Librarian Interview 3

Location/Context
Affluent suburban middle school with a large, well-funded library program and school population 

Shared Foundation: Explore

Questions asked: What are some examples of the ways in which you are implementing this competency in your library program? What are some of the resources in the library program that you are using to implement this competency? Does this competency include collaboration with classroom teachers? Are there any other comments you'd like to share? 

Examples of Implementing Competencies
The middle school librarian has students explore through a variety of hands-on, student-centered activities that encourage curiosity and choice. One example is genre “tasting stations,” where students rotate through different areas of the library, such as graphic novels, nonfiction, audiobooks, and award winners. After "tasting" different books, they reflect on what they noticed and what they might want to read next. I also helped this librarian lead “interest deep dives,” in which students select a broad topic, such as space, sports, or social justice, and use curated print books and databases to explore key ideas and generate questions. Another activity includes “book speed dating,” where students preview multiple books in short intervals and record quick reactions to help guide independent reading choices. They loved this and thought it was really fun. We also used structured browsing challenges, such as finding a book that connects to a personal interest or discovering a new genre they have never tried before.

Resources to Implement Competencies
She uses a large, diverse print collection, including fiction, nonfiction, and graphic novels, as well as digital databases Destiny, Sora, and Discus. Students also use eBooks and audiobooks to support choice and accessibility. In the past, she has created curated LibGuides, themed book lists, and displays tied to student interests and trending topics. The library space itself functions as a resource, with flexible seating, browsing areas, and rotating collections that highlight new or student-requested materials.

Collaboration with Classroom Teachers
She collaborates well with teachers by connecting exploration activities to classroom content. For example, during a unit on civilizations and settlements, she provided curated bins of nonfiction, historical fiction, and graphic texts so students can explore the topic in multiple formats. There was also a design-extension activity in which students connected classroom themes to their personal reading interests, allowing for deeper exploration beyond required texts.

Challenges
One challenge is helping students move beyond familiar genres when they have so many choices available. Another is managing choice overload, where students need structured support to navigate the wide range of resources effectively. Time is also a limitation, as exploration activities often need more sustained engagement than a single class period allows.

Additional Comments
These experiences highlight that exploration in a well-resourced library requires intentional structure, not just access. The librarian’s role is to design entry points that spark curiosity while guiding students toward deeper engagement with texts and ideas.

Reflection
This interview reinforced the idea that exploring is most effective when students actively interact with materials through structured, choice-based activities. If I receive a library job, it makes me want to intentionally design experiences, like browsing challenges and book speed dating, that make exploration purposeful. It also affirmed my belief that student autonomy works best when paired with thoughtful scaffolding. It strengthened my commitment to creating library experiences that turn curiosity into sustained reading and inquiry habits.