Collaborative Resource Sharing between Public and School Libraries

Perez, Rosa

Reference: Smith, D., Shea, M., & Wu, W.N. (2014). Collaborative resource sharing between public and school libraries. Interlending & Document Supply, 42(4), 159–164. https://doi-org.libaccess.sjlibrary.org/10.1108/ILDS-09-2014-0045

In this article, the authors explore the importance of collaborative resource sharing between public and school libraries. The study focused on collaborative collection development and interlibrary loans between public libraries and school libraries. The methodology used to conduct the study was a survey sent to 265 youth service librarians across the USA. The results show that the majority of the libraries involved in the study believe it is important to collaborate with their neighboring school libraries. They believe in collaboration because it helps both institutions save money and shelf space. By sharing resources the libraries can stretch their limited funding and purchase more materials and programs for patrons. Furthermore, this collaboration is a good promotional tool for public libraries. Students already use the school library but may not use the public library during school breaks because they are unaware of the programs and resources available. But through this collaboration, they are made aware of the resources they have access to during those breaks. This increased awareness increases foot traffic and usage in the public library. The school library benefits from the additional resources they can provide to their students. The collaboration is beneficial to both the public library and the school library but the ultimate beneficiaries are the patrons being supported by both institutions. 

This article reminds me of the current collaboration my school district (Anaheim Union High School District) has with the Anaheim Public Library. This connection called ACES (A Card for Every Student) allows all AUHSD students to access the Anaheim Public Library’s online resources by using their student ID card. This resource is helpful because it helps fill the digital gaps that the AUHSD libraries face. ACES allows students to access ebooks, audiobooks, databases, and homework help platforms among other resources. 

Using Digital Latino Children's Books to Promote Multiple Literacies

Bradley, Rebecca

INFO 266

Fall 2016

Naidoo, J. C. (2010). Using print and digital Latino children’s books to promote multiple literacies in classrooms and libraries. In J. C. Naidoo (Ed.), Celebrating cuentos: promoting Latino children’s literature and literacy in classrooms and libraries (pp. 301-317). Santa Barbara, CA: Libraries Unlimited.

As a relatively new Spanish bilingual teacher-librarian in a high-needs public elementary school in San Francisco, I spent my first year completely reorganizing the library space. Before I started this project, all of the Spanish books were stuffed into one shelf area with several small rolling carts used for overflow. After months of hard work and funding for new shelving, the library is now clearly divided so that all of the English books are on one side and all of the Spanish books are on the other and are spread out among seven new ample book shelves. Starting this year, I am focused on improving the online links for teachers and students on our school library webpage as well as providing relevant and engaging lessons teaching our students how to use online resources effectively. Therefore, Jamie Naidoo’s essay has given me wonderful ideas about using digital resources among our Latino students.

Naidoo’s essay recreates a lesson by a sixth grade teacher reading Julia Alvarez’s Return to Sender, which sparks a lively debate about immigration and deportation among his students. To learn more, the teacher directs students to a Webquest site where they find out information on current immigration laws as well as important leaders in the Latino community such as César Chávez and Dolores Huerta. Quite frankly, this lesson overview has opened my eyes to a myriad of ways in which I could enhance the learning experiences of the students at our school. The only obstacle I see at this point is the fact that the fourth and fifth graders are already loaded down with reports on other topics such as the California Native American tribes and US Presidents, which are required by California curriculum standards. Nevertheless, it is worth talking to the upper grade teachers at my school about fitting in a new topic such as immigration that is more personally relevant to our students given that more than 90% are Latino.