Here is my 3-2-1 reflection. I gained so much new knowledge from this class and look forward to applying everything I’ve learned to my future library role. Cheers to a great semester!
Please click the image or the link below to access the reflection:
https://drive.google.com/file/d/1AotIQdc_cfr92nUo3Ic4uMXdkQ-nvmiQ/view?usp=sharing
As I read about the ways libraries promote infinite learning, I found myself thinking back to my early foundational experiences at the library as a young child. I remember that my mom and I would go to our local library and check out the maximum number of picture books possible on our library card. We’d then head home, pop some popcorn, and sprawl out on the living room floor, reading and snacking for endless hours. Then we’d repeat the process the next week. The library was one of my very favorite places to be, and I always looked forward to spending time there. In this way, the library served as a hub of learning for me, with a spoke connected directly to my home. My weekly visits to the library and my subsequent devouring of all the amazing books I brought home each week helped me develop a sense of wonder and curiosity, not to mention all the ways I was able to become a better reader in the process. My library was my classroom (to me, it was the very best kind of classroom, where I was free to explore and discover for myself), and I brought the spirit of that classroom home with me into my living room. That early memory that I have of bonding with my mom through our weekly haul of newly-discovered (or beloved repeats) of books will always be special to me. Of course, not everyone lives near enough to a public library to be able to visit as often as I had the privilege of doing, and that’s why I think it’s such an exciting time we live in today, where technological advances have ensured that the library can be everywhere and can reach people no matter where they live.
When I think about the idea of infinite learning as it relates to the school library, the idea of “library as classroom” is such a vital part of its function. The school library has the unique position of being located in a physical space with many other classrooms. What makes the school library special is that it has the opportunity to be the “classroom of classrooms”, so to speak, the one at the center of all the others, the heart of the school, the hub that connects a spoke to every other classroom. While younger students may remain in one classroom throughout the day, and older students have a handful of classrooms they cycle through, the library is the one that is for every single student in the school. It is there for everyone; it’s the constant that will continue to be there across the years while everything else in a student’s life is changing. It is both incredibly exciting and a bit daunting to think about all of the technology, the opportunities for programming, and the endless array of resources that can contribute to the school library’s role as the central classroom in the school. Being the decision-maker for what is included or offered in the library and what is not will certainly be a big responsibility. However, it’s comforting to consider that trial and error is part of the job, and that, yes, there are going to be some failures, but this is all part of the overall growth process. This particular quote really resonated with me: “It wouldn’t be library science without a little experimentation, and some of those experiments are going to fail. But occasionally, an idea is going to succeed. And when it does, it creates an opportunity to reshape the notion of what our libraries can do” (Greenwalt, 2013).
Image: National Education Association
Of course the school library’s continued existence relies heavily on the looming and ever-present issue of funding, which has lately been an issue of concern for many school librarians. It’s been disheartening for me to see so many school libraries lose funding, with trained librarians being replaced by hourly paraprofessionals, and hours for student usage of the library being cut short. It baffles and concerns me that school libraries are often the first up on the chopping block when the stream of funding starts to ebb; as the heart of information and learning in the school, the library is an invaluable resource that can never be replaced by Google. As school librarians, it is more important than ever to advocate for ourselves and the vital role we play in our students’ learning. Advocacy involves a high degree of reflecting on the work we do, defining our roles and what we hope to achieve, and being humble yet authentic as we talk about and promote the value of our library institutions (Stephens, 2016). In my future role, I hope to be able to lend my own voice to the school librarians who are bravely and vocally advocating for their programs and the value that they have as the heart of infinite learning in the school.
References
Greenwalt, R.T. (2013, February 21). Embracing the long game. Public Libraries Online. https://publiclibrariesonline.org/2013/02/embracing/
Stephens, M. T. (2016). The heart of librarianship : attentive, positive, and purposeful change. ALA Editions, an imprint of the American Library Association.
In reading about the power of stories, I reflected on some of the ways that a school library could give students more opportunities to tell and share their own stories. At the school where I teach, our librarian has a program where she “publishes” (i.e. spiral binds) stories written by students and puts them on the shelves for others to enjoy. Most participants are of elementary age, but I can imagine that my middle schoolers might enjoy something like an online blog or other interactive format where they can submit their stories and read the stories of their classmates as well, with the option to leave a positive comment or an emoji reaction. This could be a chance for them to share their own life story or a fictional composition, poem, etc.
I also think that utilizing recording tools to allow students to tell stories would be an incredibly effective way to give them a voice. I was impressed to read about the work done by StoryCorps and various libraries in letting people record their stories and then having them available to listeners on the web (Stephens, 2019). It would be great to have a recording center situated within a school library makerspace where students could record single stories or even podcasts that would be available for their classmates to listen to. I can think of several of my students who may be hesitant to share their story in a written format but would jump at the chance to share it through a recording, and considering the current popularity of podcasts and audiobooks, many students would appreciate having the opportunity to listen to their classmates’ stories in an audio form.
Image: United Federation of Teachers
I also found it quite interesting to learn about the power of emojis in communication. Stephens (2025) points out that emojis are a form of literacy, which is something I hadn’t really thought a lot about before and was eye-opening to me. It’s true that so much can be communicated through emojis alone, and there are so many opportunities to use them in creative ways. My students would absolutely love the “Create Your Own Emoji” idea, as shared by Stephens (2019). Another great idea is using emojis to tell the plot of a favorite novel or song lyrics for others to guess (Stephens, 2019). I think it would be a lot of fun to have a bulletin board or wall in the library with students’ emoji compositions printed and displayed where others could guess which book or song they were describing. One school librarian created a book display where she had volunteers match up emojis with books to display, then invited other students to choose their own favorite book and add it to the display table with an emoji of their choice (Dearnaley, 2016). I think this is such a great way to get students sharing and communicating about books with each other using a visual language that is fun, eye-catching, and universally loved by young people.
Image: Madison’s Library
There are so many great ways to harness the power of stories in a school library community! This was one of my favorite modules, and it gave me a lot to think about in terms of application to a school setting. I certainly plan on keeping these ideas top of mind going forward as I transition into a library role.
References
Dearnaley, M. (2016, October 18). Display: Emoji reading. Madison’s Library. https://madisonslibrary.com/2016/10/18/display-emoji-reading/#:~:text=Emoji%20Reading%20Display,catching%20and%20a%20crowd%20pleaser.
Stephens, M. T. (2019). Wholehearted librarianship: Finding hope, inspiration, and balance. ALA Editions, an imprint of the American Library Association.
Stephens, M.T. (2025). Hyperlinked library power of stories. [Lecture recording]. Panopto. https://sjsu-ischool.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=25a905bc-6739-4f68-afea-af10013f32fb
I had never heard of the concept of “hygge” before hearing about it in Module 8, but it really resonated with me and I found it interesting to learn that there isn’t really an exact translation in our language, but that it encapsulates the idea of felling cozy, content, warm, and part of a community (Stephens, 2025).
A few days ago, I paid a visit to The City Library in Salt Lake City. I was struck by the way their design and their many offerings incorporate the notion of hygge so well. It’s clear that they are very community-minded and dedicated to creating a comfortable and welcoming space for all. On the main floor there is a large atrium with a coffee shop, an art gallery, an ATM and phone station, a “Library Store”, an auditorium, and even a beauty salon. The library has an open and airy design, with windowed walls letting in sunlight and allowing one to look up and see all five floors. When we think about hygge, we consider, “How might we celebrate the everyday?” (Stephens, 2019). Looking around the main floor of the City Library, the everyday was represented all around me. Being able to grab a cup of coffee, get a haircut, or enjoy some artwork are all things that one might not immediately think of being able to do at a library in the traditional sense, but are evidence of the way libraries can expand beyond being just places to borrow items and truly become the heart of their community, a place where people feel welcome to come together and celebrate the human experience.
I was also really impressed by the way the physical areas of the upper floors were designed, and felt they very much represented the evolving vision of space and inclusion that is so important to keep in mind when creating a library space (Stephens, 2025). Quiet study areas were set up on each floor on the opposite side of the huge open space in the middle, giving those who want to be separated from the bustle of the main areas a place where they can have a calmer atmosphere. Also on each floor was a separate area with armchairs and a triple fireplace facing in multiple directions. I can imagine this area being especially inviting in the wintertime, and when I saw it, everything about it said “hygge” to me. After all, what is more cozy and warm than a fireplace?
Though I am not yet working in a library environment, I know that I will definitely be keeping the idea of hygge in mind going forward. I think it’s so important to really evaluate how we can create a space that is designed with our users in mind. Our spaces should be inviting and welcoming to all, encourage participation and connection, and really just be a place where people want to spend time because they feel comfortable, content, and valued.
References
Stephens, M. T. (2019). Wholehearted librarianship: Finding hope, inspiration, and balance. ALA Editions, an imprint of the American Library Association.
Stephens, M.T. (2025). Hyperlinked library new models. [Lecture recording]. Panopto. https://sjsu-ischool.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=a33699b1-6c88-48f5-b684-af1001336869
Here is the link to my presentation: https://docs.google.com/presentation/d/1ZOjZolEl_zCJ5UeheY9VeXqdUqPM6QBYZzE7B9x_1jw/edit?usp=sharing
For this module, I chose the Hyperlinked School Library adventure. Something that was very eye-opening to me was the notion that perhaps children are not necessarily the adept “digital natives” we view them to be. In general, they understand concepts related to internet use, but may not always be able to apply them correctly. The article “Digital Natives or Naïve Experts” points out that many children know what a password is, but cannot always remember them for different devices and apps (Digital natives, 2019). As a teacher myself, I have seen a surprising number of students request help logging into platforms that we use regularly (although this is something I have compassion for, since most of us have a lot of passwords to keep track of). I would say that this is perhaps less of a technology skill to be learned than it is an issue of organization; perhaps teaching children how to use various password tracking systems would be beneficial.
Student privacy on the internet is another issue to be aware of. In general, children understand that certain dangers exist, but may not fully understand the root of them. The article mentioned that children know they shouldn’t send photos of themselves to strangers, but don’t see a problem with uploading a video of themselves to TikTok or other social media platforms (Digital natives, 2019). This would indicate that privacy and online safety instruction may need to be revisited often at school, and it seems the library would be an optimal place to make that happen. Children need to understand how social media operates, who can view their content, and why there may be privacy issues related to what they share and with whom they share it.
Image: Klik Solutions
Something else on this topic I wanted to mention is student usage of search engines and the now-ubiquitous AI technology. In particular, my colleagues and I have had to focus heavily on research skills with students, emphasizing that “Chat GPT”, “Google”, “AI Summary”, etc. are not acceptable to list as sources for a paper or project. These tools can absolutely be used to help guide students toward quality sources they can use, but I’ve had to repeatedly show them where to go on the screen to find the links to actual sources that the AI platform is taking the information from when it answers their queries. The students have struggled a lot with this concept; they know how to use these tools to find answers and are fairly proficient at wording their search queries to find what they need, but in general they do not understand the process that AI uses to provide these answers. It’s been an adjustment for them as I’ve had to explain, “Here is where the information you are seeing actually comes from. These are the links to the articles you should be reading and using as sources for your research”. I think this is such new territory for educators, and it’s both amazing and also slightly terrifying to think that it’s only going to continue advancing and progressing, which means we will need to adapt our instruction to keep up with these changes. None of this is to say that AI is a “bad” thing for students to use; it has SO many fantastic and revolutionary uses in education. But, wow, it’s going to keep us all on our toes! I think it would be highly beneficial for the school librarian to coordinate with and perhaps offer instruction to the staff on strategies for the appropriate and ethical use of AI, thus ensuring consistency across the board.
Image: Aptara Corp
Reference
Digital natives or naive experts? Exploring how Norwegian children understand the internet. (2019, February 13). The London School of Economics and Political Science. https://blogs.lse.ac.uk/parenting4digitalfuture/2019/02/13/digital-natives-or-naive-experts/
My thoughts on Hyperlinked Communities are divided into two parts. First, I want to discuss a couple of the fantastic community-building activities that caught my attention from the Hyperlinked Communities lecture (Stephens, 2025), along with possible utilizations in a school setting. Next, I’d like to reflect on the information in the article “The Healing Power of Books” and how I feel it relates to curating a diverse and inclusive collection in the school library.
Part 1: Hyperlinked School Library Community-Building Activities
Stop-Motion
I think hosting stop-motion projects in the library is a fantastic idea! The students in my film studies class did a stop-motion project with clay and had such a blast putting those together and then viewing all of the finished products. In a library setting, this would be a great way to bring students together and give them a chance to express their individuality and creativity, as well as to build teamwork. I know that students especially love being able to view and share their finished products, so I’m sure there would be fun ways to showcase their work in the library (perhaps a TV screen or other digital display that cycled through their videos for a day or two so that everyone could enjoy their work).
Here are some of my students in the beginning stage of their claymation projects, and some of the figures they made:
Craft Groups
The knitting group idea is another great one! I think a modified version of this would be a big hit with middle schoolers. I’ve seen teachers in the past who have done craft time at recess (i.e. “crochet club”) and I’ve also seen librarians do read-aloud time at recess for students which they can choose to attend in lieu of going outside. I’m thinking…perhaps there’s a way to combine the two? I can envision students being thrilled to have a variety of crafting supplies or even just a variety of coloring tools they could use while they listen to the story. With their busy schedules and limited time to visit the library recreationally, I think this could give them a great chance to unwind and enjoy some relaxation and story time with their peers.
Part 2: Curating an Inclusive Collection
Having worked in education for many years, I’ve heard so much about social and emotional learning and how important it is to a child’s overall well-being. In her article, Klinker (2020) talks about the power that books can have in enabling a reader to to walk in the footsteps of characters that they may feel a personal connection with due to similar lives or experiences (“mirrors”) and to explore different or unfamiliar viewpoints (which she calls “lenses”). These lenses can also be referred to as “windows” or “sliding doors” in the sense that readers can proverbially enter a different world or setting in their imaginations as they are reading, allowing them to connect with people who may be different from themselves (Mirrors, windows, and sliding glass doors, n.d.). My school community does not have a lot of diversity, and I think it’s so important to give children not only the chance to see themselves represented, but to explore other communities and cultures, as well as diverse thoughts and viewpoints through the types of books and materials provided. In one of my MLIS classes, I completed a sample “diversity audit”, tracking the types of representation present within a collection of books, and I feel that this is such an important thing to do regularly in the school library to ensure that the collection is inclusive and sensitive to the social and emotional learning needs of each member of the community.
(Mirrors, windows, and sliding glass doors, n.d.)
References
Klinker, J. (2020, July 24). The healing power of books: Using reading to address social and emotional needs. Gale. https://blog.gale.com/the-healing-power-of-books/
Mirrors, windows, and sliding glass doors. (n.d.). Rise up against racism. https://ruar.org/blog/mirrors-windows-and-sliding-glass-doors-rudine-sims-bishop
Stephens, M.T. (2025). Hyperlinked communities. [Lecture recording]. Panopto. https://sjsu-ischool.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=3eacdb23-84fd-49e5-9975-aef3014b3ed2
Assignment X: Participatory Service in the Middle School Library
*For full size graphic, please click here
Introduction
As a middle school teacher, I have noticed that teachers and students seem to utilize our school library very little. As my own path will likely lead to the school library, this has led me to ponder: “How can we make students and staff feel enthusiastic about coming to the library?” “How can we improve services so that each user feels the library has value to them on an individual level?” The concept of “Participatory Service” in Module 4 resonated with me as there are so many fantastic ways to encourage participation from everyone in the community, giving users a sense of ownership in the library and fostering excitement in being connected with what the library has to offer. It’s important to keep in mind that “participation requires engaged participants who feel welcome, comfortable, and valued” (Stephens, 2016, p. 81). Of all the changes discussed in “Redesigning Library Services: A Manifesto” (Module 1), I believe one of the most important ones is shifting “from a library-centered world view to one that is user-centered” (Buckland, 1992). Herein lies the opportunity to truly transform a school library from a static and isolated entity into the dynamic, beating heart of the school with the power to bring people together in powerful ways.
Connections with Staff Users
Something that struck me from @michael‘s Hyperlinked Library Model lecture is the concept of a “silo”: a person or department keeping their knowledge and expertise to themselves rather than connecting and sharing with others (Stephens, 2019). I have certainly seen school librarians who stay in their domain and rarely make efforts to reach out to others. They are usually happy to help anyone who comes to them directly, but have shown little desire to reach out and connect with other staff members to collaborate and brainstorm. I loved reading in Module 3 about the librarians who regularly meet with groups of teachers to plan assignments together, thus increasing faculty buy-in at the library (Mathews, 2010). In my experience, teachers often make little use of the library simply because they aren’t aware of what it has to offer, or are hesitant to “bother” the librarian by asking for assistance with something they’re teaching. By taking down the proverbial silo and reaching out to teachers in an expression of camaraderie, barriers to staff utilization of the library can come down as well.
Connections with Student Users
It is essential to give students ways to communicate and share their thoughts and ideas in order to give them ownership in their library. There are virtually limitless ways to foster this connection. One idea that @michael mentioned in his Participatory Service lecture that I loved was the “Tell Us What Makes You Happy at the Library” wall. This would provide a fantastic opportunity to see what students are enjoying so that these services or practices can continue to be offered or expanded. Other students could see how their peers are interacting with the library, leading to increased awareness of resources and services. Another way to utilize this concept, would be to have a digital version, where students could scan a QR code to add to a virtual comment board to be displayed on a TV screen. I can picture this being especially effective if placed outside the library in the hallway, where those who use the library less often may have their interest sparked as they read the comments from their peers.
In planning for new services, resources, or programming, librarians could give students the chance to (anonymously if they wish) share ideas on an online platform for the new things they would love to see or experience in the library.
Inspiration from a Stellar School Library
Recently, the Scotts Ridge Middle School library in Ridgefield, CT was named “Library of the Year” by the AASL (Fox, 2025), and the reasons for this distinction are tied into their exemplary participatory service. Their teachers feel welcome to discuss their ideas with librarians and brainstorm together, thus keeping the library directly involved with what is happening in the classroom. A recent collaboration between librarians and teachers resulted in interactive collages (in French!) that were written, designed, and recorded by students. The library also boasts a maker space where students can record podcasts, and a “Read and Ride” area where students can ride a stationary bike while reading (it’s unclear if this idea came from the students or was simply inspired by an observation of their needs, but what an amazing way to reach students who benefit so much from being able to move throughout the day)!
Podcasting!
(Fox, 2025)
Read and Ride:
(Fox, 2025)
Reflection/Conclusion
It’s exciting to think about the many ways school librarians can connect staff and students to the library. The goal is for all users to be able to feel that the library is truly THEIRS, that it’s not just “a place to go check out a book you need” but exists to enrich their lives in exciting ways and foster valuable connections with people and information. To me, the concept of Participatory Service provides the pathway to reaching that goal, and it is something to keep at the center of our thought processes as we continue to find ways to shift from a materials-centered world view to one that is truly user-centered.
References
Buckland, M. (1992). Redesigning library services: A manifesto. American Library Association. https://digitalassets.lib.berkeley.edu/sunsite/Redesigning%20Library%20Services_%20A%20Manifesto%20(HTML).pdf
Fox, S.D. (2025, June 18). Library at Scotts Ridge Middle School in Ridgefield earns national honor: ‘Vibrant hub’ for learning. ctpost. https://www.ctpost.com/news/ridgefield/article/ridgefield-school-library-national-scotts-ridge-ct-20360563.php
Mathews, B. (2010, June 21). Unquiet library has high-schoolers geeked. American Libraries. https://americanlibrariesmagazine.org/2010/06/21/unquiet-library-has-high-schoolers-geeked/
Stephens, M. T. (2016). The heart of librarianship : attentive, positive, and purposeful change. ALA Editions, an imprint of the American Library Association.
Stephens, M.T. (2019). “Historic” hyperlinked library model. [Lecture recording]. Panopto. https://sjsu-ischool.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=a0569381-4d66-4e0a-a7fa-aab3010a8f3e
Stephens, M.T. (2025). Hyperlinked library participatory service and transparency. [Lecture recording]. Panopto. https://sjsu-ischool.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=2a19a4b6-e945-4d2e-abf1-aef3014172a5
Hello! Here is a little about me:
I am currently in my second-to-last semester of the MLIS program and plan to graduate in December! Getting my MLIS has been a dream of mine for so many years now, and I’m excited to be so close to having it in hand. I currently teach middle school math and science, as well a film studies elective course at a K-8 charter school in Utah. I’ve been teaching for well over a decade and have taught pretty much everything from 1st to 8th grade over the years across a few different locations (Phoenix, Vegas, and now Utah). Though the classes I teach now don’t relate as much to reading, I very much enjoy seeing what my students are reading and chatting with them about books (I love middle grade and YA literature)! I think getting into a school library position would be a natural next step for me, however I think a public or academic setting would be fun as well, so I’m really open to anything. I love that this degree has so much versatility and so many options!
In my spare time, I love to go shopping, travel, visit vegan restaurants, run, hike, and last but not least: read! I also love attending fan conventions and have dabbled in a bit of cosplay in the past (pictures below). I am a huge fan of anything fantasy or sci-fi. I am currently reading a lot of YA fantasy, and am hoping to tackle the Wheel of Time series soon. My first fandom as a child was definitely Star Wars. I started getting into it around the time the special editions of the original trilogy came out, and I remember being so excited to receive the VHS box set for my birthday that year (which I now have on display in my classroom…I suppose it’s now considered a bit of an antique, which just makes me feel old to think about…). I am also a huge fan of Harry Potter, Lord of the Rings, Game of Thrones, and more.
As far as animals go, I am a cat person. I don’t currently have any pets myself, but my family had several cats over the years that I enjoyed visiting even after I moved away. One was named Whizbee (after “Fizzing Whizbees” in Harry Potter), and another was named Eddie after Edward in Twilight (though we later decided Eddie Munson from Stranger Things was a cooler namesake for him).
This is me at the Brandenburg Gate in Germany in 2023. My dad was a high school German teacher, so I can speak the language a bit (although I haven’t kept up with it as well since high school, so I let him do most of the talking):
A few of the cosplays I’ve done:
My cats, Eddie and Whizbee:
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