Management Manual

Virtual School Library Media Center Management Manual (with Updated Links)

by Marjorie L. Pappas

Marjorie L. Pappas, Ph. D., is an Associate Professor at the School Library and Information Technology Online Learning, Mansfield University of Pennsylvania. E-mail: mpappas@mansfield.edu

School library media specialists often post messages on LM_NET and other state listservs I monitor, requesting examples of information that I used to maintain in a management manual when I was a school library media specialist. I started my manual when I was a student in the organization and administration course we all take in library science programs and I kept it current with information gleaned from conferences, workshops, and networking with other school library media specialists. Manuals are easier to maintain today because of networking through listservs and the Internet. In thinking about the requests for information related to policies, job descriptions, cataloging, resource acquisition, etc., I decided a virtual version of this traditional paper manual might be an interesting and useful concept.

Setting Up My Virtual Manual

My concept of virtual is paperless. Virtual manuals can be maintained without the challenge of adding pages and adjusting page numbers. Virtual manuals can include hyperlinks to information located on the Web. Before starting the development of my manual, I thought about who might access the manual besides the school library media specialist. Library assistants, volunteers, and, occasionally, substitutes should all be able to access this manual. Also, the library media specialist should be able to access the manual when working at home. The best way to achieve that flexibility is to post the manual on the library media center's website or on the school's network, assuming the network is Internet accessible. If a library media center website or network is not available, the concept is still feasible, but a little more challenging, because new versions would need to be loaded on separate computers. Once this decision has been made, the next step is to scan and/or key-in the existing information related to the specific library media center. Following are sections and weblinks to include.

Policies

Some policies need to be written to fit the unique needs of a specific library media center, for example, circulation policies that establish the time periods books circulate and the cost for replacing lost books. Other policies, like copyright, are based on federal legislation. Links to Web-based copyright information will be useful to supplement local policies.

Policy weblinks:

• Copyright. ALA. A collection of documents related to copyright issues and libraries on the American Library Association website.
• Computer Network Acceptable Use Agreement. PDF.  Goodman-Armstrong Creek School District.  Wisconsin.   An example of a comprehensive acceptable use policy for computer and Internet use by students.
• Copyright Basics and the Internet.   Margaret Lincoln. Lakeview High School Library. A concise chart of copyright guidelines for schools.
• Lost/Overdue Materials Guidelines.   The School Board of Broward County, Florida.  PDF.
• Mesa County Valley School District 51; Grand Junction, Colorado. A comprehensive collection of policies for school library media centers.

Personnel

The school library media specialist's job description should be posted, but it also would be useful to link to job descriptions for student and parent volunteers. The Web provides examples of job descriptions for this section.

Examples of job descriptions:

• Roles and Responsibilities:  School Library Media Specialist  Clay County Public Schools, Jonesboro GA
• Job Description: Library Clerk. Capital Area District Library, Michigan
• Job Description: Media Specialist . Norman County Schools, Oklahoma.
• Librarian and Media Staff Job Descriptions. Chris Smith. Shambles. A collection of job descriptions for school library media center positions.
• Media Assistant Interview Rubric. Mindy Doler. Lawrence High School; Lawrence, Kansas.

Collection Development and Acquisitions

The purchase of resources and technology for the library requires access to information about producers and jobbers.

Useful websites:

• Acquisitions, Collection Maintenance and Electronic Access . Della Curtis. Baltimore County Public Schools, Maryland. Includes sample policies, procedures, and resources.
• AcqWEB. Publisher and vendor information.
• The Librarian's Yellow Pages. Publisher, periodical, jobber, and vendor links.
• School Library Collection Development. Media Services @ your library. Department of Educational and Administrative Technology. Fayette County Public Schools; Lexington, Kentucky. Includes guidelines for selection and purchasing of resources, hardware, and technology.

Forms

Examples can help school library media specialists develop the forms for use in the library media center. This is a section that can be developed over time.

Examples of forms:

• Audio Visual Review Committee Report. Learning Resources Department, Broward County Public Schools, Florida.
• Collaborative Planning Form.  PDF.  J.N. Burnett Secondary School Library and Media Centre.  Richmond B.C. Canada
• Disaster Preparedness  PDF.  Disaster plan for Univeristy City Public Library, University City, MO.
• Elementary Library Services. Charlotte Lesser. Monadnack Regional School District, 2004. A collection of forms including supply order list, teacher request form, end-of-year library media center closing checklist, etc.
• Full-length Feature Films to be Used for Classroom Instruction. Learning Resources Department, Broward County Public Schools, Florida.
• Faculty Recommendation for Library Materials. Baltimore County Public Schools, Maryland.
• Library Monthly Update. PDF. Kevin Finkle. Baltimore County Public Schools, Maryland. Form to gather information from teachers about future units and lessons.
• Collaboration.  Iowa City School District.  Iowa City, IA.  Planners for elementary, junior high, and high school.
• Teacher/Librarian Collaboration Forms  Lesson and unit planning forms (about halfway down the page)

District Portal as Manuals

School library media services in larger school districts have developed excellent portal pages. These portals provide school library media specialists with both instructional and management resources and tools.

Examples of portals:

• Sioux Falls School District Library Portal.  Sioux Falls, SD.
• Maine School Libraries Facilities Handbook. Maine Association of School Libraries. Comprehensive guidelines for managing a school library media center.

These virtual manuals and portals enable parents, community members, and other school library professionals to view how school library media specialists manage media centers and teach students to gather and use information. Now all we need is a portal page to the portals.

Updated links by Kelli Meyrand 

Reflection 7/12/11

Assessing Learning:  The Missing Piece in Instruction?
The first thing I noticed was that librarians are fighting the same fight as classroom educators.  "School library media specialists from all levels often gather at district meetings to share their war stories. You'll hear the following concern from elementary folk, "We have to teach the same skills over and over again because the students just don't remember them." At the same time, the middle school professionals chime in, "Whatever you teach the students at the elementary level, they still can't use the library when they come up to us!" Then the school library media specialists in the high schools add their concerns by stating, "What are you folks teaching the students in the lower schools? The students are pretty clueless when we get them.""  I don't know how many times this conversation has come up over basic classroom knowledge and skills as well.

Our school has recently made the shift to become Professional Learning Community and I can tell a difference with changing our focus from teaching to learning as the article suggests.  Changing the focus requires a change in assessment and the way we determine when learning is taking place.  Having the background of working towards that change in my classroom will help me sustain the change and transfer it to the library setting.


Chapter 13
I found it interesting that districts put so much emphasis on quantitative data, obviously there is a need for it, but it isn't the only thing to look at.  "Collections may meet an arbitrary numerical count but may be out of date, in poor condition, or of no value to the current curriculum" (204).  I think it is important to have plenty of books and resources available, but they have to be able to meet the needs of students.  "For instance, circulation statistics reveal only what materials have moved out of the media center.  They do not tell the amount of use or, for that matter, whether it was any use at all" (202).

Obviously, we need to find an additional way to show our worth.  "Assessing the contribution to the education of students is the key to the survival of the position of the school library media specialist" (211).  While this data may be more difficult to collect, it is more important than just counting books or circulation.  Yes, we need all the data, but we need to be able to look at it and determine how valuable it is to identify whether or not students are learning.

Reflection 7/11/11

I think that the biggest change in education from when I was in school is the switch of emphasis from the information to the learner.  With the AASL Standards for the 21st Century Learner and the ISTE NETS for Students 2007 you can clearly see that the focus isn't on what is being learned, it is on whether or not the learner knows how to correctly and ethically locate and use information.  Using technology safely and ethically is also a key ingredient in these standards.  Students today are asked to collaborate, draw conclusions, inquire, and make judgements on information presented. 

I was not introduced to any sort of research skills or copyright instruction until I was a freshmen in high school (in the mid-1990s).  While we didn't have the technology that is available today, we still weren't taught how to use what we did have.  We had no access to the Internet and the ability to locate information quickly, which also means the resources we did have did not have to be evaluated as much for accuracy.  The focus for me growing up was basically individually memorizing information, not inquiry, drawing conclusions, or sharing knowledge.

I do feel that we are far behind in implementing these standards into education, although we are making strides to get there.  We are beginning to provide students (and teachers) with tools, but we aren't necessarily teaching them how to use them correctly.  Too often, the technology budget and library budgets are cut and staff numbers are reduced.  If we are going to teach our students to become ethical digital citizens, we have to be able to provide them with the knowledge to use information and technology safely and correctly.  All too often, the only experience that students have with this is taught by instructors that do not have the background knowledge necessary for providing them with what they need. 

Before starting classes, I was one of those teachers, even though I thought I was doing a good job of incorporating technology into my lessons.  I didn't know about the AASL Standards and how big of a role inquiry and collaboration played in education.  I now realize how much more I could have done as a classroom teacher, and how much I can do as a librarian to prepare students for their futures.

5 Blog Postings 7/8/2011

"20 Resources for Creating Comics Online"
Julie Greller
July 5, 2011
http://mediaspecialistsguide.blogspot.com/2011/07/20-resources-for-creating-comics-online.html
This was a great resouce.  Kids love comics and with the increasing popularity of graphic novels, what better way to let them express themselves.  This page gives links to many different websites that let students create their own cartoons.  I really like the use of graphic novels, and I like the idea of letting students create cartoons even more.  All too often, kids are turned off of writing at an early age, and I think by using cartoons and cartoon creating software, some of the excitement will be brought back to writing.  Using comics also makes students think about what is important and how to convey their thoughts and feelings because generally there isn't a lot of room and for most of these programs, the graphics aren't so distracting that they will overpower the writing itself.


"60 Famous People with Disabilities"
Julie Greller
July 4, 2011
http://mediaspecialistsguide.blogspot.com/2011/07/60-famous-people-with-disabilities.html
Not only is the list of famous people with disabilities interesting, but the reason it was compiled is even more so.  I hadn't thought about ordering biographies for the reason of connecting students with disabilities to famous people with similar disabilities.  It reminds me of a former student who really connected with the Percy Jackson series because Percy had ADHD like she did.  I think it is excellent to show kids that no matter what their strengths or weaknesses are, they can succeed and follow their dreams.  Having a collection that demonstrates this is a great idea. 


Adventures in Cataloging:  Vampires, Detectives, and Robots, Oh My!
Andria Tieman
July 8, 2011
http://www.closedstacks.com/?p=3339
Prior to reading this blog, I didn't realize how many libraries were changing to genre organizing.  I think this is both good and bad.  With the technology world and social tagging, it makes complete sense.  But books where they go according to subject.  But, this article definitely points out the flaws of this system.  Many books do intertwine genres, and figuring out how to "label" them could be quite challenging.  I think classifying by genre would make it easier for kids to locate books that they like using genre labeling.  But I wonder how much more difficult it would make shelving and doing inventory....


"BFTP:  A Trick Question"
Doug Johnson
July 2, 2011
http://doug-johnson.squarespace.com/blue-skunk-blog/2011/7/2/bftp-a-trick-question.html
The question this blog asks is, "How will you demonstrate that the library media program is having a positive impact on student achievement in the school?"  It is a very important question for all library media specialists to think about.  Since much of what goes on in the library is unseen to many people.  We have to constantly put it out there for others to realize what is truly going on and being learned.  With the emphasis on testing as it is today, it is even more important, because there is no test to score the librarian and the job that we do. 

I really like how Doug Johnson stressed the importance of the annual reports, and again the multimedia presentations instead of just a paper with date makes it much more memorable and beneficial to those who are viewing it.  I have to prepare the board report for the library evaluation in October, even though I will have only about two months under my belt.  I am thinking that preparing a report similar to Valenza's or LaGarde's which demonstrates the learing going on, will show the board that they did make the right decision in hiring a librarian rather than just an aide.


"Holy Bodacious Barcodes:  Using QR Codes to Extend Learning and Promote a Love of Reading"
Jennifer LaGarde
July 4, 2011
http://lib-girl.blogspot.com/2011/07/holy-bodacious-barcodes-using-qr-codes.html
I had never dreamed about using QR codes in a library, until reading this blog.  Of course LaGarde's blog led me to "THIS" by Steven Anderson.  And I instantly got hooked with all of the possibilities.  One great idea that Anderson listed on his blog posting is, :"I see these going right in the front cover of books. Kids can create podcasts of book reviews, video of trailers, etc and in different places in the library, stations could be set up so the kids can scan the code and get the information. No mobile needed. Just a dedicated station with a QR Reader app and a webcam."  WOW!  Yes there is some set up and loading of proper programs, but this could be a really great tool.  I love this idea of using QR codes for book reviews and having the students participate in creating what goes into the code. 

Jennifer LaGarde shows that books with QR codes are more popular, "Surprise, surprise: those WITH the QR Codes were showed a great deal more love than those without. (About 40% more as a matter of fact.)."  And why not they make the book interactive!  Needless to say, this is something I want to look into more. 

(BY FAR MY FAVORITE TOPIC/IDEA I'VE READ ABOUT!!!)

Read and Reflect 7/7/2011

What is the Future of Teaching?
This was an interesting study, but you would think the conductors would have made it a little more controlled.  I would really like to see more studies like this and more data put into it.  I'm glad that the use of technology is having a positive impact on student learning, but it isn't be the only factor.  I liked this quote:  "In other words, online learning tools are just like any other tools in a teacher’s bag of tricks: what matters is how they’re applied. The instruction of good teachers will be made better by the proper application of web tools, while bad teachers won’t necessarily be made better by utilizing online education methods."  The important thing is, that ALL tools can be effective if applied correctly.


Tell Me, What Do You Teach?
Absolutely the library is a classroom with learning, if it is used correctly.  Sure if you just use it as a book warehouse it won't be a learning space, but with the correct administration and teacher-librarian, it can become one of the best places for learning in a school.  Unfortunately others do not see what is going on in a library.  I think part of this is due to the emphasis on testing and scores.  Since the library doesn't "test," some don't see the necessity of what teacher-librarians do.  Once again, we have to be the advocates that let people know what is truly going on and the learning that is taking place.  I love Dr. Valenza's poster showing what she teaches.  Hopefully in the next few years, with all of the advances in technology, more people will start to realize all the kinds of teaching that the librarian does do in order to prepare our students for a world filled with media.     


It's Broken, Let's Fix It
I wholeheartedly agree with Buffy Hamilton's statement, " I am especially troubled by the disturbing number of school districts across the country that are choosing to reduce or eliminate staffing as well as funding for library materials and services at a time when information literacy is increasingly important in today’s cultural and educational landscape."  Librarians are becoming more and more important, and their role is changing.  I am looking forward to collaborating with teachers, I am hoping that while starting with a couple of teachers, the idea of collaboration will take off and begin to involve more and more teachers. 

She also states, "Research, information seeking and evaluation, and creation of content would no longer be an isolated activity students engaged in once or twice or year, but instead, a regular learning experience."  I think this is the key--if we want to impact student learning we need to engage them daily in Rich learning activities.  It can't just be every once in a while.  "We must wave the banner for a new model of school librarianship that ultimately is an investment in our learning communities."


Reframing the Library Media Specialist as a Learning Specialist
The first thing that stood out to me was that in the list of things of high priority, every single one of them was something that the library media specialist does.  All too often I hear that the reason teachers don't have their students work with technology, is because they don't feel comfortable using technology themselves.  Not only is it the job of the library media specialist to teach the students to use technology effectively, it is also our job to help teachers become more proficient with technology.

I really liked the 'bad business" and "good business" analogy that was used.  Some of the things that I would have originally thought were good practice were in fact bad practice, I can now see that they can be taken to a much higher level to be good practice.  I think I will definitely share this source with my teachers, so that they can see all of the jobs that I can do.  Many of them feel the librarian is still just the keeper of the books.

Web Presence Webinar

I am honestly amazed at everything that these librarians are doing to connect kids to all of the information out there!

A good point was brought up by Carolyn Foote about publicity, don't forget the old fashioned methods such as paper.  You have to get your info out there in order for students to use it.  I like the "Show Yourself" widget to identify usernames on all the sites.  This could really come in handy when on many sites.

Barb Jansen also points out that a website does not have to be filed with fluff, we should provide students with what they need to succeed.  The site should also not be there to teach the technology skills, it should support them.

There are so many free and relatively inexpensive tools out there that can be used, there is no reason not to incoporate them into a library website.  Creating a web presence may be an involved process with all of the available tools, but in the end, it is well worth it. 

I really liked the quote "Meet them where they are," which is exactly what we need to do.  Students are very technologically fluent, and giving them opportunities to learn using the tools that they use to communicate with is very beneficial.

Textbook Read and Reflect Week 5

One section of chapter 8 that I really found interesting was the section on weeding the collection.  One thing the previous librarian told me a number of times was that I would have to weed the biography section.  Prior to reading this, I really had no clue what the criteria for weeding was.  I now know that four types of things need to be weeded:  1) materials to store, 2) materials with reading levels either too high or too low, 3) materials that need to be repaired, and 4) materials that need to be gotten rid of (140).  Another statement that really struck me was that, "Encyclopedias need to be replaced every five years, and the old copies should not be sent to the classrooms" (140).  Interesting enough, that is what has always happened in our district.  I can see this practice dwindling though due to the availability of  information on the Internet.  The chart on page 141 will also be helpful when weeding my collection.

Chapter 10 talks more about the library and the services it can offer.  "Teachers and students may expect few services because they have not been introduced to the wide variety of experiences they may choose in a media center" (161).  This is such a true statement in many libraries who have not yet come into the idea of the learning commons.  Unfortunately, I know my school is one of those.  I will be the one to change that perception in my school by collaborating and supporting the teachers, students, and curriculum in many ways.  I think because I have been a classroom teacher and have served on various curriculum committees, I already have a good background that will make supporting the classroom even easier.  I also am going to make sure that I will get copies of the curriculum guides that are currently in progress of revision, to make sure that I know what is going on in classrooms.  Empowering Learners also stresses this, "With a deep knowledge of the wide variety of high-quality reading materials available in the library and beyond, the SLMS has a key role in supporting  print and online reading comprehension strategy instruction collaboration with classroom teachers and reading specialists" (22).

The stressing of information literacy is also another job that I will be doing this year.  It is often overlooked due to teaching of the tested curriculum, but it needs to be integrated into lessons to make learning more meaningful for students.  On page 168, Woolls states that, "While the current focus is testing, media specialists can encourage teachers to continue to focus on individual students and their preparation for the workplace and lifelong learning."    

Library Redesign Proposal

Crest Ridge Elementary Library

Library Redesign Project

Needs Assessment

Our library does not have enough space to adequately serve the needs of our students.  There is not enough room for more than one class to use the library at a given time.  Collaboration between teachers and including the librarian cannot exist due to the space limitations.  Large out of proportion furniture is not suitable for our elementary students and there is not enough open floor space.   The large tables make it nearly impossible to have small groups working.  Students also need to be given more opportunities to express themselves and their learning through the use of technology.  By remodeling our library, we can use new and existing spaces to make it more conducive to learning and improve our student achievement. 

Goals and Objectives

Goal 1:  Create a floor plan which is more suitable to the needs of elementary students.

2011-2012 School Year

·         Remove five large rectangular tables and replace with eight smaller round tables (Total cost approximately $1000 through www.demco.com).  Existing chairs will be used.

2012-2013 School Year

·         Remove large island and replace with three 36” search stations located on the ends of permanent shelving (Total cost approximately $1000 through www.demco.com).

2013-2014 School Year

·         Create a more comfortable atmosphere by adding additional seating areas.

o    Bench seating  can either be purchased or built by maintenance staff (Approximate cost of $450 per bench through www.demco.com).

o   Various seating cushions can also be purchased for flexible seating for under $30 per cushion through www.demco.com.

·         Create a story time area for younger students using a floor rug and appropriate decorations (10'9"Wx7'8"D Oval rug approximately $450 through www.demco.com).

Goal 2:  Create a space that increases student achievement through the use of technology and collaboration.

 

2011-2012 School Year

·         Begin collaboration activities with 2-3 core teachers.  Share success of collaboration.

·         Create usable virtual library that students can access at school and at home.

·         Rearrange new and existing furniture to make space more effective for small group collaboration. 

·         Introduce teachers to new ways of teaching and learning through using Web 2.0 tools.

2012-2013 School Year

·         Assist in adjusting the building schedule to allow for more open library/collaboration time.

·         Continue collaboration, expanding to more teachers and subject areas.

·         Promote use of Web 2.0 tools in classrooms.

2013-2014 School Year

·         Remodel existing storage closet into a media production room by purchasing a photo/video lighting kit to use with our existing photo and video cameras (Purchased through www.demco.com for approximately $350). 

·         Increase integration of Web 2.0 tools in instruction and collaboration, aid teachers in doing the same.

Evaluation

Throughout redesign

·         Is project being completed according to plan?  Do adjustments need to be made?

·         Is student achievement being positively impacted?

·         Are students and staff utilizing resources being offered?

After redesign

·         Is the library space more suited to the needs of elementary students?

·         Did the redesign allow for greater collaboration between teachers and librarian?

·         Are students able to utilize the library resources more effectively?

·         Are students and staff becoming more proficient in use of Web 2.0 and media production tools?

Dissemination

Throughout the project, progress and information will be shared with the school board and district stakeholders.  A blog (or similar tool) will be set up to show the improvements and the impact they have on student learning.  Teachers and students will be asked to help in the process of sharing the information.

Local Resources and Budget

Budget for the library redesign (not including construction of additional space) will not exceed $10,000.   

District maintenance crews will be in charge of removing the large island and remodeling of the storage closet.   They will also assist in overseeing the completion of the entire project.   The district technology department will be asked for assistance in moving the search stations and creating the production room and the specifics involved in it, such as wiring and cables.

Fundraisers, such as book fairs, will be conducted to support the cost of the project.  PTO will also be asked to assist in funding.

Project Images

Floor Plans

Items in plan for purchase through www.demco.com.

          

5 Blogs 7/1/2011

"Lady GaGa Librarians Unite!"
Gwyneth Anne Bronwynne Jones
6/25/2011
http://www.thedaringlibrarian.com/2011/06/lady-gaga-librarians-unite.html
I have to admit....the title made me very interested!  What on earth could Lady GaGa have to do with libraries?  Gwyneth talks about the fact that there is a revolution at hand, and librarians need to prove that they are not expendable.  We just need to change the focus and image of the library.  "Some revolutions compel you throw everything out. This revolution is easy...keep what you love but just make a shift." 

She goes on to say that librarians need to be more like Lady GaGa.  "She is innovative, a risk-taker, a change agent, an early adopter and dag she's COOL!"  How true is that!  I would have never dreamed to compare librarians to Lady GaGa, but it is so true.  Librarians need to become the innovators and become the catalyst for the changes and shifts in thinking that need to take place.  "We are NOT expendable because we are guiding the minds of our students to lead them to become life-long learners, curious searchers, and good digital citizens."


"Literature Map-  The Tourist Map of Literature"
6/22/2011
http://ilearntechnology.com/?p=4064
This blog leads me to a very easy to use website to help kids explore new authors: http://www.literature-map.com/.  When you get to the site, you simply type in a name of an author and it creates a word cloud of similar authors.  This would be a great way to help children select new books to read based on their interests.  I have had a lot of 5th graders tell me that they liked a certain series, but had finished it, then what?  This website could get them started in selecting something along similar style of writing.  I also really like the idea presented about using the map to compare and contrast authors.  This could also lead to many discussions on style and genre.


"Current.im: A Private Daily Journal 140 Characters at a Time"
6/14/2011
http://ilearntechnology.com/?p=4044
Current.im is an private online journal that takes the concept of Twitter and applies it to a journal.  Each day the students journal in only 140 characters.  This would really make them think about what they are saying and the importance of it.  I can see how this would also be excellent for reluctant writers.  It would be a quick and easy daily writing assignment or a daily warm-up.  Bad thing is the need for an email address (but the blog does give a way around it).

"Leaders Can Make Magic Happen Too"
Judy O'Connell
6/25/2011
http://heyjude.wordpress.com/2011/06/25/leaders-can-make-magic-happen-too/
Judy O'Connell really takes a look at the reasons why technology should be integrated into every lesson. We shouldn't just integrate technology for technology's sake.  We should integrate technology daily into lessons because of the powerful affect it has on student learning and achievement.  Unfortunately, some don't feel that way.  I really liked the comment added by Jeanne Skube:  "Thank you for a refreshing look at technology as power, not a hurdle."  When all educators realize this, student learning will become more evident and meaningful.


"Is Your Library Conducive for Collaboration?"
Leigh Ann Jones
6/25/2011
http://www.shelfconsumed.com/2011/06/is-your-library-conducive-for.html
Leigh Ann Jones looks at the fact that collaboration is necessary for student success.  The library needs to be the place that collaboration can take place.  She addresses the following seven things that can be done to encourage collaboration (most of which we have already discussed in this class). 
1.  Arrange furniture so small groups of students can easily work together.
2.  Allow productive noise.
3.  Work with your tech folks to allow students to bring their own devices.
4.  Establish relationships with students so they feel free to come to the library to work on projects as time allows.
5.  Ensure that the library is open before and after school and during lunch.
6.  Provide materials students may need.  This may range from up-to-date online resources to basic supplies.
7.  If space allows, set up a production lab so students may design and edit projects.  This could be a small office or workroom converted for this purpose.
8.  Collaborate with teachers to encourage projects that are process-based, inquiry-driven, and collaborative in nature.
Most of these can be done without having to worry about money or budgets, they just take devotion and a little extra time to support student learning. 

She also states, "Because students are social, collaboration is natural to them.  As students work together in our libraries, we may be able to observe skills that will help us improve our collaboration with teachers!"  I think this is an important concept.  Many teachers grew up during a time where collaboration is not the norm, and now we can learn a lot about collaboration from our students.