
student population and more current titles would
be more appropriate and desired.
Kids Talk About Bullying 302.3 FIN The book is quite dated and the illustrations
2007 aren’t appealing. The book has not been in
circulation for five years and prior to that, eight
years. It should therefore be weeded.
All About Social 302.3 RIC Since the date of publication, social media has
Networking changed drastically. More current titles deal
2017 with online bullying and this text is too outdated
to use for research. It should therefore be
weeded.
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Teamwork 302.3 TRU This text is currently out of print and the visuals
2000 are very dated. It is a lower elementary text that
has not been in circulation since 2010. It should
be deselected for these reasons.
Energy Island 333.9 DRU While this book is a popular book among critics,
2011 it has never been circulated in the library.
Because of this, it should be considered for
weeding.
Eat Right: Tips for Good 613.2 BAG This book is no longer published and is out of
Nutrition print. The content in the text is outdated and
2002 newer information is available. Weeding is
suggested.
Healthy Eating 613.2 LLE This book is out of print and its information is
2006 outdated. Better nutritional books are available
and should be purchased for the collection. This
title needs to be weeded.
What’s So Good About 613.2 RAN This book is 20 years old and has never been
Vegetables? circulated. The pages are yellowed and the book
2004 is not relevant to students today. It should be
deselected.
Volunteering 361.3 RON This book is over 20 years old as well and has
2003 never been circulated. The book is faded and is
not appealing to readers. It should be weeded.
PROJECT PROPOSAL
https://www.canva.com/design/DAF2FMRA7MY/s_XcKaVjM-7rxV0tKmvXpg/view?utm_cont
ent=DAF2FMRA7MY&utm_campaign=designshare&utm_medium=link&utm_source=editor
Video:
https://drive.google.com/file/d/1C7uC4gM66WZnQ4d3qA5Y1d5mQqk99KsA/view?usp
=sharing
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Proposed Additions: Proposed Additions for the P.S. 205 Library Collection
https://docs.google.com/document/d/1FYo75Tit-cqZEMpG9P3VjmeouTDiktgStHqX3kfL6Cc/ed
it?usp=sharing
The proposed additions were selected to fill in the gaps in the collection and support all
the learners in grade four, with special emphasis on the targeted demographic groups. Databases
and online resources will also supplement the proposed additions and the texts already in the
collection. These new materials will be used in the grade four Genre Unit, but will also be
available and used by all members of the school community. Once students present their
findings, the books will be displayed so that others can find out more information about the
topics the grade presented. The books will be used in the library with the various grade four
classes and other students will be encouraged to check out the books once the research section of
the unit is complete. To ensure that resources are available, items will be checked out to
classroom teachers for use by individual students or small groups of students researching similar
topics.
PROMOTIONAL PIECE
In order to alert families of upcoming events and happenings at the school, P.S. 205 has
started an Instagram account this year. This would be the perfect place to promote new offerings
at the library. This account reaches students, families, and staff and would be ideal for posting
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library news. We have found a lot of success in posting reminders and events on social media
and have reached more families than using traditional methods. Additionally, the Instagram
account is innovative and engaging and reaches nearly all members of the school community. If
we arrange the library hours differently, as detailed in this plan, families would be able to use the
libraries with their students before drop-off and after dismissal, making the time far more flexible
and equitable for all. Library event nights have also been planned to take place once afterschool
programs dismiss, at 6 PM. In hopes of reaching more families who work late hours, the
nighttime events for the school will now take place at later times. The Instagram account is also
a great place where the librarian can post Book Talks on new additions to the library and
encourage students to create their own videos to add to the school library website. Flexible, open
access to resources can be promoted through Instagram and open library hour reminders can be
sent to families and staff. You can find a link to the promotional piece below:
Instagram Post:
https://www.canva.com/design/DAF2DxNFVnk/9L0PVJ0F2LWvY-EqOitD9Q/watch?utm_cont
ent=DAF2DxNFVnk&utm_campaign=designshare&utm_medium=link&utm_source=editor
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Works Cited
ps205clarion.org/about/#:~:text=Vision%20%26%20Mission,being%20supported%20soc
"B.1 Core Values, Ethics, and Core Competencies." American Library Association,
www.ala.org/aboutala/governance/policymanual/updatedpolicymanual/section2/40coreva
www.hmhco.com/content/reading/into_reading_v2/g4/teacher/epub/hmh_ir4na_ete12_v2
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_teacher/#cards--4re_ir_ete_pl_weekglance_1201/https://www.hmhco.com/rce/toc/.
Jacobs, Melissa. "Disposal of Library Materials." 8 Sept. 2022. New York City Office of Library
"New York State Next Generation English Language Arts Learning Standards." New York State
Education Department,
www.nysed.gov/sites/default/files/programs/curriculum-instruction/nys-next-generation-e
"PS 205 Clarion Data." NYSED, New York State Education Department,
"Reading for Fun Improves Student Test Scores." American Library Association, 12 Dec. 2011,
www.ala.org/tools/research/librariesmatter/reading-fun-improves-students-test-scores.
2023.
Stripling, Barbara. "Empire State Information Fluency Continuum." New York City School
Nov. 2023.
tools.nycenet.edu/dashboard//#dbn=20K205&report_type=EMS&view=City. Accessed
28 Nov. 2023.
www.schools.nyc.gov/about-us/vision-and-mission#:~:text=Our%20Mission%20at%20th
Young, Lauren J. "Making Space for Math in the Library." School Library Journal, 22 Oct. 2021,