Not So Distant Future

What will happen in the “blur”

August 27th, 2010 · 2 Comments · Change, Web 2.0

In Mexico there is an area known as the ”blur”– the rare area where the water from caves underground mingle with water from the ocean.

A recent post by Jon Becker, “Who are the Thought Leaders in Educational Leadership?” reminds me of that rarified space where two entities mingle and create something new.

In his post, Jon challenged education leaders and scholars at the university level to connect with the social network of educators around the country.

Partly why I haven’t been able to quit thinking about his post was that I consider myself a pretty well-informed high school educator–I purchase professional books for our library all the time, attend ASCD occasionally, read incessantly and widely, and yet I didn’t know ONE name on his list of influential education leaders.

I think it stunned me because in “Twitterland” I find many of us working together or in separate strands loosely joined to change what education looks like. We talk, share resources, read each other’s blogs, read articles when links are shared on Twitter, do our own research in our own spaces and bring that back to the collective forum. It stunned me because I realized after reading his post how much ’we’ are leaders in education–grass-roots, collaborative, networked leaders. And if we aren’t familiar with their work–and I warrant many of us are not, then there’s a disconnect.

How can you be a leader in education when you are this disconnected from the very teachers who are “recipients” of your leadership–practitioners at the building level all over the globe? Don’t you need to reach out and take a pulse of what is going on in classrooms? and what better place to get a lead on that than listening in on blogs and Twitter or Plurk or Ning or whatever networks you might choose, short of visiting actual schools? How much are these leaders missing out on by not being a part of and publishing in these grassroots forums?

And how much more enriched our own online networks would be and can be by having a variety of collaborators–from k-20. How much are we missing from having these leaders participating with us on many of these networks? I think of leaders like Alex Courosa and Scott McLeod, as well as Jon, who invite our networks into their classrooms and how much I have learned from them. If we are all (whether networked or not) interested in understanding, changing, and improving what education looks like, isn’t it incumbent on all of us to meet each other in accessible spaces–in the “blur,” so to speak?

Following on the heels of Jon’s post, Will Richardson twittered the fascinating New York Times article, “Scholars Test Alternative to Peer Review.” The article shared similar points raised in academia in terms of peer-reviewed journals and how the rapidly changing web environment is pushing at those walls.

“Instead of relying on a few experts selected by leading publications, they advocate using the Internet to expose scholarly thinking to the swift collective judgment of a much broader interested audience.

“What we’re experiencing now is the most important transformation in our reading and writing tools since the invention of movable type,” said Katherine Rowe, a Renaissance specialist and media historian at Bryn Mawr College. “The way scholarly exchange is moving is radical, and we need to think about what it means for our fields.”

As a high school librarian teaching students about peer-reviewed journals all the while seeing students’ visible confusion that academic sources are more “walled-in” than the sources they typically encounter on Google, this makes absolute sense. Especially for leaders in the field of education, which stands on the brink of transformation because of the web 2.0 “revolution”, wouldn’t swift sharing of information and accessibility of new theories be important?

Advocates of more open reviewing, like Mr. Cohen at George Mason argue that other important scholarly values besides quality control — for example, generating discussion, improving works in progress and sharing information rapidly — are given short shrift under the current system.

“There is an ethical imperative to share information,” said Mr. Cohen, who regularly posts his work online, where he said thousands read it. Engaging people in different disciplines and from outside academia has made his scholarship better, he said.

To Mr. Cohen, the most pressing intellectual issue in the next decade is this tension between the insular, specialized world of expert scholarship and the open and free-wheeling exchange of information on the Web. “And academia,” he said, “is caught in the middle.”

Again, these changes in publishing drive home the very point both Jon’s post and the New York Times article make–that for me as a librarian and educator, it’s critical for me to stay “connected” so that I am teaching my students the most current and relevant skills for their lives beyond our high school. I wouldn’t have been introduced to these education leaders, nor seen the NYTimes article had it not been for my own network.

It’ll be fascinating to see what happens as these rarified environments become more openly a part of the ‘free web’ and what will result in the “blur” as we all mingle our ideas together.

Photo credits:

http://www.flickr.com/photos/lancesphotos/2286244078/sizes/z/in/photostream/

Tags:"jon becker" "peer-reviewed journals"

As a new year begins

August 4th, 2010 · 1 Comment · Marketing

As the new school year begins, it’s an excellent time to consider how to integrate ongoing advocacy efforts into your library program.

The point is to highlight what your library does and inform your larger community about your library and your program. In a recent article I wrote for School Library Journal, “Everyday Advocacy“, there are many suggestions for ways to use online tools for advocacy purposes.

But obviously it’s important to have something that you do for students that you are advocating for. So before any other goal, make it a priority to improve your own information technology skills and share new strategies with your staff and students. It’s imperative that in order to advocate for your program, you have to be offering students the best you can in library services. Make a constant effort to educate yourself about the best and newest library tools and practices.

Everyday advocacy also requires a constant effort to think beyond the walls of your library and have a sense of the larger community you serve. How does what the library does affect a harried family evening of homework, for example? How does what the library does encourage a student whose parent is struggling to get them to read?

And advocacy can be anything small to large. Signage(even in the bathroom!)–logos, notes printed at the bottom of overdue notices, attitudes of staff–all the public faces you put on your library are part of advocacy, a fact I recalled clearly when listening to a Texas State Library webinar featuring Paul Pearson.

Don’t forget to think outside the box as you create an image/vision of your library for your community. Chip and Dan Heath remind us in their book “Made to Stick” that the element of surprise is a way to make an idea “sticky” and memorable. For example Andy Woodworth started a Facebook group to lobby for a library “flavored” Ben and Jerry’s Ice Cream. Recently he used Twitter to convince the “Old Spice” advertising team to create a YouTube spot about libraries. (tinyurl.com/2fb57bf)

Canadian teacher Clarence Fisher shared a quote on Twitter from Michael Wesch that is apropros: ““Doing crazy things together creates community.”" What outside the box things can you do that create community around your library?

Don’t forget to ask for help or seek outside sources of support for creative ideas. In California, Mrs. Nelson’s book shop asked children’s authors to contribute artwork to their Save California’s Libraries campaign–and they did. Ask and you might receive!

There are also a variety of ways to use the power of a network to help you with ongoing advocacy. If you aren’t up to doing this for your own library, consider asking your district to set up a “district” library social media presence, where someone can highlight great things going on in all of the school libraries. I recently started a district library blog to highlight positive events in all of our district libraries. I’ve created districtwide Animoto slideshows for publicity from photos each librarian sends me. Spread the tasks around the district to lighten the load and make your programs more visible.

As I mentioned in the article, whether your efforts are large or small, don’t wait for a crisis to build support and to tell the story of what your library does. Even that may not protect your library if budgets are slashed statewide, but at least if you have changed the perception of a library in the eye of your students and parents, you have done other libraries down the road a service. When the public is advocating for you — when students are advocating for you–because they now understand how libraries help students–then legislators are much more likely to listen.

Colorado’s Public Library Advocacy site lays out our options: ”1.We can do nothing, and decline in silence. 2. We can complain about the situation to ourselves. 3. We can take steps to positively influence & reframe public perceptions about the financial support of libraries.”(bhagcolorado.blogspot.com)

In Made to Stick, the Heaths remind us about Ronald Reagan’s question at the 1980 presidential debate, asking voters to reflect if they were better off than four years before. He used the power of a question to change the nature of the election. If we do the same and ask, “Would our children be better off without libraries than they were before?” what would be the answer?

Start this new year off telling your story. Don’t be afraid to try something new.

Tags:savelibs savelibraries

Stepping out of the bubble

July 30th, 2010 · 2 Comments · Change, Leadership

Chip and Dan Heath point out in their influential book Made to Stick that we suffer from the “Curse of Knowledge”—“Once we know something, we find it hard to imagine what it was like not to know it.”

This is a key dilemma facing educational leaders, from Arne Duncan to campus level principals. How do we step outside of what we know so we can experience it in a new way? And how can we get new ideas when we are so immersed in day to day management of our own districts? On Scott McLeod’s annual Leadership Day challenge, it’s about challenging the status quo just because it is the status quo.

I’ve been catching a few “guilty” pleasure episodes of “Wife Swap” this summer, a show where two wives change families for two weeks. At first it takes time for the families to adjust to the eccentricities of another family but by the end of the two weeks, there’s frequently a great deal of paradigm shifting that occurs.

Now I’m not suggesting principals swap schools for two weeks(though perhaps that would be fascinating), but it brings to mind how important it is for leaders to truly step out of their own bubbles to gain some different perspectives and solutions. And there is no area where this is more true than technology implementation at a transformative level.

Visiting other innovative schools very different from ones’ own is a really important way to step out of the bubble (schools like Science Leadership Academy in Philadelphia, or High Tech High in San Diego, or the Blue School in New York City, for example). It’s hard to “rethink” school without seeing some sense of what that could look like.

Another way to “step out of the bubble” and see anew is to look outside the school “world” for ideas. In a recent article in American Libraries “10 Tips for Tracking Trends” Elizabeth Doucet demonstrates how looking outside for trends and then bringing them into your institution in another form is a very viable way of “seeing anew”. You can use sites like Trendspotting’s blog to follow their “Trendoscope” or “list of Trends blogs“ to keep yourself aware of current trends, or set up custom keyword search Google alerts to email you trends and ideas.

Often we wait until we see inspiring presenters like Michael Wesch to “hear” about trends, but why not bring them to our doorstep ourselves? Follow a “trends” site on Facebook, for example–find a way to have the information arrive on your doorstep and then read it. Of course it’s not about the trends, it’s really about bringing new thinking in, and then considering–what does this mean for school? What could a trend like this look like in practice?

When I was remodeling our library, I found that I started looking for examples of design everywhere–every storefront window, lighting fixture in a restaurant, color scheme in a store, accessory in Ikea spoke to me because I was looking at them differently. I was looking through the merchandise and at the design itself. My purpose changed my vision.

Take this sort of vision out into your regular “world” as regards technology–spend a weekend in public places just listening and watching how people are interacting with technology in their natural environments. Thinking what your student/teacher interactions could be if they were functioning at that “natural” a level of technology use. Walk in any Apple store and just watch what is going on. What would it be like to bring that sort of excitement into your classrooms. Go to a children’s museum or art museum and watch how people learn there.

Think of the best workshop experience you ever had and why it was engaging. What if your school’s classrooms felt like that? When you watch your favorite TED Talk, why does it engage you and enthuse you so much? What about that can you bring onto your campus?

At your own campus or another one, be a student for a day or a teacher for a few days. Walk in their shoes in terms of technology and just pay attention only to that aspect of the experience. What are the frustrations, successes, and obstacles? How are the “rules” obstructing experimentation, constructivist learning, or enthusiasm?

It’s daunting to think of changing a traditional school but it starts with daydreaming, envisioning, opening up to the possibilities. It starts with loosening up the bonds that bind us and just allow ourselves to see. And seeing anew breathes fresh enthusiasm into leadership that the whole school can feel and experience.

Think of any way that you can bring fresh eyes to what you do. That’s the only way we can escape the “Curse of Knowledge” and really think about transformative school change.

photo credit:

http://www.flickr.com/photos/29600420@N08/3758367954/

http://www.flickr.com/photos/67739164@N00/4414464281/

Tags:Leadershipday10

Marketing 101: Lessons from Barnes/Noble

July 9th, 2010 · No Comments · Web 2.0

I’ve been spending a lot of time this summer (due to rain) visiting my local Barnes and Noble store. Having just bought a few Kindles for the library, I’ve been intrigued by their marketing of their e-book reader, the Nook.

Barnes and Noble is doing some brilliant things in marketing the Nook, something libraries could take a lesson from. Part of what’s brilliant about it is that they are taking a device which might “steal” business away from their physical stores, and making it work in a way that actually brings customers back in the door.

1. They have a manned booth set up at the front of the store, with pricing and an attractive display. Covers are prominently displayed as well. An informed attendant is there to explain features of the Nook and they have several there which you can handle and play with. (Lesson from the Apple stores?)

2. If you buy one, you can read any book FOR FREE in the store for two hours. (Thus luring customers back into the store, where of course being book people, they may purchase something or buy some coffee.)

3. If you buy one, they send out weekly coupons for discounts at the store or free drinks — you can bring in your Nook and get free coffee from the cafe, for example.

4. Users can “trade” a book to another user for 2 weeks.

Even the website for the Nook has a more attractive and informative layout than the Kindle’s. The format/logo is similar to what you see on the signage in the store’s booth, so it ties it together and all the features are prominently explained.

While the Kindle does have some advantageous features that the Nook doesn’t have and prior to seeing this marketing in the store, I wouldn’t even have considered the Nook, the marketing has convinced me that they are players in this market. I’m even considering purchasing some for the library because I also like the touch screen menu feature as well as the sharing options.

So what can we learn from this?

1. Think about your branding, its style, and how it identifies your program and creates a positive association. And if you haven’t “branded” your library somehow, think about how you could do it. Could students help create a logo? Does your library have a “name” or is it the “library?” How can the branding tie in all the things that you want to convey to your customers in a simple direct way?

2. Think about how the way you market the library can draw return visits by students. When they walk out the door, what brings them back again? Contests, book exchanges, incentives, coupons for a free hot chocolate on a Friday, web 2.0 smackdowns…?

3. Consider how your virtual library functions can draw students into your “physical” library. Something on your website that directs students to come in to “retrieve” something (a coupon, contest, bookmark, assistance, tutoring, etc.?)

4. Consider how your library can facilitate students sharing with one another. An online book forum? a library book sharing group? Ways to share reviews, like an “I recommend” shelf? How do you facilitate sharing beyond book resources–good or fun websites of the week, etc?

5. Do you have a “greeter” or “information station” right when students come in the door? Just a person there waiting to tell people more about your library? It may sound a little “silly” but just having a person standing in there in a nice booth with Nooks on display front and center in the store waiting to talk to customers and raving about the product creates more business. Of course with staff reductions this may be impossible, but think about what students and staff see when they come in the door. Put your best foot forward.

6. As your library becomes more virtual, or adds Kindles, Nooks, laptops, iPads–whatever–think about how you can connect the electronic to the physical presence.

Looking at the ways bookstores are doing things right (or wrong for that matter) can help inform our practices in our own libraries. Other ideas that you’ve noticed about marketing and the e-book readers? I’d love to hear them.

Tags:"e-books" "library marketing" "library advocacy"·Kindles·Nooks

Measuring our successes

July 9th, 2010 · 1 Comment · Web 2.0

One obvious way to publicize library services to students, administrators and parents is to use some sort of social media vehicles.

But as Vancouver librarian Cecily Walker asks in her blog post, Social Media Strategies for Libraries, do you just develop a plan on the fly, or think through things before you dive in? As we move into establishing social media presences, even if we’ve already dived in, it’s a good idea to reevaluate and coordinate your efforts. And if you are about to dive in…she has some excellent tips.

In her blog post, she suggests some key questions to think about as you develop a social media presence for your library program.(or your whole school for that matter).

Most importantly she asks:

“Who are you? There’s a concept in the business world called the “elevator pitch” in which you have to pitch your idea or brand in the time it takes to go from one floor to another in an elevator. When thinking of social media, you’ll need to be able to give your pitch in 140 characters or less.”

It’s key that you know what your library program is all about, so that you can carry that purpose into all your online communication efforts.

Walker suggests we also need to know:

What’s your point?
What does your audience think of you?
What face will you present to the public?
How will you measure success?

I think perhaps the two hardest elements to get a fix on are really what your audience thinks of you, and how you measure success. It seems the two are interrelated–because success is really defined by your audience’s response to what you do.

When I did paper newsletters for teachers many moons ago, I would include a trivia question that would require an “in person” response–it was a great way for me to gauge whether or not the teachers were actually reading the newsletters.

Thinking about how companies I like use Twitter or Facebook, I am pondering tweeting out some sort of “coupon” for the library. One of my favorite local eateries, Tiff’s Treats, twitters out a discount for ordering their fresh baked cookies. It’s a clever idea that libraries could adopt(not the cookies, but some incentive we could measure).

Recently, I saw a story about museums/libraries using Foursquare on Twitter to have users “check in” and rewarding “mayors” with some sort of points. The point is, how can we leverage the power of the network itself to garner responses to gauge whether or not the social network is reaching your desired audience for its desired purpose(all of which speaks to Walker’s point about knowing your desired purpose for using a particular tool).

If you are using Facebook or Twitter in your library, or are thinking about it, what are some ways you’ve gauged your responses? How well have they worked?

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It’s kind of hard to explain, but…a riff on Twitter, BBQ, and friends

July 7th, 2010 · 2 Comments · Web 2.0

When people ask me about Twitter, they can hear how enthusiastic I am,
and how many connections I’ve made, and how I wax on and on
about what I find so interesting about it.

But I find that I usually begin these conversations with…”It’s kind of hard to explain, you just have to try it….” Sometimes I think novices to Twitter might feel like I do, when I’m looking at retired parents’ neatly kept homes and I think that they sprung up fully formed as organized parents. Seeing only where they are now, it seems that you could never get there. Similarly, as newbies to Twitter, it’s easy to think that people spring into a network “fully formed.” ( Or to carry the analogy to BBQ, it’s like they are looking at the pot of beans as a fully-formed whole, without considering all the time and separate ingredients that went into it.)

I’m wondering if maybe we should talk about networks and Twitter somewhat differently than we are. I didn’t join Twitter to “build a network.” I just saw a few years ago that it was being used at SXSW(the renowned Austin music festival), and that gave it some panache, so I just thought I’d try it out. After watching how it was being used at SXSW, it dawned on me this could be pretty useful at conferences for finding people who I knew only from “online” blogs, etc. so I could meet them.

So when I went to NECC the first time, I already had a twitter account and was following a few key people. (@willrich45 and @chrislehmann). I set up tweet notifications on my phone (before the iPhone of course). I knew that I knew people who were there, but had no idea how to find them, so this at least gave me links to a few people I could locate.

The power of Twitter really came home to me during the airline debacle that was Atlanta after the NECC conference, when I could witness people tweeting each other their locations throughout the airport, their flight delays, and where they were hanging out. This made me feel so much less alone in my own airline woes!

That’s how I started. I didn’t set out to build a PLN, nor did anyone tell me I needed to. I felt like I needed a way to connect, so it served a purpose for me. And because I”m a bit of a geek, I was willing to try it out after SXSW because I sensed it might be “something big”.

All this makes me wonder about our approach in sharing Twitter. I think perhaps if we share more out of our own enthusiasm and sense of play, and show some different avenues for getting started, then those who want to try it will try it.

I like to show it to librarians more as a dissemination tool, to begin with. I suggest they follow a local restaurant or vendor on Twitter and notice how they are using Twitter promotionally, and then think about the way a library could do that via a professional Twitter account for their community. This is more about “outgoing” than “incoming” but I know as you begin using a tool that it becomes more multi-dimensional over time.

Sometimes I suggest that people pick a well-known person in the field, and follow the followers. Sometimes I suggest people start using it to follow newsfeeds like NYTimes, or the weather feeds. All of these entry points may end up helping someone create a learning network eventually (or at least find an entryway into the tool), even though that may not be the intent.

But each user has to figure out their own purpose for using something like Twitter.

I know that for me personally, the networking dimension that Twitter added to my blog reading has been phenomenal, both on a professional and personal level. It’s also just made my life more fun, because as I heard someone say once, it’s like sharing things on the biggest couch in the world.

Case in point–last weekend while watching the Travel Channel, a show about BBQ joints in Lockhart, Texas came on. So I spontaneously decided a trip to Lockhart for BBQ was just the thing for July 4. I was well aware of the barbeque “obsession” shown by some of my Twitter colleagues(you know who you are) when they were anywhere near the Lockhart area.

Because of Twitter, I knew I had a way to share the fun and bring my network along. It added a great deal of fun to the day because something I might normally take somewhat for granted–driving somewhere for BBQ–became an adventure that I could share photos of, chat about, and share. It took it from an experience, to a “story” that made me appreciate what might have been an ordinary experience that much more.

So our trip was enriched by spotting and sharing funny billboards along the way, bantering with friends on Twitter about the best BBQ to be found, taking photos of the line outside Black’s bbq to share with distant friends, and getting my picture taken with Edgar Black himself–all the more fun because I was sharing them with my Twitter “friends” (or “peeps” or “tweeps”–whatever you prefer to say) and viewing my experience through the eyes of those who were far away.

As Clay Shirky observes in his new book Cognitive Dissonance, “The sharing is what makes the making fun.” He points out that the silliness of sharing something as inane as LOLcats is all about not just user-generated content, but “user-shared” content. It’s human nature to want to share our lives.

So when we work with those new to Twitter, let’s think about how we got started, our own humble beginnings and fumbling about, our silliness and sense of sharing for fun, and shine a light on how we built a meaningful community of both colleagues and trusted friends.

And this seems as good a time as any to thank those in my own network for all the inspiration, thought-pushing, sharing, and most importantly, just plain fun.

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It’s a good thing. . .

July 1st, 2010 · 3 Comments · Web 2.0

I am a little late in sharing this, but I’m so pleased and surprised to have been selected for Salem Press’s Library Blog Awards as second-place for school library blogs. I applaud Salem Press for taking the initiative to recognize the excellent work for the profession that the public, academic and school library bloggers contribute.

One of the most beneficial aspects of this award process is their excellent list of other recommended library blogs, and I feel honored to be writing alongside so many of these reflective librarians. If you are seeking a list of excellent library bloggers, this provides an excellent and current starting point.

The judging criteria also reflected some best practices in blogging, and I appreciate Salem Press for establishing these.

In the fall, Salem Press will be highlighting “institutional” blogs that are used within an institution, and nominations are being accepted for those now.

I also am thankful to whoever nominated my blog. (Little inner cheer going on!) Writing about what I’m passionate about is truly a gift, so the fact that it’s helpful to other librarians makes it very worthwhile.

Lastly, thanks to the wonderful librarian judges who took the time to participate in this process on behalf of all of us!

Tags:Salem Press Library Blog Awards

Be a virtual advocate

June 26th, 2010 · 1 Comment · Web 2.0

Not at the ALA conference this week?

If you believe in the importance of library and information services for your students (at both public and school libraries), you still have an opportunity to join librarians from across the country in a national day of advocacy in Washington by becoming a “virtual” advocate.

ALA and ALTAFF (Association of Library Trustees, Advocates, Friends and Foundations) are cosponsoring a Virtual Library Advocacy Day on June 29.

Libraries and library positions are being cut all over the country(check out this map and see what libraries are facing), and this is your opportunity to raise your voice in support of these services for children. Spend a few minutes on Virtual Library Advocacy Day to contact legislators and let them know the importance of libraries and librarians for students. The site has some talking points and contact information as well as links to their Facebook group.

Specific legislation to consider targeting:

“Fund library programs:
-The Library Services and Technology Act (LSTA) should be funded at $300 million to ensure the best possible library resources for constituents.
-Improving Literacy Through School Libraries should be funded at $100 million to best prepare students for the 21st century workforce.

ESEA:
-Every school should have a fully-funded school library staffed by a full-time state certified school librarian.
-Allow state and local professional development funds to be used for recruiting and training school librarians.

Broadband access for all:
-Support the Access to Twenty-first Century Communications and Video Accessibility Act of 2009 (H.R. 3101 and S. 3304).
-Support a free and open Internet for all by voting in favor of net neutrality.”

Encourage your legislator to “stand up” for libraries, and help districts like these who are already doing so be good examples for their peers.

Photo credit: Flickr user “amarandagasi”

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Standing up

June 1st, 2010 · No Comments · Web 2.0

After some conversations on Twitter regarding my previous post(Putting Children First), Beth Friese(@librarybeth), created the map below for us to post kudos to districts around the country who supported their library programs and staffing for students.

Add your district’s support to the map and tell your story! We’ll be posting the map on the TLVirtual Cafe as well.

View Standing Up for School Librarians in a larger map

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Putting children first…

May 31st, 2010 · No Comments · Web 2.0

Districts across the country are making choices regarding their budgets this season; with the economies around the country struggling and funding limited, it has caused some painful decisions in many districts to reduce library services to students, (see Shonda Brisco’s map) as well as many other cuts.

Yet even in these difficult situations, some districts, either the leadership or the teachers themselves, have made the choice to save library services for their students by sacrificing other things.

As librarians, we need to support and applaud leaders like Superintendent Jonathan Raymond of the Sacramento Unified district (whose new strategic plan is “Putting children first”) and the teachers and unions at Elk Grove district(Ca.) who agreed to salary freezes or cuts in order to maintain a supportive and consistent learning environment for their students.

We talk often of staffing cuts, but there are stories like this all over the country of districts who have supported library staffing because it’s best for students. It’s important that as librarians, we highlight these districts who have recognized the instructional partnership that libraries provide for our students and have been leaders in maintaining their library programming and staffing even in the face of budget reductions.

Thanks to those of you all over the country who have “stood up” and recognized that the learning that happens in libraries is significant to our students’ success. You are appreciated!

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