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Introduction
The Library Monitor Program at Mackay West State School in Queensland, Australia is a comprehensive volunteer training program based on the school’s philosophy of empowering students. It is part of a whole school approach to leadership, supported by the parent community. The collaborative and co-operative relationship with our public library, Mackay Libraries, is a defining element of the Library Monitor Program, and we strive to provide a vision of how a volunteer service can operate in the student community, in much the same way as Friends of the Library operates in the public sector. The program is an example of the school library’s commitment to advocacy and demonstrates how the library’s responsiveness to student’s needs has resulted in fundamental change. This change has provided students with opportunities to acquire lifelong learning skills in a supportive environment. It has also provided the Library with opportunities to change perceptions and attitudes in the community, while at the same time raising the Library’s profile and extending its influence.
The strategic partnership with Mackay Libraries is called Productive Partnerships – Learning for Life. Our aim is to give students a very broad view of what a public library does, and how it connects with the local community. Students’ familiarity with their public library is of invaluable use to them as they approach high school. It has been estimated that over 30% of public library users are in fact primary and secondary school users (Bundy, A Pg. 7). Considerable hard work has gone into establishing a school culture which sees the public libraries as a co-educator and a natural extension of our school teaching community. Strategic partnerships that take advantage of the complementary educational significance of school and public libraries can deliver improved out comes for students, as it has done for Mackay West students and especially our Monitors.
The advocacy process for Mackay West School Library began in 2002 when we identified the need to formalize a training program for students who wanted to volunteer their time and services as administrative support in the library. The Program which subsequently evolved was actually a response by Library staff to students’ significant interest in volunteering. During the six years the Program has been operational we have tried to understand our advocacy environment and to develop successful strategies for it. The careful monitoring and evaluation of outcomes has also been integral to our approach.
In terms of student development and growth our Library Monitor Program is based around the following five areas;
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Providing support for library administration
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Increasing ICT skills
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Providing alternative forms of leadership
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Development of personal skills
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Establishing strategic partnerships with Mackay Library
Service Tradition
Part of the philosophy of our program is to encourage a tradition of service for year 7 students in their final year of schooling which includes the concept of giving something back to their school community. It is interesting to note that even some Year 6s are beginning to think about this concept. One section of the application form asks prospective Monitors to provide reasons for wanting to join the Program. “Wanting to give something back”
Library staff are very pleased to see the development of this culture, as are parents and the following testimonial indicates this
“ This year, my daughter Melanie has had the opportunity to be a Library Monitor at West Mackay. What an opportunity it has been! She has learnt new skills, worked with computers, shown responsibility in her attitude to her role and her work with other children in the library. It has enabled her to work in an area she loves and to give back to the school she has attended for years .” Betty D.
School/Public Library Relationship
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It is our co-operative and collaborative relationship with our public library which is a point of difference for our Library Monitor Program.
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Two excursions a year are made by Monitors to Mackay Libraries, one to the City branch and the other to the Gordon White Library.
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Representatives from the Young People’s section of Mackay Libraries host these visits by our monitors who in essence function as a junior version of ‘Friends of the Library.’
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Our Monitors already work in a Library environment and thus have a deeper level of understanding about the functioning of public libraries.
Such visits help to reinforce our philosophy about the “connectedness’’ of school and public library operations. This email reflects our thinking.
“I saw your workat Mackay West State School on the Internet and was so impressed with what you are doing at your school. I would like to work with children in a similar meaningful way in preference to having them just be book box tidiers’. I love your idea of taking the children to the City Library. I also work at the Townsville Library Service and can see the many benefits of doing this.” Lisa G.
Dr Alan Bundy is the Australian president of Friends of the Library Australia and in his 2006 Report Supporting Students: The Educational Contribution of Australia’s Public Libraries , he noted that there is often a ‘disconnect’ between school education and its awareness of school/public libraries (Bundy, A, 2006, p14). An important aim of our work at Mackay West is to demonstrate to Monitors the concept of 'connectedness to the world' to the extent that their work has value and meaning beyond the classroom. As the public library is an important co-educator we want Monitors to see the connections and similarities between both library sectors.
This testimonial from Chris D. (a Monitor in 2003) provides an insight.
“When I started the program I was surprised at how busy I was. At first I didn’t have a lot of computer skills but I have learnt a lot this year. What I have learnt at school has also helped me locate books at the City Library.”
The Program Selection
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The selection process for school leaders begins first with school captains, followed by house captains and library monitors.
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To maximise leadership opportunities, no student may occupy two positions.
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Prospective monitors must complete the application form available on our website.
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This is followed by an interview to assist in compiling a shortlist.
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Places are offered to twenty students. So popular is this program that in 2006, 40% of Year 6s applied.
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Like all other school leaders, library monitors are inducted at the annual Induction Ceremony held in the third week of February.
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As the graph clearly indicates we have been very successful in modelling, for younger students, alternative leadership possibilities
We are indebted to a previous deputy principal whose decision it was to present Monitors with badges in the same style and format as all other school leaders. This decision lifted the profile of our program as an alternative leadership option and from then on it started to gain momentum and support, especially with parents who recognised the potential for the development of students’ self esteem. |
“My daughter Bonnie was a Library Monitor at Mackay West in 2004. I believe that the Library Monitor program was wonderful for Bonnie’s personal and social development. Bonnie was new to the school in 2004 but because she was part of the Library Monitor group it gave her a clear sense of belongingness which is so important in the early years of adolescence. Bonnie had a designated position at Mackay West State School, she wore a badge presented to her at the School’s Induction Parade (like all other school leaders) and she was recognised. The Program offered an alternative form of leadership at the middle school level. Bonnie is now at high school and her teachers say she is thriving. She has confidence and good social and personal skills. I do truly believe that her participation in the Library Monitor Program assisted her greatly” Leanne S.
Duties and Training
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Monitors have to undertake a 30 minute duty once a week according to the roster which they negotiate for themselves
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Must deputise a replacement if unable to do a duty.
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Student feedback indicates that the most enjoyed activity is operating the circulation computer as it provides a sense of achievement, especially in front of their peers.
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Most students develop a high degree of computer competency with the obvious flow-on effect for their self esteem.
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Monthly “working lunches” are held for training and Mackay Libraries staff often visit to assist.
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Training sessions also provide valuable student feedback which is used to fine tune the operations of the Program.
When problems arise, students are encouraged to take ownership of both the problem and the solution. In this manner, we encourage active citizenship where the rights and responsibilities of students in a democratic society are facilitated in the classroom and beyond. This group of young people are also instrumental in keeping library staff up-to-date with what is happening in the school.
Leadership
An important characteristic of our program is that it-:
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Demonstrates alternative and inclusive forms of leadership,
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Has special relevance in the middle years of schooling.
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Includes students with physical and intellectual disabilities
Some of our best success stories have included students who have had an intellectual impairment or a learning disability.
“My son, Andrew, was a Library Monitor in 2003. Andrew was one of two students from the Special Education Unit. What he especially enjoyed was the sense of achievement he gained. Andrew learnt new computer and social skills by working with different people and assisting in the library. My son felt that he was more a part of everything through his clearly designated role as a Library Monitor. As a parent, I love what this program offers.” Nola B.
Social Opportunities
But it is also essential that the program provides social opportunities which are enjoyable and rewarding and also assist in building a sense of teamwork.
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Pizza parties are held once a term as a reward for their volunteer work. Each year we survey our monitors to gain some feedback and they have indicated to us that the social activities are one of the highlights for them.
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We also use the freebies which come with our magazine subscriptions as lucky draw prizes at our term parties.
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Those monitors who leave Mackay West during the year always receive a farewell party. (A beautifully planned surprise birthday for me is one social event I will always remember with great affection.)
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The year’s cycle is completed in December at our graduation ceremony when certificates of appreciation are presented to monitors by Young People’s representatives from Mackay Libraries. Our graduation ceremony is a formal one which recognises achievements of all Year 7 students, including library monitors.
Sharing the Program
It is very important that the school and wider community are informed about our Library Monitor Program, its operations and successes. The school is extremely fortunate in having an excellent website which is kept up-to-date. The website is www.mackwestss.eq.edu.au. A Productive Partnerships link on the home page leads to a Library Monitor link which contains much information. Our photo album is also worth a look as it contains many wonderful images of our Monitors and their work over the years.
A weekly newsletter is also published, in a hard copy and also on the school website. We actively encourage students to detail Library Monitor events, such as excursions to the public library, from their perspective. Kara’s item is a good example of the power of the student voice.
“On Thursday, 6th May the Year 7 Library monitors, along with Mrs Spillman and Mrs Todd visited the Mackay Libraries. There we met with Claire Grandcourt, the Young People's Librarian, who showed us the full procedure of how the City Library operates. We learnt interesting facts, for example there are 34 793 current adult memberships and 12 956 junior memberships. We also learnt the rules of the library and how the library collections (which are made up of many different areas) work. Thank you to Mrs Spillman, Mrs Todd and Claire Grandcourt for taking the time to teach the Library monitors more about libraries!” Kara H.
Awards and Conferences
In 2004 our work received an Honourable Mention for the Bess Thomas Award. (ALIA Children’s and Youth Services Group – National Award)
“ Thank you for your excellent entry in the Bess Thomas Award 2004. Our Independent judge commented on the very high standard of all the entries received. Productive Partnerships-this comprehensive program of cooperation has greatly increased student membership at the public library and improved learning outcomes for students. The program includes four key elements; work shadowing for staff, library monitor program, Grade Ones at the Library (GOAL) Program and assignment posting on the school website.”
In 2005 our program, Productive Partnerships won the IASL (International Association School Librarianship) Softlink Excellence Award. The following year I traveled to Lisbon, Portugal to attend the IASL Conference and to present at a con-current session where the Library Monitor Program was discussed.
We have also participated in many school and public library conferences at a regional, state, national and international level. This has provided opportunities for us to showcase our work achievements and successes and to flag the possibilities for other school/public library sectors. Presentation at conferences can be a very powerful form of advocacy and over time we have used this strategy very effectively to raise our school’s profile. But it also clearly demonstrates to other school Libraries the advocacy process.
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Most recently I attended in March the 2007 Auslib conference, Learning Futures in Adelaide. This was a conference for public library personnel concerned with the planning, design and implications of innovative and effective services. I presented Productive Partnerships and the Library Monitor Program as an example of an innovative service involving both library sectors. Because so many details of our program are available on our website it is easy for other schools to examine what we do and either copy or adapt to their own use. This is precisely what happened with the school below. |
“I have had a good look at the Library Monitors' Training Program your Teacher-Librarian has developed and have been impressed and inspired by it. I’m the Teacher-Librarian of a Middle-Senior School and have been attempting to get a Library Monitor program going over the past several years. Usually, I found, the students start off with great enthusiasm, but then their interest falls off and they stop turning up. Your program gives them more incentive to remain involved for a specified period. I'm writing to you to request your permission to use your structure and modify the forms your Teacher-Librarian has developed, to meet the needs of our Library. It's a fantastic plan and I'm not surprised to see that you've won awards from it.’’
Carolyn E, Teacher-Librarian, Coffs Harbour Christian Community School, NSW
The preparation of media releases is an important element of advocacy. Our work has featured in two of our local papers. In April 2002, the Daily Mercury featured a story titled, Library Monitor Training is initiated. Another paper, the Mid Week, profiled our achievements when we won the IASL Softlink Excellence Award in June 2005. Articles have also been written for a variety of Journals. Regular contributions are also made to email lists such as OZ-TL Net.
Conclusion
This has been an exciting journey for our school community. The Library Monitor Program which began six years ago was a response to students’ desire to work as volunteers in a library environment. We have formalised a structure and a program which is part of a whole school approach to maximise leadership possibilities for students in their final year of primary school. The use of the advocacy process has enabled us to effect substantial change in our school community and to raise the Library’s profile.
We have been fortunate in that we have enjoyed the active support of our Principal and his administration team. The Library Monitor Program is included in the school’s prospectus and is listed in the highlights section of the Annual Operational Plan for 2006 and also the Triennial School Review 2007-09.
“ The Mackay West Library Monitor Program has been a valuable addition to our school based programs. It provides the opportunities for students to develop some of the attributes of life-long learners that our school curriculum has as its goal—specifically, being effective communicators, active investigators, complex thinkers and participants in an independent world”. Jo Turner (Former Deputy-Principal)
Participation in conferences, producing articles for journals, and publishing our Program details on the school website has enabled us to share our best practices with a much wider community. From small beginnings six years ago, the Library Monitor Program at Mackay West State School has evolved into something much more complex, exciting and rewarding for all participants. We all look forward to continuing the journey.
References
Bundy, A. 2002 . Essential connections, schools, parents and public libraries. University of South Australia Library, viewed Sept 11, 2002 .http://www.library.unisa.edu.au/papers/essconnect.htm.
Bundy, A. 2006. Supporting students; the educational contribution of Australia’s public libraries. Friends of Libraries Australia Report. Melbourne.
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