Policy, Practice, and Selection - E213

WEBVTT
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I'm Julie Saunders. I'm Jan Wilson. Julie and I both have experience as school
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librarians, and we've worked together as district library leaders.
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In each episode, we'll dive into our profession with interviews and meaningful content to inspire you.
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The ideas and opinions shared by any host, guest, or listener are their own
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and do not represent those of any respective school district.
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Welcome to Library Exchange.
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This episode is sponsored by Mackin. For over 40 years, Mackin has provided
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Hi, everyone. So, Julie, before we get into the introduction,
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I need to get something out of the way. Okay.
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So our podcast software has new features and it would be very unprofessional
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of me to use some of them out of the blue during the recording,
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but take a listen to i think i know where this is going take a listen to this julian crack okay.
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Yes okay okay hold on.
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Like it? Kind of, yes. I kind of like it. Yes. Anyway, I got it out of my system.
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Okay, good. All right. I promise not to use them during the interview unless
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I say something profound or something funny.
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And we know that's probably not going to happen, Craig, because Julie talks
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over me most of the time. Back to you, Julie. Go ahead, Julie.
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So, school librarians, we know it is summer, but the timing of this episode
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is intentional so that you can begin preparing for the upcoming school year.
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Consider this episode your reminder of how important it is to be familiar with
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your selection policy and be confident navigating conversations with students,
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teachers, parents, and the school community.
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To help us do just that, let's welcome Craig Coleman.
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He's a former middle school science teacher who spent a decade as a library media specialist.
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Craig is in his 12th year as the coordinator of library media services for Clayton
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County Schools. That's a lot of C's.
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Welcome to Library Exchange, Craig.
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Thank you so much, Jan and Julia, for having me.
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So, Craig, to begin, where is Clayton County in Georgia?
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So, Clayton County is just south of Atlanta. If you've flown into the Atlanta
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airport, you've been in Clayton County. That's at the very north part of the county.
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And the county is known as the birthplace of the idea for Gone with the Wind.
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We have a Road to Terror museum and you can tour the area to see what inspired that story.
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I just learned something new. Thank you for that. Sure. So, okay,
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we're ready to dive in. So, Craig, what key things should every librarian understand
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about selecting books for their library?
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And then to follow up, why is it important for librarians to be familiar with
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their district's selection policy and the procedure for concerns and reconsiderations?
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So keep in mind that we have policies in place to guide our work,
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but also to provide actions that we can take to keep the cycle going.
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We are trained as librarians to go through the selection cycle to develop our collection.
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So we start with selecting the books and buying the books. Eventually,
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we're circulating them, checking them out, checking them in.
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Eventually, we're going to weed the books, discard the books that are no longer
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adding value to our collection. And then we start the cycle over again.
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And our selection policy, in our case, is at the district level,
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and that guides the librarians on their purchases to make sure they're buying
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things that are appropriate for their students, but also support the curriculum
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and support the needs of the instruction.
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And we also have a reconsideration policy, which is at the district level,
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and it guides what happens at the school level, how it gets to the district
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level if it needs to, and so on.
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And those policies are required by our state.
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So, we basically have taken the state's policy and adapted it for what we need at our local level.
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So, in each district, the policy may vary, but the overall intent is to have
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a selection policy and a reconsideration policy in case they need to be used.
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And it's not necessarily just libraries. We also have policies for our textbooks
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as well and our other instructional resources. And that's separate from my work,
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but it parallels it in terms of the way our reconsiderations work.
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Wow, great description. I think that's very thorough. Thank you.
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Sure. So let's start with the beginning of the school year. How can librarians
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be proactive about policies and procedures related to their library collection? Sure.
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So it depends to me on whether you're new to your district or your school,
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or if you've been there for a while.
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If you're brand new to a school, I would recommend looking at their selection
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policy and their reconsideration policy, along with looking at your collection once you've done that.
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Because you're inheriting a collection from a previous librarian or more than
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a few librarians, and you need to be aware of what's inside that collection.
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So think about the grade bands that you're serving. Think about the school community
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that you're serving and kind of have an eye for those things about what is in
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the collection and what is adding value to the collection and what may not be
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adding value to the collection.
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And don't go in, you know, the first day tearing books off the shelf.
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You don't want to be known as that person.
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But definitely have an eye for what you would select for your library if you
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were starting from scratch.
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If you're an experienced librarian and you're not familiar with the selection
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policy and reconsideration policy, then obviously look into those and make sure you understand them.
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The reconsideration policy in our case is very lengthy and it starts at the
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school level, but then advances to the district level if there's a disagreement and so on.
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It's really critical to look at that beginning part because that's your role
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as the school librarian is if someone comes to you with a challenge,
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what is the first step? Or if they call the front office with a challenge, what is the first step?
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So I'd just like to add that, probably reiterating, too, that when you're reviewing
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all of these policies for your own knowledge, that it's also important to communicate
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with your staff annually,
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on what the procedures are, especially if you're the contact person for the
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instructional materials policy, because often the librarians handle that as well.
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So communication is also, I think, an important addition to being well-versed yourself.
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Sometimes, you know, staff members, besides parents or administrators,
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they just want to understand the process behind how a librarian selects books for the library.
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So what do you think are the important points that librarians should be able
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to clearly articulate when they're asked that question?
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In my case, what I did was I leaned heavily on my school-level media committee.
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I educated them on how the process worked, and I provided them a glimpse into
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the behind-the-scenes of it.
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But I also was very open with the teachers about asking them,
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what do you want to see in the library?
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And even involving them, in some cases, on helping me create the list.
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So by involving the staff in the process and getting their, you know,
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whether it's a survey or a suggestion box, or actually allowing them to help
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create an order, that allows them to see the transparency of it.
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Because even though we're the ones tasked with selection, that doesn't mean
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we're the only ones involved in it.
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We need to listen to the others around us and cater to those needs.
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And we are the guiding force behind what they are selecting.
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So if they're doing a sensitive topic in social studies and they select some
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books maybe that are not appropriate for the age, then we can steer them towards
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another resource that may be more appropriate for the age.
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You know, and I think, too, sharing that selection criteria,
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because often the teachers are not aware that there's actually criteria.
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And then being able to share the review sources that you're familiar with and
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that you use is helpful so they understand that you actually have a process with credible reviews.
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You're not just going to Amazon to order books based on a feeling or based on
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recommendations, but you're actually searching through and using the guidance of reviews.
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In our district, we recommend a book list and school library journal,
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but there are other plenty of other credible review sources that can be used
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if the librarian sees there's a better match for your community if there's other
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types of reviews you can use.
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One of the things that's very useful to me is that the vendors have the reviews built in.
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So in some cases, if I have a teacher heavily involved in book selection,
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I may have them set up a free account on that vendor's website and show them
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how to look at the book reviews, how to filter the results, so they can help
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build along with reading what critics say about the books.
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Great suggestion. Yes, I was just going to add that sometimes it's just that
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aha moment for the adults in the building to learn that there is a process,
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you know, to selecting books.
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It's not one big brown box of books coming for the entire year that we select them.
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My favorite question from the middle school students was, have you read all these books?
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And my immediate answer is, yes, of course I have. But I gave them the real
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answer. I said, well, you know, I read the summaries. I read the critics reviews.
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I read information about the books to see if it's the right fit.
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But I can't possibly read 10,000 books.
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But I love that question from the kids. It's a great question.
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So, if a district has a board-approved selection policy and administrators,
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front office staff, and teachers are familiar with the policy,
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should librarians be concerned about purchasing books that meet the selection criteria?
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I don't think so. The way I tell my librarians is I tell them,
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only get the books that you think meet the selection criteria.
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And if you feel like that it is going to be controversial or something that's
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a little bit divisive, then make sure that it's something you can defend.
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If you can't defend the book, if you're not willing to defend the book, don't have the book.
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They can go to the public library. They can buy it themselves.
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There are other sources for the books.
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So if you don't feel comfortable having that book in your collection because
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you don't feel comfortable defending it, don't have the book.
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You're not required to have every book on the planet. And things change, too.
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You may select a book one year, and within a few years, you decide maybe this
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isn't the best choice, and you send it up to the next level up,
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you know, from the middle school to the high school or something like that.
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And certainly having that dialogue where librarians are equipped with saying
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that all books in this library were selected based on the district selection
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criteria with the guidance of a committee composed of parents and teachers.
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That's one of those things that is a 30-second commercial for how you actually
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do things, and it's often you have to educate the administrators and district-level
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leaders and other people in the community that you are supporting the selection
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criteria and following the policies. Very true.
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Okay, so Craig, we're going to do a few scenarios, like a what-if scenario,
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to maybe help our listeners a little bit more.
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Because responding to concerns about books is something a lot of librarians
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feel uncertain about because you get caught off guard. You know,
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you're put on the spot sometimes.
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So let's talk through some of these scenarios to make our listeners feel more
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prepared. Are you ready? Okay.
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So, scenario one, a parent shows up to the school carrying books that they object
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to and would like to speak with a librarian immediately.
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How should the front office staff respond in this situation?
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So, it's very important your front office staff knows what to do in these scenarios
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because they are the front line. They're the ones who are going to be getting
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the phone call or having the parent show up in the front office.
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And if the parent just says, I need to speak to the librarian,
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and they send them straight to you, now they're in front of you.
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So if the front office is aware of what the reconsideration policy is,
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then they're able to guide the parents. So, for example, in my district,
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the first step of our policy is that they conference with the principal to discuss their concerns.
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The principal helps them decide, is this a reconsideration request that they
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fill out a form for, or is this just a concern they want to pass along?
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If they come straight to the librarian, there's a potential that the librarian
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is going to steer them back to the principal if it is a reconsideration request.
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Because in our policy, the librarian doesn't decide if that moves forward or
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not, the principal does.
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So let's say in this scenario that the parent has shown up in the library and
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has the books with the librarian.
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My first thought is, you know, these books were obviously checked out by their
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child. They're bringing them back to me.
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It's difficult to say how deep you want to explore what the issue is.
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In many cases in my district, the parent will simply say, I just don't want
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my child reading these books.
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Or they'll say, I don't want my child reading scary books because they're having nightmares.
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Those sort of things we can address by having a note pop up in our circulation
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system to say what their parents are asking for.
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If it's a challenge to, I don't think this should be in your library,
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that's where in our policy, you steer them to the principal for a conference
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and the principal meets with them one-on-one to determine the path forward from there.
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Great. And, you know, I think it's also very important to avoid any conversations
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that happen when people are emotional.
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So training your front office staff to say, thank you for letting us know someone
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from the school will get back to you and let that parent know that they've dropped
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off the concern and that they passed it on and now they can wait for a response.
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I think most of the time, reasonable parents just want to be heard.
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And usually after an administrator listens to their concerns,
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in our history, the parents generally do not want to take any action.
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They just want someone at the school to hear them.
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And, you know, you have to remember that parents have a right to have an opinion
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about materials their children are exposed to. They all have that right.
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And I think the secret is meeting them in a place where they feel that the needs
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of their child are being met.
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And it is interesting sometimes to see what the concern is. because you can't assume the concern.
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It really depends on the family.
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It depends on their belief system and those sort of things. So you can't jump
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to conclusions or just guess why they're objecting to a particular book.
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I was going to add, if you talk to your front office staff, your receptionist,
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normally they wouldn't send a parent to a classroom at whatever time of the
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day a parent shows up. So I always ask them,
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Can you take a name and get information from me instead of the parent walking
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into my library and I'm completely unprepared? So it's just like another classroom.
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And we may be in the middle of a lesson. You know, now you have a parent standing
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in the corner fuming while you're in the middle of teaching 30 students.
00:15:55.937 --> 00:15:58.088
So it's a very good point.
00:15:58.668 --> 00:16:03.297
So we have another scenario. A staff member emails the librarian saying,
00:16:03.297 --> 00:16:06.537
are you aware that this book has a gun and curse words in it?
00:16:06.908 --> 00:16:10.177
A student shared that they felt uncomfortable with the gun and curse words and
00:16:10.177 --> 00:16:14.387
I wanted to be sure that you were aware of the content I read a few pages involving
00:16:14.387 --> 00:16:16.938
violence and shooting. I am concerned about this book.
00:16:17.705 --> 00:16:21.403
What tips do you have for responding to the staff member about the library book?
00:16:21.792 --> 00:16:25.185
So my first question, just for clarity, is what grade level or what grade band
00:16:25.185 --> 00:16:26.807
are we talking about with this scenario?
00:16:27.202 --> 00:16:30.714
So why don't we say middle school? Okay, so if it's a middle school,
00:16:31.184 --> 00:16:34.923
then I would definitely want to know, you know, which book it is, which student it is.
00:16:35.480 --> 00:16:40.182
I would want to know some more about the particular circumstance.
00:16:40.501 --> 00:16:43.445
So, for instance, I've had students come to the library before and show me the
00:16:43.445 --> 00:16:47.075
book and say, I really don't like this book. and when I start getting into it,
00:16:47.075 --> 00:16:49.040
I find out what are they objecting to.
00:16:49.493 --> 00:16:56.291
In this case, it sounds like the teacher has raised concerns that she once brought into the open.
00:16:56.686 --> 00:17:00.735
So that may be something where the administrator meets with the teacher to find
00:17:00.735 --> 00:17:03.977
out the concerns, to kind of pursue what direction to go in.
00:17:04.580 --> 00:17:09.865
If it was something in my library that I decided, you know, essentially that
00:17:09.865 --> 00:17:15.580
I agree with the staff member, I may decide that that book is no longer a good book for our library.
00:17:15.777 --> 00:17:18.715
I've had that happen before where I had a series of books, and the first book
00:17:18.715 --> 00:17:22.235
was perfectly fine, and the second book had a lot of language in it that I would
00:17:22.235 --> 00:17:23.591
never have selected on its own.
00:17:24.142 --> 00:17:26.719
But because it was part of a series and it was bought together,
00:17:27.039 --> 00:17:30.638
that didn't come up to our attention until we had the books in hand.
00:17:31.149 --> 00:17:33.945
You can't read every single book for your library, but it is very,
00:17:33.945 --> 00:17:38.735
very important you look at the critics' reviews, look at those grade-level recommendations
00:17:38.735 --> 00:17:42.305
and age recommendations that the different sources like Booklist and School
00:17:42.305 --> 00:17:43.450
library journal provide.
00:17:43.949 --> 00:17:48.915
And you'll find that there are certain ones that you lean towards because you'll
00:17:48.915 --> 00:17:53.355
get a book and say, you know what, that particular journal is the one I typically
00:17:53.355 --> 00:17:54.839
match up with my thinking.
00:17:55.443 --> 00:17:58.315
And remember, your building also has a wide range of students.
00:17:58.315 --> 00:18:03.923
You might have eighth graders down to sixth graders. So that age band is quite diverse.
00:18:04.050 --> 00:18:08.265
So I always looked at it as I want it to be something that anybody in the building
00:18:08.265 --> 00:18:12.755
could approach, not just for eighth graders. I never had that special section
00:18:12.755 --> 00:18:13.948
just for the eighth graders.
00:18:14.412 --> 00:18:18.220
But I might group my books in a section called Teen to steer them in that direction,
00:18:18.685 --> 00:18:22.283
so that my sixth graders are not necessarily heading over their first thing.
00:18:23.417 --> 00:18:27.501
So I know one thing that we would give advice if this happens in a district
00:18:27.501 --> 00:18:31.061
that we've worked in is to make sure that the teacher, again,
00:18:31.061 --> 00:18:34.071
remembers that there is district selection criteria.
00:18:34.391 --> 00:18:38.391
And it was most likely selected based on that guidance of the committee comprised
00:18:38.391 --> 00:18:40.077
of parents and teachers. I always start with that.
00:18:40.466 --> 00:18:44.721
Also, not putting any of that in an email, making sure you're having a face-to-face conversation.
00:18:45.064 --> 00:18:48.559
And if they want more information, you know, meet and talk more about it.
00:18:48.953 --> 00:18:52.321
But I think the ultimate thing is if the teacher continues to push and it's
00:18:52.321 --> 00:18:55.451
something you do believe meets the selection criteria and it's not something
00:18:55.451 --> 00:18:59.851
that needs to be reconsidered, explaining in our district, you must be a parent
00:18:59.851 --> 00:19:02.351
of the child who has current access to the information.
00:19:02.351 --> 00:19:05.949
So even though you appreciate their concerns that they have brought to you,
00:19:06.385 --> 00:19:09.276
then no formal appeal would be available in our district.
00:19:10.060 --> 00:19:13.301
And that is something that's important to look at in the reconsideration policy
00:19:13.301 --> 00:19:17.270
is who can bring a challenge? Because if it can be anybody on the planet,
00:19:17.734 --> 00:19:23.452
then you may encounter people that are just pursuing a list of books in any district they can.
00:19:23.748 --> 00:19:29.112
We have adjusted our policy in recent years so that it is a stakeholder concern.
00:19:29.606 --> 00:19:34.641
So if a parent of a child at that school has a concern, then that is really
00:19:34.641 --> 00:19:38.267
the direction of the reconsideration. So that sounds like it matches what you've experienced as well.
00:19:39.006 --> 00:19:42.675
That's an important piece for sure. Okay, last one, Craig.
00:19:43.291 --> 00:19:48.341
A librarian learns that a random community member is calling schools to ask
00:19:48.341 --> 00:19:51.650
whether specific titles are available in their library.
00:19:52.108 --> 00:19:55.748
How would you recommend librarians respond to this phone call?
00:19:56.733 --> 00:20:00.535
So my first thought is, our catalogs are public.
00:20:01.005 --> 00:20:03.577
I mean, you can go in our catalog and look up any book you want to.
00:20:03.931 --> 00:20:07.299
However, if they have a concern about a book in the library,
00:20:07.299 --> 00:20:10.531
it's a matter of, are you a parent of a student at the school where the material is found?
00:20:11.106 --> 00:20:14.739
And if they're not, then the reconsideration process really doesn't come into
00:20:14.739 --> 00:20:17.695
play. They're welcome to voice their concerns publicly.
00:20:18.154 --> 00:20:23.319
But in terms of our procedure, there's not really an avenue for them to directly
00:20:23.319 --> 00:20:25.385
pursue those reconsiderations.
00:20:26.223 --> 00:20:30.019
Exactly. That's our approach as well. And we've trained the librarians that
00:20:30.019 --> 00:20:33.639
when somebody does call, the first question is, are you a parent of a child
00:20:33.639 --> 00:20:35.813
who has access to this material at our school?
00:20:36.138 --> 00:20:40.364
And if the answer is no, then I'm afraid I'm unable to answer your questions at this time.
00:20:40.544 --> 00:20:44.393
Our catalogs and the last two catalogs with AssessIt and MacInVision,
00:20:44.776 --> 00:20:46.401
they are not publicly accessible.
00:20:46.738 --> 00:20:50.129
So a parent, if they could express concerns or wanted to see more about the
00:20:50.129 --> 00:20:50.859
catalog, they would have to
00:20:50.859 --> 00:20:53.727
make the appointment with the librarian to do that and be on our network.
00:20:54.581 --> 00:20:58.059
Craig, thank you so much for being with us today. This can sometimes feel like
00:20:58.059 --> 00:21:01.790
a daunting topic for school librarians, and your insightful has been very helpful.
00:21:02.452 --> 00:21:06.499
Yes, we appreciate your time, and we hope this gives our listeners peace of
00:21:06.499 --> 00:21:11.186
mind as they head into the new school year. Thank you. Absolutely.
00:21:12.375 --> 00:21:17.629
We exchanged ideas. Now it is time for the recap. Craig offered a lot of great
00:21:17.629 --> 00:21:22.789
advice on how to navigate book selection and handle concerns from parents and staff members.
00:21:23.389 --> 00:21:26.989
Our listeners are all coming from different perspectives and from different
00:21:26.989 --> 00:21:30.879
parts of the U.S., so not all of the advice that we can provide will be sufficient
00:21:30.879 --> 00:21:32.141
for everyone's situation.
00:21:32.599 --> 00:21:36.509
The bottom line is that you do the best you can to follow the selection criteria
00:21:36.509 --> 00:21:41.089
and procedures that are required while still providing high-quality book selections
00:21:41.089 --> 00:21:44.586
and striving to have as much student representation as possible.
00:21:45.240 --> 00:21:50.791
Yeah, so listeners, Craig was selected for this episode on purpose because along
00:21:50.791 --> 00:21:53.760
with Julie, they've been there. They've done that.
00:21:53.870 --> 00:21:57.777
And neither one of you get fired up or alarmed. And that's why,
00:21:58.050 --> 00:22:01.579
I don't know if you noticed, I try to be quiet in the episode.
00:22:02.044 --> 00:22:06.551
But questions and concerns about library books are just part of the profession.
00:22:06.851 --> 00:22:12.040
And it's an area we have to be prepared for, not be afraid of.
00:22:12.690 --> 00:22:18.675
And even though procedures may vary, guess what? Communication is key.
00:22:19.227 --> 00:22:24.951
I also really liked Craig's description of the library collection's life cycle.
00:22:24.951 --> 00:22:28.711
That's what I'm going to call it. You know, selection, purchasing, circulation, etc.
00:22:29.530 --> 00:22:35.071
And look, Julie, the water cycle is great. And bless the frogs that go from
00:22:35.071 --> 00:22:37.396
egg to tagpole to froglet.
00:22:37.507 --> 00:22:39.538
But they've had enough time.
00:22:39.863 --> 00:22:44.661
I think librarians could do PD about the life cycle of the stacks,
00:22:44.661 --> 00:22:46.818
like start with science teachers.
00:22:47.891 --> 00:22:52.261
Okay, corny joke, you guys. All right. Because Julie, I remember one time a
00:22:52.261 --> 00:22:56.991
leader asked you, why do libraries need funds to order books every year?
00:22:56.991 --> 00:23:00.811
And that was a valid question from him because they just don't know.
00:23:01.643 --> 00:23:05.695
Yeah, absolutely. I've gotten that question quite a bit, actually, over the years.
00:23:06.351 --> 00:23:10.341
Having a library media committee that's composed of people with many different
00:23:10.341 --> 00:23:12.747
points of view is incredibly important.
00:23:13.189 --> 00:23:16.981
And even though you have a library media committee who provides you with guidance,
00:23:16.981 --> 00:23:19.690
you are ultimately the selector of the materials.
00:23:20.073 --> 00:23:24.451
I prefer not to use the word approved, because what does that even mean?
00:23:24.451 --> 00:23:28.026
Is it a percentage, majority? Can something be semi-approved?
00:23:28.380 --> 00:23:34.672
That is why I prefer that the committee is there to provide guidance for you to select. connect.
00:23:35.254 --> 00:23:38.718
Also, adding wording to your policy to be eligible for an appeal,
00:23:38.718 --> 00:23:43.474
the person appealing must be the parent of a child with current access to the information.
00:23:43.897 --> 00:23:47.977
This preserves the time and energy of educators for the stuff that matters.
00:23:48.389 --> 00:23:52.588
Our goal is to meet the needs of the child of a parent with real concerns,
00:23:52.588 --> 00:23:55.326
not to be bogged down with frivolous appeals.
00:23:55.686 --> 00:24:01.498
Along those same lines, I thought about how we need to remember that a concern
00:24:01.498 --> 00:24:04.568
about a book is professional. It's not personal.
00:24:05.357 --> 00:24:09.308
And this is not a battle you need to feel like, oh, I must win,
00:24:09.308 --> 00:24:13.208
because parents are the boss of what their children read.
00:24:13.528 --> 00:24:16.764
And experience always gives us wisdom, right?
00:24:17.095 --> 00:24:22.448
And experience can also give us in-the-moment words to help us respond without
00:24:22.448 --> 00:24:25.338
having to think too hard. So I just want to say this.
00:24:25.878 --> 00:24:33.302
Find your words so when any concern is raised, you are able to say this in whatever way you can.
00:24:33.749 --> 00:24:39.148
My book purchases follow the district selection policy, and I work with a committee
00:24:39.148 --> 00:24:43.542
that includes parents and teachers using that criteria. Hmm.
00:24:44.643 --> 00:24:49.421
I also wanted to mention how he talked about involving teachers with selection.
00:24:49.972 --> 00:24:55.447
So back in the day at one high school, I hosted a weed and feed a couple of
00:24:55.447 --> 00:24:56.717
afternoons after school.
00:24:57.097 --> 00:25:00.781
I saw it in, I think, Library Media Connection. Great idea.
00:25:01.216 --> 00:25:05.344
Teachers signed up across different afternoons, and I provided snacks and drinks.
00:25:05.727 --> 00:25:10.934
They went to their nonfiction area, browsed, pulled books they felt could be weeded.
00:25:11.427 --> 00:25:17.417
But more importantly they shared topics they felt that I needed to add additional
00:25:17.417 --> 00:25:19.200
books or even newer books.
00:25:19.717 --> 00:25:24.529
This helped me form partnerships with math teachers and world language teachers,
00:25:25.046 --> 00:25:28.279
and it was the beginning of instructional partnerships.
00:25:28.442 --> 00:25:31.687
Of course I didn't have funds for all of their requests but guess what?
00:25:32.221 --> 00:25:36.847
I let my principal know about the leading feed and she gave me additional funds
00:25:36.847 --> 00:25:41.217
near the end of the school year and I was able to order some of those requested
00:25:41.217 --> 00:25:44.033
titles. Amazing. Great suggestions. Thank you.
00:25:44.416 --> 00:25:48.587
So, we hope that this episode provides a little support when deciding how and
00:25:48.587 --> 00:25:50.807
what books you will add to your library collections.
00:25:51.422 --> 00:25:53.807
Yes, and listeners, we have two
00:25:53.807 --> 00:25:58.638
documents available with strategies and responses to handling concerns.
00:25:59.050 --> 00:26:02.910
One is for librarians. One is for clerical staff.
00:26:03.317 --> 00:26:08.701
To get your copies, email us at libraryexchangepodcast at gmail.com.
00:26:09.026 --> 00:26:12.062
Thanks for listening and we'll see you next time.
00:26:13.358 --> 00:26:19.256
Make sure to visit our website at www.libraryexchangepodcast.com.
00:26:19.598 --> 00:26:21.694
You'll find episode notes and links.
00:26:21.862 --> 00:26:27.209
You can even submit your questions or inspiring stories that may be featured on the podcast.
00:26:27.493 --> 00:26:31.406
If you're looking for some swag for your library or book-loving friends,
00:26:31.406 --> 00:26:34.720
visit libraryexchange.etsy.com.
00:26:35.208 --> 00:26:38.766
That's a lot of URLs, so I'm glad you had to say all of that, Julie.
00:26:40.626 --> 00:26:46.290
Thanks for joining us. We can't wait to have you back for our next episode of Library Exchange.