SWOT Analysis: School library program being assessed: Inter-Lakes (I-L) Middle/High School library
Strengths Weaknesses
> Physical space: up-dated in 2013 to create a Learning Commons
> Student centered policies: lunch in library, no book limit, long
checkout periods
> Rich, diverse and current collection of texts and tech items - Kindles,
DVDs, Ipads, Iphone repair kits and more
> Two assistants: one a “veteran” with multiple skills and “institutional
knowledge”, strong working relationships
> Extended hours - 7:30 - 5PM: expands student exposure to the library
> Ongoing community support / generous budget
> Healthy community collaborations: Innisfree bookstore, Altrusa
chapter, public library
> “Adequate” administration support and interaction
> Strong school board support and regular communication
> Two faculty with recent LMS certification for support/consultation
> Site of school Media Lab with Green Screen studios and powerful
desktops to support design software
> Strong broadband and well supported by responsive IT department
> A growing core of students that are evolving to take on a Library
Council role
> Student Writers Conference: teaches peer review process,editing;
publishes “Frostbite” literary arts magazine
> Popular programming- Open Mic, felting, Senior Day, author/poet
visits
> Free books table
> All staff works to personalize student interactions and connect books
to kids
> Weak district wide coordination with both elementary school
librarians and elementary tech integrator
> 7-12 library website is not maintained
> Website does not offer updated data reports, library policies or
digital literacy (digital citizenship) resources for parents
> Weak parent engagement to support and educate around issues of
digital literacy and citizenship
> Policies are not edited to desired level: wording is “adequate” but
not ideal
> Not using Follett data to its full potential to inform decisions,
plan or educate the public
> Collaboration with IT department is not formalized and IT office
is geographically distant from the library
> Incomplete faculty buy-in / some never use the library
> Turnover in the librarian position - 3 librarians in 7 years
contributes to unfinished initiatives, shifts in focus, interruptions in
student relationships and delays of long term projects
> Geographical location in one corner of the second floor limits
opportunities for public/student “passive” or walk-by exposure
> Limited engagement with ISTE coaching standards: may be
caught flat footed with loss of TI position next year
 Opportunities
> Unusually high staff turnover provides opportunity to raise librarian
visibility as teacher/leader and make early positive connections to new
hires
> New principal/asst. principal offers opening to initiate new library-
focused initiatives : 6th grade Move Up program, PD offerings to staff
> Loss of tech integrator could position library to take on bigger tech
role: add makerspace, 3D printer, sewing machines to library space
> Administrative efforts to align 7-9 grade schedule will allow more
direct co-teaching of research and writing skills and new forms of
collaboration with teams of teachers
> Expand community interface with outreach to town recreation
department to promote literacy - Read-a-thon(s), small free library
> Enact an existing student developed redesign plan for an adjacent
“study room” to increase student “ownership” of library space
> A growing core group of library oriented students that are young
> One year sabbatical to explore new library practices and customize
them upon return in fall 2020
> Development of library wall space as student art exhibition area to
drive traffic to the library
Adapted from the document created by © Alan Chapman 2005-08. Free PDF version of this tool and information about SWOT analysis methods are available at
www.businessballs.com/swotanalysisfreetemplate.htm. This is a free resource from www.businessballs.com, which contains lots more useful tools, diagrams and
materials. Not to be sold or published.
Threats
> Loss of Technology Integrator position may result in unplanned
for work load
> Declining enrollment district wide is an ongoing pressure on
budget
> Potential loss of a large affordable housing property, currently on
the market, may result in dramatic student population decrease and
trigger a dramatic budget cut
> Unknown perspective of new principal as to value of and/or plans
for school library program
> Possible re-emergence of taxpayer revolt and/or SB2 petitions as
evidenced by comments at 2019 school meeting
> Age and makeup of school board - older ages and long tenure
could translate into multiple concurrent “retirements” resulting in
changed level of support for budget and library programming
> Chronic concern that the librarian is viewed by the wider
community as inessential in the Digital Age
Summary:
Library Space
Just a few steps into the IL 7-12 library it becomes readily apparent that the space supports both the academic and the social learning advocated by Lagard and
Johnson (2014). The open floor plan employs low shelves that permit wall-to-wall lines of sight and offer surfaces for displays of books and student work. The
furniture is both functional and comfortable; a strategic number of mobile bookcases, a room divider, a mix of small round tables and rectangular, larger group
tables allow the three major sections within the larger space to expand and contract as demanded by use. An estimated 100+ students and adults can fit comfortably
for special events while on regular days comfortable arm chairs and table groupings promote both individual and small group work. Resources to integrate
technology into personal and group learning are easily located and range from a wall mounted flat screen TV used to view major current events (i.e. Notre Dame
fire) to the large interactive white board with its powerful audio system to the 7-9 powerful desktops lining one wall that are loaded with graphic design software to
support student projects across the curriculum. Nearby to these is the entrance to the Media Center - home to the popular Green Screen hard and software and
another desktop. All is supported by strong, consistent bandwidth.

Historically the three I-L communities have been supportive of a very generous school budget and that is reflected in the library resources and staffing. The
collection is current and diverse and reflects the librarian’s desire to provide texts and tools that both engage and best serve the students in their school assignments
(ASSL, IV.D.2, 2017). Students have access to multiple Cloud based tools and in-hand resources for check out including ebooks, DVDs, Kindles, extra
Chromebooks and Ipads, Noodle Tools and numerous items like puzzles or technology kits. Additionally, staff has the luxury of quickly fulfilling many student
requests for new texts and resources. All these elements combine to contribute to what Nolan (2014) describes as an essential feeling by students of a place that is
responsive to their interests as well as academic needs.

The library space and resources are managed by a librarian teacher and two assistants. This plentiful staffing supports extended hours both before and after the
official school day which has introduced a wider range of students to the library space and offerings. The combination of flexible space, staffing and a Library
Commons philosophy around how the space should be used contributes to multiple collaborations with the wider school community for after school events
exemplified this year when the Interact Club hosted a Fair Trade Workshop and chocolate fondue to coincide with a visit by Tara Sullivan, author of A Bitter Side
of Sweet.

Work of the Librarian

The librarian enjoys a positive and interactive relationship with most faculty but especially the teachers of English and Language Arts. There remains room to
engage the few teachers that openly admit to never using the library through more assertive and consistent outreach by the librarian with offers of ideas, resources
or collaboration on class curriculum (AASL, III.B.2, 2017). Currently the majority of direct instruction that the librarian does is focused on developing student
research skills and is concentrated in the Sophomore English classes which have a research paper project integrated into the curriculum, or, in the classrooms of
teachers that request it. However, recent work by the out-going principal to align the 7-9 grade schedules promises to open up more opportunities for collaboration
and co-teaching in new ways with teachers of those grades. Unusually high staff turnover this year offers the librarian an additional unique opportunity to reach out
with an offer to new hires for direct instruction as to how the library resources can support their teaching as they begin at Inter-Lakes this fall (AASL, III.B.2,
2017).

Along with curation and direct classroom instruction the librarian leads the Writing Center, an extracurricular program for students that meet throughout the year
to dig deep into the nuances of peer review and editing (AASL, I.C.1-3, 2017). Student efforts culminate in the production of Frostbite, a literary arts magazine in
the spring (AASL, I.C.4, 2017). Over the past few years this core group of students has begun to morph into something that has the promise to become a more
formal, student-led Library Council. This would realize a librarian goal of students having more direct say in and ownership of library procedures, the collection
and, especially, the sometimes problematic policy of students eating lunch in the library.
Direct interactions between the librarian and administrators at IL are typically positive if somewhat infrequent and tend to reflect a reactive response to a need to
“find a place” for special student situations (i.e.VLACs, Khan Academy, dropped classes). Next year will begin with a brand new principal and a new assistant
principal which offers an opportunity to shift the relationship dynamic towards proactive planning and librarian-led initiatives. The librarian could leverage this
“fresh start” with a request to strategically attend administrative meetings to propose library centered programs for the 6th grade Move Up day and professional
development workshops for teachers. Additionally, the elimination of the high school Tech Integrator position this spring affords the librarian the opportunity to
propose to the leadership team how to take on some of the former work of that position (i.e. the Makerspace) and rework it to fit both geographically and
programatically within the library space (AASL, IV.C.3, 2017). Both scenarios would work to raise awareness of the librarian’s role as a school leader and reverse
the current dynamic which too frequently has the librarian responding and adapting to administrator requests.

The librarian is an active communicator and makes frequent, effective use of school networks to promote library news to the school community. Additionally,
library news is sent to the school board in monthly reports and invitations to author visits are sent to individual members. Effective communication also supports
strong literacy connections between the library and two key community partners: the Innisfree bookshop, which is a source of books for the library’s “free books”
table and additional author visit opportunities for students, and the local chapter of the Altrusa Club that has a strong history of supporting literacy in the district’s
schools and recently brought NH Poet Laureate Alice Vogel to the schools.

One area of communication that is in need of improvement is between the librarian and the district’s other two elementary librarians and the tech integrator at
Meredith Elementary. Currently there is some limited collaboration with Meredith Elementary to standardize instruction of research skills by grade level and to
coordinate author/poet visits but there is little to no contact with the Sandwich School librarian. The 7-12 librarian could spearhead the formation of a district
library/tech group which would afford many benefits (AASL, III.A.2, 2017): coordination of curriculum at the three schools to better prepare all students as they
enter 7th grade; enhanced professional community; coordination of digital literacy efforts and opportunities to brainstorm and discuss library specific topics.
Additionally, a formal group would allow for time to, as Pearce (2019) advises, preemptively update district wide library policies which are currently overdue for
reevaluation (AASL, III.A.3, 2017).

The library website is another appropriate tool used for communication (AASL, III.B.1, 2017) but it is in sore need of attention. Currently it has outdated
information, incomplete pages, inactive links to resources and Twitter, Facebook, Pinterest and YouTube accounts that have not been updated in four-five years.
The website is the public face of the library and needs to be current and accurate and offer appropriate information that addresses more than the interests and needs
of students and teachers. Because school board members or prospective new families trying to evaluate which town to move to, as well as current parents and
guardians may access the website looking for information, it should expand to include updated policies and data reports (generated by the library’s Follett
management system), as well as information to support anyone looking to the school library as a go-to source of trustworthy information on the topics of safety,
digital footprints and screen time (Lagarde J., Johnson D., 2014).

Next year the current librarian is away on a one year sabbatical. It is not yet known who will fill the role. Whomever it is will inherit a more than solid library
space, collection and programing. They also will inherit areas that need improvement and opportunities to strengthen the program, the position and public and
administrative perceptions of both. Future focus on improvements and opportunities could prove crucial if negative changes in the school board composition
develop or student enrollment numbers decline, or if the taxpayer revolt or SB2 initiatives of the recent past reemerge during the budget season. Changing what is
within the librarian’s control while at the same time working to positively influence the key players that shape the future budget is going to be the most pragmatic
path forward for whomever fills the librarian position.
SMART Goals:

● Over the next twelve months update and edit the library’s website to reflect current library information on the “About Us” page, remove
inactive links on the “Research Resources” pages, complete the “Writing Center” and “New” pages and refresh the Twitter, Facebook,
Pinterest and YouTube accounts. Over the next two years add updated district wide library policies and reference information that can be used
by community members looking for factual, best practices information about student uses of technology.

● Over the next year, establish a district wide library/tech group comprised of the three librarians and one elementary tech integrator with an
initial 18 month to two year objective being to coordinate K-12 research and digital literacy curriculum in all schools and develop a formal
Digital Citizenship curriculum for the district.

● Over the next two years increase the leadership role of the librarian by regularly meeting with the administrative team to collaboratively plan
for new administrative visions for the library and to propose librarian led initiatives for more library exposure in the annual 6th grade Move
Up day and new hire orientation to library resources.

● Over the next three years continue to cultivate the current core group a library oriented students and directly lobby prospective new students
until numbers will support a formal student-led Library Council (approximately 10) that will work collaboratively with library staff to shape
library policy, programming and procedures.
 References

AASL. (2017). AASL Standards Framework for Learners - pamphlet. [PDF]. Retrieved from https://standards.aasl.org/wp-
content/uploads/2017/11/AASL-Standards-Framework-for-Learners-pamphlet.pdf

InterlakesJr/Sr High Library [website]. (n.d). Retrieved from https://interlakeslibrary.org/

Lagarde, J., & Johnson, D. (2014). Why do I still need a library when I have one in my pocket?. Teacher Librarian, 41(5), 40–44. Retrieved from
https://www.plymouth.edu/courses/pluginfile.php/1493652/mod_resource/content/1/LagardeJohnson2014.pdf

Nolan, C. (2014). The ‘Transformative community based library’ in school Librarianship. LIS Theory.Retrieved from
http://listheory.prattsils.org/the-transformative-community-based-library-in-school-librarianship/

Pearce, K. (2019). Lessons learned in a book challenge. Retrieved from https://www.plymouth.edu/courses/mod/page/view.php?id=1145476