School Librarians in YA

One of my favorite things about finishing a new YA novel by a favorite or up-and-coming author is reading the acknowledgments. Truly! They always seem more interesting to me than in books for adult readers. I like reading which other authors they pal around with, who read first drafts, and get a sense of what they hope their readers find for themselves in the pages of the book. Often, my favorite part: something about all of us librarians out here, getting the authors’ books, and books in general, into the hands of students who need them. I love reading those words of appreciation and gratitude, and I am more than happy to oblige. I am so grateful to them for writing the stories that my students love.

This is why, when I am reading a YA novel and the main character, along with a friend or potential love interest, wanders into their school library, I brace myself. “Oh boy,” I think. “Here it comes.” The school librarian is so often, by my observation, portrayed as oblivious and bored at best, and a shushing, bitter crank at worst. Wouldn’t it be a lot easier for us to get more books in more readers’ hands if those readers didn’t expect us to act this way? I recently found an article by Peresie & Alexander (2005) which let me know that this observation wasn’t just mine; they pose the idea that these neutral-to-negative stereotypical portrayals are not just annoying to us librarians, but could actually be damaging recruitment to the profession. They make the point that if representation in fiction and other media continues to depict librarians mainly as middle-aged white women, it may be harder to increase diversity in the profession if few others can see themselves. This is surely concerning for the future, but in the immediate moment I worry that neutral-to-negative portrayals might influence whether a student seeks out our help with research, or sees the library as a safe space. They might influence whether classroom teachers think of us as collaborative partners and information experts. Taken to an extreme, they might be responsible for perpetuating misunderstandings of our roles in schools, leading to difficult, frustrating advocacy work or even library job cuts.

What gives? Maybe authors are, sadly, writing from their own experience or lack thereof when it comes to helpful, professional school librarians. Maybe the plot requires that characters sneak to a quiet corner of the school where no pesky adults are paying attention to what they’re doing. I am not interested in calling out specific books or authors for these portrayals. For the most part, I love their books, the bad librarian behavior is limited to a line or two of the story, and it’s not all about me, anyway. However, I guess I would ask authors to consider whether that negative portrayal of the school librarian is really necessary to the story, or is just a cheap shot at a group that is on their side. It’s easy to put a bespectacled shushing lady in the scene, but why is she there?

For a breath of fresh air, here are some YA novels published since Peresie & Alexander’s study wherein the school librarian, or sometimes a public librarian, is treated as a responsible, caring, and properly attentive adult who does their job well (though still sometimes stereotyped):

Call It What You Want by Brigid Kemmerer

The school librarian treats one of the main characters with kindness and understanding despite personal reasons not to, and gives him good books to read.

Glory O’Brien’s History of the Future by A. S. King

There isn’t really a librarian in the book, but librarians are mentioned as people who could and would provide reliable information about sexuality to a teen.

Americus by M.K. Reed

Librarian Charlotte helps the main character in his efforts to prevent the banning of his favorite book series.

Here Lies the Librarian by Richard Peck

Four young library students make a splash in a small midwestern town in 1914.

Booked by Kwame Alexander

The school librarian helps the main character love words and reading.

I am having a hard time coming up with many more! Any help?

Peresie, M., & Alexander, L. B. (2005, Fall). Librarian stereotypes in young adult literature. Young Adult Library Services, 4(1), 24-31. Academic Search Main Edition. Retrieved April 26, 2021, from

Singing Along with YA Fiction

We know that reading fiction, for many, is a great way to reduce stress. What a gift when reading fiction can lead us to other great art that feeds our souls, holds up a mirror, or just helps us to rock out and let go for a few minutes! (Who doesn’t need a little of that these days?) I’m talking about music of course. In a post that I wrote a few years ago, I shared the pleasure I feel when a character in a book mentions a book that I also love. I still think it deepens a reader’s connection to a story or character and makes an interesting library display, but I think the same is true for music, maybe even more so. If you have ever read a character enjoying favorite or familiar music, doesn’t it put you a little bit more into their story, especially if that music happens to harken back to your teen years? What about an unfamiliar song mentioned in a novel you’re reading – have you ever looked it up to know what the characters are hearing? 

Matching books and playlists has become a thing. Having students create a playlist inspired by a book is a recent example of creative assessment implemented by teachers and librarians. Sometimes authors will publish playlists to accompany their work and I think it’s interesting to know what they were listening to for atmosphere or inspiration while writing, but that’s not what I mean. It was first displayed for me after reading Stephen Chbosky’s The Perks of Being a Wallflower, when I decided to create a playlist to match the mixtape that means so much to its recipient, Charlie. When I went online to do so, I discovered that another reader already had! Now I felt connected not only to Charlie and Stephen Chbosky, but to at least one other reader. When a character experiences music, I think it almost behooves the reader to give it a listen. It’s information that the author is giving us in developing a character and immersing the reader in their world. When I was reading Elizabeth Acevedo’s With the Fire on High, I started listening to Mercedes Sosa’s “Todo Cambia” on repeat.

My students, and probably yours too, always seem to have earbuds or headphones of one kind or another attached to their heads. Their music means a lot to them. It makes sense to me to let music draw them to stories that may mean something important to them as well.

Making reading a multimedia experience is easy thanks to streaming music sites. A soundtrack that puts us back into the world of a beloved book is a gift, and it can connect and reflect our humanity across artforms and works. Here are some playlists I’ve found or created on Spotify linked to young adult novels:

Let Me Hear a Rhyme by Tiffany D. Jackson (playlist by Tiffany Jackson)

“One Winter” Mixtape from The Perks of Being a Wallflower by Stephen Chbosky (playlist by Kyla Leong-Poi)

The Carnival at Bray by Jessie Ann Foley (playlist by me)

Who Put This Song On? By Morgan Parker (playlist by Morgan Parker)

On the Come Up by Angie Thomas (playlist by Spotify)

The Stars and the Blackness Between Them by Junauda Petrus (playlist by Junauda Petrus-Nasah)

Digital or sign-based book display idea: 

Have you found any others? 

Getting it Together

I admit I’ve struggled thinking about what to write for this, my April post. I am grateful to Shelagh and Reba for figuring it out ahead of me and articulating well what I maybe felt too vulnerable to say. I don’t really feel like a librarian much these days. What this experience has thrown into high relief for me as a worker and an educator is how much of our work in normal times is around the edges; the casual or serendipitous interactions with students that allow us to build relationships and serve them best, and which don’t require the extra thought or step of deliberately seeking out and clicking on a Zoom link. 

We make ourselves available with online office/library hours, we provide access to digital resources and tutorials for using them, and we reach out to teachers to provide research support. However, we’re not there to make light conversation with a student struggling with a printer, writing them a late pass because the infernal machine is jammed. We’re not there to see a student wandering the stacks and, after a few minutes of leaving them to their browsing, offering assistance and reminding them about the online catalog. Maybe we’re available just for a chat, but not at random times, and not without someone taking a step, showing that vulnerability, and logging in to see us.

So I have been trying to find ways to be in the places around the edges; being present in student-led online meetings and events, making announcements as often as possible, “liking” the Class of 2020 Instagram posts from the library account, sending emails promoting databases and ebooks. I’ve been grabbing at those chances to do the work of a librarian; holding reading celebrations, and answering the few reference question emails I receive from students while practically begging them to schedule a research meeting. With so much emphasis on digital resources, 24/7 access, the importance of the online library presence, etc., I never realized how hard it would be to be a librarian without a library. There’s more I could be doing, but I am also a member of the school-age-kids-at-home-while-I’m-trying-to-be-working chorus. Also, it will do no good to add to the information overload everyone is feeling. I don’t really want any more emails about distance learning resources, frankly, and I don’t think I’m alone.

While I am feeling a little at sea, I know some students are too, BUT, they are also still doing amazing things and engaging with the present moment in relevant, social justice-oriented ways. Last week, we saw a student-led presentation on COVID-19 and xenophobia, for example. Our GSA still celebrated the GLSEN Day of Silence and held a virtual dance party that was surprisingly fun. If they can get it together and carry on their personal missions, I can too! They act as an anchor for me, and I majorly owe it to them to do so in return.

I realize that at this moment it is a kind of privilege to be able to quietly ponder my professional identity from my dining room office, but I suppose there are bigger questions there, all tied up with our current state of general uncertainty. One thing I’ve been trying to do these last weeks is attend to the purchased and nearly forgotten unread books on my own home shelves. How excited was I, after reading Shelagh’s post last week, to find this in the bookcase? You’d better believe that it went to the top of the pile pretty quickly. Thank you!

Deselecting the Guilt (About Weeding)

When it comes to collection development, I love weeding almost as much as selecting new titles. Actually, I may enjoy it more. I love it so much that sometimes I feel guilty. Not because of the uncertainty that is sometimes involved, but because it is so much fun and so satisfying. I worry that my weeding endeavors are a form of librarian procrastivity. I feel like there must be something more important I should be doing at that moment for my students or program.

Depending on the day, well, there very well may be. However, weeding is really important and easy to ignore and put off. It also has an impact beyond collection management and making room for new materials. While the library is more than the collection, the collection is a visible, tangible, and obvious sign of the care we are showing to our school and students. It is probably the first thing people think of when they hear “library,” for better or for worse. Prospective families get glimpses of it on tours. Teachers see it when they bring their students for exploration or information gathering sessions. If we haven’t weeded, they notice – along with their student who’s interested in a topic for which all of our books are dusty, decades-old, and written exclusively from a white cisgender heterosexual male perspective. Not only is collection management in itself a key piece of our responsibility to our students and our schools, but it’s also an issue of advocacy, inclusivity, and ethics. We need to have what they need, but we also need to not have what they don’t need. Specifically, material that is outdated, incorrect, or potentially harmful and counterproductive to tending a library that is inclusive, anti-racist, and student-centered. We can collect all the new award winners and more, but those trolls in the stacks are still there if we don’t weed them out. I’m embarrassed when a student brings a book to the circulation desk that we shouldn’t have anymore, and I have to give them a disclaimer. What faith will they have in our library or future libraries if I wince at the age of their selection and don’t have something better to offer? 

So, I can’t feel guilty about my time spent weeding. The CREW Manual advises that it should be a continuous part of our work. After ten years at my school, I am starting to weed items that I purchased, which is sometimes a slightly bitter pill to swallow. But, like Marie Kondo, we have to thank these items for the purpose they served and say goodbye. We gain clean, tidy, appealing shelves, students who feel confident and comfortable with the books that were selected for them (not for their grandparents), and more space for what they need. I find it’s a great thing to do on Friday afternoon.

Thanksgiving Break #Readinggoals

Do you look forward to school breaks as a time to dig into your “to be read” list? You DO?!? So do I. I hope my students do too, and I approach pre-break readers advisory with the assumption that every student has been looking forward to getting cozy with some reading of their choice. This assumption, happily, proves to be correct a fair amount of the time. Throwing “you need a good book for the break!” into casual interactions with students more often than not is followed by “yeah, I guess I do” or similar. That kid is leaving the library with at least one book, and probably a double check that they have our digital collection app and know how to use it.

My intention two weeks ago was to host a splendid study break snack spread in the library to welcome students to browse at their leisure with fall vacation reading on the brain (an idea from our Assistant Librarian before a break last year). That will have to happen another time, as it went the way of other sort-of plans. However, I did start a new reading promotion idea that also ties to new student life programming. We’ll see how it goes!

I have offered a reading challenge to the students, to be completed, if they so choose, by mid-December. The product will be a short written review for the catalog or a brief book review video. The suggested challenges include:

Challenges met will earn points for the readers’ Purple & Gold Team – tying reading to school spirit! 

Some of My Own Thanksgiving Break #ReadingGoals:

Frankly in Love by David Yoon David Yoon made an appearance at a local independent bookstore and I was able to bring three enthusiastic boarding students along to meet him. I am partway into it now, and so far it deserves the hype.

The Wicked King by Holly Black I love Holly Black’s books, and for some reason have not picked this up yet. The sequel, The Queen of Nothing, has been released recently and I’d better catch up before my student faerie fans dish the spoilers!

AAAAH! Or, A(p)A A(nnot)A(ted) (Bibliograp)H(ies)!

I can remember, with some fondness in hindsight, the first and maybe only annotated bibliography I was assigned as a high school student. It was for Biology, and I was probably a senior because I am pretty sure that I drove myself to a semi-distant branch of the county public library system in order to access their periodical room. The topic was genetically modified tomatoes, as I recall. I spent a few hours there finding articles, taking notes, recording citations, maybe making some photocopies. This was a memorable experience because 1) I drove myself somewhere for scholarly purposes and felt awesome; 2) I figured out how to find and use periodicals in a library; 3) I never forgot what an annotated bibliography was and how it could be valuable in a research process. Writing those annotations made me take a deeper and more critical look at the sources I found and exercise some metacognition in the process.

Even though I had to drive to a public library (not even my local branch – and how did I even know where it was without GPS?), figure out where the back issues of these magazines were, spend hours combing through bound periodicals, find coins for photocopies, and create APA citations by hand, I think it was easier than the task before my Scientific Research and Design students. While they can, in theory, complete the entire assignment from their seat in the classroom or library, the sense of ease and convenience we are lulled into by online databases, Google Scholar, and citation managers has led to lessons in source evaluation that have to be reviewed many times in many ways. 

I know I am not the first among us to bring this up, not even on this blog, but it is a challenge for our students to understand what a journal is when every information source they gather is found the same way – through structuring a search query (with varying levels of expertise) either in a library database or an Internet search engine. I can tell them that they need to find scholarly, scientific articles, but when we’ve done such a good job teaching students to evaluate web-based sources using the CRAAP test or similar, there’s another leap from judging a source to be current, reliable, authoritative, and accurate to judging what qualifies as a scientific paper. Even checking the “peer-reviewed” box in the result limiters doesn’t always do the trick – we still see book reviews and news articles coming from academic journals. And how to distinguish an open access journal from a website, especially when that online open access journal isn’t really a periodical? I wish I had reread Dave Wee’s post including the  “super boring, boring, and easy”  source literacy exercise a few weeks ago instead of just now. 

Lesson for me: check the blog and the listserv archives before introducing a concept to students, even if I think I’ve got it covered. This assignment has been a good reminder for me that even though I think I am going slowly and taking time with each phase of the research process, there are some things on which I need to provide more direct instruction. For one, the annotation. 

I have worked with classes on annotated citations, but not always been the one to evaluate them. I’ve created embeddable slideshows for teachers and resource guides on the subject, all with great tutorials and tips from university libraries and writing centers. Nevertheless, while noticing that some students were having a hard time understanding that the annotation is not just a summary or rephrasing of an abstract, I heard this coming out of my mouth, and saw hands reaching for pens: 

Your APA annotation should tell your reader WHO, WHAT, WHEN, WHERE, WHY,  and HOW.

This was a shorthand way of getting at the elements of an analytical/critical annotation.

Who – how can you assess the authors’ authority and expertise? What are their credentials and affiliations?

What – what sort of investigation is reported on here? Is this a review of the literature? An article on original research? A meta-analysis? What are the authors’ conclusions?

When – is this work current? Does that matter? Has much research been done since publication?

Where – where was the article published and where did you find it?

Why – what is the purpose of the investigation (or, what is the authors’ research question)? Why is it useful to you?

How – what was the authors’ methodology? How does this work fit with the literature, and your own work?

This is, in my opinion, actually a little bit of a stretch, but the familiar “who, what, when, where, why, how” starters seemed to help some students to take a more evaluative and critical view of the sources that had made their way into those NoodleTools projects. 

Things to #Goals

This post is a response to the question Christina Karvounis posed earlier this month.

Pretty soon now the daily faculty meetings will wrap up, the students will return to campus, and our attention will turn to the few hundred teenage reasons we’re here. We will meet students and advisees for the first or thousandth time and coach them through articulating their goals for the year ahead, their information needs, and research questions. So, as Christina Karvounis shared in her recent post, it’s time for us to look ahead to the next several months and figure out where our priorities, mandates, and inspiration will take us. Like Christina wrote, there are some goals and priorities that stick with us from year to year, that, no matter how skilled, innovative, or collaborative we are, will never be an item we can check off. However, some of those things periodically circle forward in our minds and hearts. I think when some facet of this job attracts our particular focus, that’s the signal that the year will feel more energizing and productive if our goals are aligned in that direction. Not to say we abandon all else, but the ways we feel inspired may shift year to year and I think it’s worthwhile to honor these shifts. 

Ryder Carroll, in The Bullet Journal Method, advocates for conducting a Mental Inventory to de-clutter the brain and decide what is worth paying attention and energy to – to do so, the journaler writes down what they are currently working on, what they should be working on, and what they want to be working on. I think when we identify where the “should be’s” and “want to be’s” overlap or complement each other, there lie our goals! Here’s my current (school-related) mental inventory:

Working on

Blog post

Summer reading group meeting logistics

Answering emails

Scheduling meetings

Should be working on

Database renewals

Collection analysis

Exploring new database authentication methods

Planning research class

Ordering supplies

Digital badge platform for reading initiative

Curriculum review

Want to be working on

Planning classroom visits and book talks

Planning book clubs


Reading about reading

Scheduling author visits

Planning activities for advisory

Redecorating Middle School library

Considering alternatives to Dewey

So this year, my heart and mind are drawn to student-centered reading promotion initiatives, revisiting library policies and procedures in order to have a collection that suits and supports the school community as it is now, and using new strategies to support students’ goal setting and reflection with wisdom and care. The other things are really important too, but my year and my service to our learners may be more effective if effort and time are concentrated in these areas, this year.

Summer Reading on Reading

In this season of free voluntary reading a-plenty (hallelujah!) I have recently had some collaborative brainstorming sessions on piloting a new reading project with colleagues who, like me, feel concerned and motivated to continue to build our school’s culture of reading. Inspired thus, I just reread Stephen D. Krashen’s The Power of Reading: Insights from the Research, which has started me down a happy rabbit hole of reading about reading. This has helped me rediscover some excellent advice for professional practice and affirmations of why we do some things we do.

Sometimes (what I consider to be) the most engaging and creative parts of this job are the things that have trouble making their way into daily library life; things like enticing, timely, and thoughtful displays, eye-catching promotional bulletin boards, and book talks. Revisiting and recommitting to the power of reading and its role in education is exciting, and helps focus my own summer work; thereby re-engaging through some deep fun.

AASL’s Position Statement on the School Librarian’s Role in Reading currently comes with a disclaimer of sorts, indicating that the statement is currently under review to align with the new National School Library Standards. Be that as it may, it’s pretty good as is and I don’t imagine the gist will change much. The last bullet point reads as follows: “Along with classroom and reading specialist colleagues, school librarians provide and participate in continual professional development in reading that reflects current research in the area of reading instruction and promotion.”

[Hey, look, I have all these books about reading! Let’s read them, shall we?]

Here’s what I’ve revisited in the last few days:

Bernadowski, C., & Kolencik, P. L. (2010). Research-based reading strategies in the library for adolescent learners. Santa Barbara, Calif.: Libraries Unlimited.

Farwell, S. M., & Teger, N. L. (2012). Supporting reading in grades 6-12: A guide. Santa Barbara, Calif.: Libraries Unlimited.

Krashen, S. D. (2004). The power of reading: Insights from the research (2nd ed.). Westport, Conn.: Libraries Unlimited.

Krashen, S. (2016). The purpose of education, free voluntary reading, and dealing with the impact of poverty. School Libraries Worldwide, 22(1), 1+. Retrieved from Academic OneFile database.

Miller, D. (2015, February 8). I’ve got research. Yes, I do. I’ve got research. How about you? [Blog post]. Retrieved from The Book Whisperer website:

Miller, D. (2019). If kids can’t read what they want in the summer, when can they? School Library Journal. Retrieved from

Richardson, J. (2014). Maryanne Wolf: Balance technology and deep reading to create biliterate children. The Phi Delta Kappan, 96(3), 14-19. Retrieved  from JSTOR database.

Questions I have:

  • If, according to Krashen, direct vocabulary teaching is less efficient than reading, how can research/library specific vocabulary best be acquired, especially for ELLS?
  • While I hope that our learners consider the school library to be a comfortable place conducive to free voluntary reading, students can’t spend all of their reading time there. Do we as a boarding school create or even allow space in our schedule and facilities for reading?
  • Extrinsic motivation is generally considered to send children the wrong message about why we read, however, is this also true for young adults? Or adults? Could the kitsch factor of badges, buttons, and leaderboards actually serve to encourage older readers to join the “literacy club” (Krashen, 2004, p. 130)?
  • Serving our English Language Learners is an issue often on my mind, and about which I’ve written before. Krashen and others point to the importance of engaging in one’s first language as well as the learned language. Should I be providing more pleasure reading material in my students’ home languages? I’m thinking yes.
  • It may be that some of our students, for a variety of possible reasons, have not had the experience as younger children of being read to often by a caring adult. Is there a way with older students to recapture a connection between feeling safe and cared for with story and language acquisition, or do we just need to hold that as a piece of our students’ social-emotional learning?

Newly appearing on the to-read pile:

Baye, A., Inns, A., Lake, C., & Slavin, R. E. (2019). A synthesis of quantitative research on reading programs for secondary students.Reading Research Quarterly, 54(2), 133-166.

Beers, G. K., & Probst, R. E. (2017). Disrupting thinking: Why how we read matters. New York, NY: Scholastic.

Merga, M. K. (2019). Reading engagement for tweens and teens: What would make them read more? Santa Barbara, CA: Libraries Unlimited, an imprint of ABC-CLIO.

Miller, D., & Anderson, J. (2013). The book whisperer: Awakening the inner reader in every child.

Miller, D., & Kelley, S. (2013). Reading in the wild: The book whisperer’s keys to cultivating lifelong reading habits. John Wiley & Sons.

Ross, C. S., MacKechnie, L., & Rothbauer, P. M. (2018). Reading still matters: What the research reveals about reading, libraries, and community. Santa Barbara, CA: Libraries Unlimited, an imprint of ABC-CLIO.

Wolf, M., & Stoodley, C. J. (2018). Reader, come home: The reading brain in a digital world. New York, NY: Harper, an imprint of HarperCollinsPublishers.

What are your favorite sources on reading?

April is for Poetry, Earth Day, and – Hey, wait, it’s School Library Month!

One evening last week I was driving a van full of Upper School readers to our county Reading Olympics competition; one of my favorite nights of the year. We were pulling into the parking lot of the large public high school where the competition was taking place, when I saw the proud sign at the entrance to the school:

It’s National Library Week!    

I cheered aloud and my students obligingly echoed. However, inside I was thinking, “Dang it, what?!? How could I have missed that? An opportunity to make some noise about our library, and I’ve blown it!” Then I remembered that April, I was pretty sure, is School Library Month, and maybe I could still rally. But what to do with only two weeks left to celebrate?

Luckily, in a past April, an earlier me was a little more on top of things. I remembered that it’s actually been a few years since I have set up pop-up libraries in different parts of campus, with themes and genres relevant to their locations around school. Having already created much of the signage to reuse or edit, and with new books, new institutes, and new students (for whom these good old displays are new and fresh), I can pull off School Library Month. Instead of bringing students into the library, I’m taking over – bringing the school library to them.

An Entrepreneurship/Innovation Pop-up Library in the Innovation Center

Years ago I created Smore flyers to showcase books that would tie-in with areas around school suitable for a small book display – sports for the athletics center, books on food and eating for the dining hall, writing for the Writing Center, and other topics or genres that could go anywhere. Now I just need to swap out a few book covers for some newer related acquisitions, make connections to new programs and renovated spaces, and dust off @perklibrary on Instagram. In the chosen locations, I display just a few books with a printout of the flyer and a self-checkout form similar to the one we use when we’re out of the library, so the students are familiar with it.

Thanks to a fun half-forgotten project recycled from a few years ago, I have a new spring in my step, and a promotion for School Library Month. I can’t wait to think of new pop-up ideas and ways to promote them.

Bringing new titles into parts of campus where they aren’t normally seen but still seem at home is a great way to promote reading and showcase the library as the heart of the school. I love AASL’s theme for this year: Everyone Belongs @ your School Library. How could it be said any better? But I like the flip of that idea, too: Your school library belongs everywhere.

“Teaming Up” with Athletics!

Here’s a story about how it pays to be “game” for just about anything when it comes to faculty collaboration. If your school is like mine, it is easiest and most obvious to forge collaborations with the History/Social Studies, English, and Science departments. It is valuable, important, satisfying, time consuming, and sometimes challenging enough to make those relationships work effectively and consistently. So, when we get an opportunity to make a library connection with a new department or office — yay, bonus!

Our school started a new initiative this year to promote and highlight girls’ sports. Called PerkGSports, athletes and coaches use social media, morning announcements, and other school communications to celebrate our female athletes. It’s been a source of positivity and community building on campus this year, that I have happily followed and “liked” through the library’s social media accounts. So, I was thrilled when the faculty member who leads this initiative called me to see if we could organize a book discussion to help celebrate National Girls & Women in Sports Day!

I started by gathering any title I could find on our shelves that might fit the bill; fiction or nonfiction, middle grades or YA.

We decided it would be a good idea to let the interested students choose, so I created a Google form and sent it to the other faculty member to distribute.

With Girls Can’t Hit by T.S. Easton as the favorite by one vote, we decided to offer the choice of either that novel or Let Me Play: the Story of Title IX, the Law that Changed the Future of Girls in America by Karen Blumenthal to broaden appeal and participation.

A student announced the books at Morning Meeting on February 6, as part of their larger presentation about NGWSD. I purchased a couple more copies of both titles. Following the so-far-so-good-model of our Windows & Mirrors book club meetings, we’ll offer food during both lunch periods along with casual book discussion. (Note to self – should we meet in the Athletic Center instead of the library?) I can’t wait to hear what conversation comes out of these selections, and how attendance and participation may vary from our other book discussions.

So far it’s a “W” for the library, girls’ sports, and collaboration!