Tamara Ballard

FRIT 7734
Dr. Jones

High School Library Media Specialist Interview #2

Q1. Name of media specialist being interviewed.

A) ​Kathryn Nutt

Q2. Name of School where the media specialist is employed.

A) ​Lancaster High School

Q3. How long have you been a media specialist?

A) ​This is my 5th year at the high school and my 24th year with the district.

Q4. How long were you a classroom teacher before becoming a media specialist?

A) ​I was a classroom teacher for 3 years, because my goal was the masters in Library Science to
be in the library. It wasn’t to be a classroom teacher.

Q5. How have your past job experiences prepared you, directly or indirectly, for this position?

A) ​Before I came to the high school, I was at the public library in Lancaster for 10 years. So, I
had a lot of experience coming into the district. From all different aspects such as collection
development, processing, reference, and customer service. Prior to that I had public service
experience working with the public.

Q6. Why did you choose to pursue a degree to become a school library media specialist?

A) ​When my daughter was in kindergarten, I volunteered to work in the library one day a week.
When I was there one day a week, I knew that this was what I was supposed to be doing. I went
from part-time to full-time, then I made a decision to get my degree or not. Then I pursued my
bachelor’s degree then later I received my teaching certification from Texas A&M. Then my
masters at Texas Woman’s University and the end goal was a master of Library Science, but the
School Library Media Specialist because I had children. It may sound corny, but I also wanted to
be home during the summer with my children too.

Q7. What educational preparation have you had for being a school librarian? What was your
experience with that? What didn’t you learn in school that you wish you had?

A)​ I worked at a public library in Lancaster for 10 years. I have my bachelor’s degree from
Dallas Baptist University, and my teaching certificate from Texas A&M with the focus on
reading. Then my masters at Texas Woman’s University. There were many things I wish I
learned, but since I worked at a public library, I had the experience when I came to the school.
had the experience. I think that was to my advantage. One thing that did catch me that I didn’t
learn was that I had 6th-8th graders and that was the focus of my collection. That was what they
were learning in the classroom. I realized that I didn't have a well-rounded collection like I did
in the public library.

Q8. What experience have you had with cooperative program planning? with cooperative
teaching?

A) ​I have done some co-teaching and it is difficult a lot of time to get folks to come does that with
me. So, they want me to come down to their classroom because they are so busy, busy, busy. I
have had teachers come down to the library and we have taught lessons together, and I had
really good experiences. In elementary, I did activities such as Dr. Sues with different centers.

Q9. How would you go about developing a strong team approach with other teachers? How
would you get reluctant teachers to utilize the library?

A) ​One of the approaches that I use would be if I had a planned activity with the teacher.
Students in other classes would ask me why we are not doing that, and I would tell them that
their teacher did not plan this activity with me. So, the students would ask their teacher and I
would teach their class in the library. I noticed over the years that I would have more luck with
1-year teachers because they are new and need extra support. I would tell them to come to the
library and we could do this or that.

Q10. How do you see the role of the library in the overall reading program of the school?

A) ​I see the role of the library in the overall reading program of the school as the resources and
support the reading instruction. I would support the teachers. In my view the teachers have the
standards that they teach and my role is to support the teachers. I do my best to encourage
reading. I have very low circulation here and my collection is very old.

Q11. How would you go about: (a) promoting appreciation and interest in the use of resource
center materials? (b) promoting storytelling, story reading, book talks, and other resource
center programs?

A) ​One thing I have done is to have a wide range of activities like makerspaces to get the kids
into the library. And yes, that has nothing to do with reading and resources, but what I found
out over the years that when I have a campus of low readers, I have to get them in the library
somehow. I would have games, puzzles, and makerspaces to get them to come into the library.
Once they get in here, then I can get them to read a book. There may be children that come into
the library every day and never check out a book, and then one day the student would ask if they
could check out a book. I would tell him that he can check out 5 or 6 books if he wanted to. I
share materials with teachers via email, I look at their lesson plans, and try to help them. With
storytelling and story reading, I would just approach the teacher at the elementary level. I
would schedule with the art teacher and we would do a reading in the library then do something
in art afterwards. I have book talk with small groups. I send out emails and try to keep my
webpage updated. I have very limited technology in the library. I don’t have quiet areas for
them to work.

Q12. What is your experience in leading professional development? Especially in leading

technology-related professional development?

A) ​I have had good experiences teaching professional development. There are times that I am
not included to host a professional development on campus because there is so much that they
have to do during pre-planning. Then when I am included there are other important
professional developments that teachers will select first, so my turnout has been very low. I have
done professional developments with departments. I have done professional developments and
presented at TCA a couple times along with TCCA down in Aldine. So overall, I have had
experience. The first time I was very nervous.

Q13. How do you ensure your own continued professional growth? In what areas do you feel
you would like to develop your professional skills and knowledge further?

A) ​For my own continued professional growth, I would like to do things online. I have attended
conferences such as the Texas Library Association conference and the TCEA for computer
educators. I look for things other than the library. I have some Sphero robots, so I went to a PD
that was about Sphero robots and shared them with the ELA and Social Studies teachers to give
them support in the classroom.

Q14. Describe how you will create an inclusive space where diversity and equity are valued by
all learners in the school community.

A) ​Everybody is welcomed in the library. I do not tolerate anyone picking on anyone.

Regardless of their personal views and personal perspective, I do not tolerate any misbehaving.
Students might get picked on outside of the library, but I provide a safe inclusive space for
everyone. Students know that I do not have a lot of expectations, but the few that I have they
follow.

Q15. How do you ensure that you have appropriate resources for all learners in your school?
How do you include reading and instructional materials in both print and digital formats that
represent multiple perspectives and varying points of view?

A) ​I tell the students that I am not a censor, but I am a big believer in age appropriate. I try to
target those materials that are emotionally appropriate for the high school level for instructional
materials and support. Due to reading levels, I do my best to have a variety of reading
materials. I really watch because I want to make sure that I stay away from those things that
look elementary. I do have books for every reading level. I bought a set of “A Diary of a Wimpy
Kid” because the kids still wanted to read them. They even asked for “Goosebumps”, and told
them this was “Goosebumps” for high school kids. I check out more of those books than you can
imagine. I try to have materials in different formats such as digital format. I have Access 360, a
digital collection, and parents/students are not able to read books on their reading level
(elementary level). Some elementary books are of “Junie B. J”ones. We also have access to
Tumblebooks for audio. I shared this with the foreign language teachers such as Spanish and
French. My thing is if you are learning how to read another language, then a storybook would
be nice to check out. In regards to representing multiple perspectives and varying points of
views, I do have information for all populations for my students.