Strategic Plan

2018-2021

Strategic Plan for Fulbright Junior High Library Media Center

Prepared by Jessica Humphrey
Email: msterrett@bentonvillek12.org Tel: (409) 802-7000
Website: www.bentonvillek12.org/fjhs 5303 SW Bright Rd., Bentonville, AR 72712
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TABLE OF CONTENTS
Name and Location ______________________________________________ 3
The Fulbright Junior High Library Media Center _________________________________ 3
Physical Address _________________________________________________________ 3
Website ________________________________________________________________ 3

Photos of the Library _________________________________________ 3 - 5

3-Year Strategic Plan ____________________________________________ 5
Our Core Beliefs, Mission & Vision __________________________________ 5
Our Core Beliefs _________________________________________________________ 5
Our Mission ____________________________________________________________ 6
Our Vision ______________________________________________________________ 6

Planning Methodology ___________________________________________ 6

Overview _______________________________________________________________ 6
Library Wolf Den Check In 2017-2018 (Google Form) ____________________________ 7
Reading Interest Survey (Google Form) _______________________________________ 7
Library Wolf Den Survey (Google Form) ______________________________________ 7
Circulation Data from Atriuum (Library OPAC) __________________________________ 7
Budget (Google Sheets) ___________________________________________________ 8
Informal Interviews, Meetings, and Collaborations _______________________________ 8

Assessment of User Needs________________________________________ 8

Multi-Year Goals, Objectives, and Actions ___________________________ 14
Approval of Strategic Plan________________________________________ 20
Strategic Reflections ____________________________________________ 20
Endnotes_____________________________________________________ 24
Bibliography __________________________________________________ 25
Appendix A ___________________________________________________ 26
Appendix B ___________________________________________________ 27
Appendix C ___________________________________________________ 28
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NAME AND LOCATION

The Fulbright Junior High Library Media Center

The Fulbright Junior High Library Media Center is located on the second floor of Fulbright

Junior High and is often referred to as the Wolf Den (inspired by the Fulbright Junior High mascot, the

Timberwolf).

Physical Address

5303 SW Bright Road

Bentonville, AR 72712

Website

URL to Fulbright Junior High’s Website: www.bentonvillek12.org/fjhs

URL to Library Media Center Site (under construction): www.bentonvillek12.org/Domain/4675

URL to the Wolf Den OPAC: https://bentonvillek12.booksys.net/opac/fulbrjhs/index.html#menuHome

PHOTOS OF THE LIBRARY 1

Entrance to the Library Media center Facing the circulation desk with entrance
located on the left side and exit on the right
side.
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Behind the circulation desk Maker space doll house between shelving
and next to library exit

Puzzle space between shelving Reading and work spaces in front of

circulation desk

Shelving and work spaces

Workroom located behind
circulation desk
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Computer lab in back left corner Reading and work space in back right corner

3-YEAR STRATEGIC PLAN

The strategic plan is outlined in “Multi-Year Goals, Objectives, and Actions,” located on pages

14-20, and will cover the following academic school calendars: 2018-2019, 2019-2020, and 2020-

2021.

OUR CORE BELIEFS, MISSION & VISION

Our Core Beliefs 2

Ø We believe that Fulbright Junior High is successful when we work in authentic and engaging

relationships.

Ø We believe that Fulbright Junior High is successful when learning occurs in innovative and

real-world, relevant instruction.

Ø We believe Fulbright Junior High is successful when the growth of individuals goes beyond

intellect.
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Our Mission 3

Fulbright Junior High is a community of learners striving for excellence through the

development of the whole student. As such, the Library Media Center provides a learner-centered

environment empowering all patrons (students, faculty and staff, and families) to effectively access,

evaluate, and use information. Our mission is to develop learners to become passionate readers who

will come to understand the important role that reading plays in life and its ability to develop further

interests.

Our Vision 4

Fulbright Junior High and the Library Media Center endeavor to help all students fulfill their

greatest potential and meet the challenges of a changing world through involvement of academics,

athletics, and the arts. We envision to take care of the needs of all people within the building as well

as their families, whether those needs be intellectual, emotional, academic, or inquisitive.

PLANNING METHODOLOGY

Overview

The Fulbright Junior High Library Media Center has not, in the last 5 years since opening,

developed a formal planning process. As a small library a part of a large district, sole responsibility of

planning from year to year has been given to the library media specialist, Michele Sterrett. Since the

school’s opening in August of 2013, Mrs. Sterrett has created and developed sources to aid in

planning each year, but as the needs of the library are constantly changing, planning has been done and

continues to be done in short spans of time. All of the following current resources had to be utilized in

the developing of this three-year strategic plan, and goals and objectives were created with the future

in mind while also maintaining the realistic nature of the ever-changing needs of the library’s users.
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Library Wolf Den Check In 2017-2018 (Google Form) 5

The Library Media Center began implementation of a check-in and survey form September 1,

2018. The check-in and survey form was meant to be up and running by the beginning of school but

was delayed for two weeks due to technological issues. This document provided data on individual

patron circulation (excluding whole class visits to the library) such as: who was using the library,

whose class from which patrons were visiting, immediate need for the visit, reading preferences, and

any other general feedback or requests. This data was highly valuable for the planning process.

Reading Interest Survey (Google Form) 6

A reading interest survey was conducted in collaboration with 8th grade English teachers in an

effort to organize a large-scale book club project to implement with all 8th grade students in the 4th

quarter. This survey provided information on individual patrons’ reading preferences by genre and

delivery method. This data was collected through a Google Form, which has the ability to transfer the

data into charts and graphs and was helpful for understanding large-scale preferences and trends.

Library Wolf Den Survey (Google Form) 7

Mrs. Sterrett requests participation in a feedback survey each year from both teachers and

students. This survey, delivered to patrons in March of 2018, helps to drive her Professional Growth

Plan (PGP) for the next year but also helps her in better understanding the immediate needs of all her

users.

Circulation Data from Atriuum (Library OPAC) 8

Since the school’s opening in August of 2013, the library has had multiple OPACs cycle

through, and, as a result, very little data from previous years had been saved or made to be currently

available. The newest OPAC, Atriuum, was put into place just before the start of the current academic

year in August of 2018. Because the Wolf Den was the only library in the district that had moved to

generify their library, the transfer of the old system to the new system resulted in many errors in
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classification. Mrs. Sterrett was trained a single day on the new system and school started nearly two

weeks later. All of this considered, the data is not as accurate as would be desired, but it was

invaluable for the planning process.

Budget (Google Sheets) 9

The budget for each library within the district is determined by each library’s school principal.

As such, the library budgets are quite subjective school to school. Having a principal who is a former

English teacher, the designated budget is a reflection of the value that the library holds to the principal

and to the school’s users. A general total of funds is designated to the library, and Mrs. Sterrett

determines all spending. Budgets are turned in at the end of each year to the bookkeeper, so the only

current budget on hand was the budget for the current academic school year, 2017-2018 (see Appendix

B for the budget).

Informal Interviews, Meetings, and Collaborations 10

As the librarian of a small library but which serves a large population of 7th and 8th grade

students, their teachers, and their families, most planning is spurred through informal interviews and

conversations, meetings (faculty, leadership, and professional learning communities), and other

collaborations with stakeholders. In the planning process, Mrs. Sterrett referred back to these

discussions as a valuable sources.

ASSESSMENT OF USER NEEDS

The Fulbright Junior High Library Media Center serves a diverse learning population of

students, faculty and staff, and their family members. Many resources were utilized in order to assess

the current and ongoing needs of its user population. In considering the population of users, the

resources that were gathered to help analyze needs consisted of the following documents (see also

“Planning Methodology”): Library Wolf Den Check In 2017-2018 (Google Form), Reading Interest
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Survey (Google Form), Library Wolf Den Survey (Google Form), circulation data for the current

school year from the library’s OPAC system (Atriuum), budgets of the current year (areas of necessary

spending and trends), informal interviews with Michele Sterrett and other English teachers, and the

“Fulbright Jr. High School: Arkansas Comprehensive School Improvement Plan” from 2014-201511

(though outdated, did provide some insight into ongoing growth areas within the school).

The Library Wolf Den Check-In form for the 2017-2018 was a surprising source of

information. The form itself is utilized only by individual students who are visiting the library separate

from a whole class visit to the library. While it, at first glance, appeared to be a simple tool for

checking in to the library and tracking students’ movements, it also provided questions such as the

students’ purpose for their library visit, their sending teacher, their preferred reading delivery method,

and an optional section for any requests or suggestions. It was interesting to discover that there are

many students who come quite often from certain English teachers (representing a large percentage of

the visiting population) while students visiting from other English teachers make up a small percentage

of the visiting population. This revealed students and English teachers who prioritize utilization of the

library and also showed areas in which the library could grow (through more “reaching out” and

potential teacher collaboration with those who seldom visit). The results of the check-in form also

revealed that the number one reading delivery preference for students visiting the library is through

traditional paper books (92%), while audiobooks (6%) and eBooks (2%) representing the remaining

preferred method. Of the requests made from students, a variation of “more books” was the most

common request followed by requests for certain types of fiction books such as graphic novels and

“Manga.” Though this form of data has only been formally collected since September of 2017, in

conversation with Mrs. Sterrett, she attests that these needs have been very consistent of the library’s

user population year-to-year.

The Reading Interest Survey was conducted by 8th grade English teachers through a Google

Form to gauge individual 8th grade students in their reading habits and preferences. While this data
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was intended to be used for creating book club groups among all 8th grade students for a 4th quarter

project, this information was also helpful to the library in reiterating the ratios of most circulated

genres. By numbers, the fantasy section is most checked-out, but by percentage, the newly created

genre “embracing differences,” which delves into different perspectives from characters with mental

and/or physical challenges, is now up at the top.

The Library Wolf Den Survey was a feedback survey Mrs. Sterrett created through Google

Forms which was disseminated among both the faculty and staff as well as the student population.

This form was created to help guide Mrs. Sterrett’s Professional Growth Plan as she moves forward

with the next year. This particular feedback survey was sent out in early March and provided Mrs.

Sterrett with useful data. Many of the questions asked were in regard to the most enjoyable and least

enjoyable aspects of the library, how the library is used, what prevents individuals from using the

library, overall satisfaction of library and its service, and some questions about resources offered and

different clubs available through the library. Based on the data provided, it was clear that the majority

of students enjoy the library overall and are happy with service. The biggest preventer to students

coming to the library was that their teacher did not make time to take the class down nor let students go

down during class individually. Most students who stated that they do not get down to the library

often said they wished that they did (that their teacher would take them or that they had more time

available to spend time in the library). In regard to the resources and clubs more available in the

library to be taken advantage of, it was clear that a large portion of the student population is still

unware of what is offered. This was helpful in guiding Mrs. Sterrett’s plans for next year in making

these resources and clubs widely advertised. These are currently advertised through announcements

and other sources around the school, but it would be good to find another way of communicating that

would better reach students.

The circulation data from Atriumm (the library’s OPAC) was incredibly useful in considering

user needs. As stated previously, since its opening, the library has cycled through multiple OPAC
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systems. All information from the old system was transferred to Atriuum just days before school

started on August 14, 2017. That stated, there was still a lot of useful data on the current student

population, specifically the high circulation of items this year. Though Mrs. Sterrett does no longer

have previous years’ data on paper, she did state that she has never seen circulation numbers as high as

they are this year. She attributes the high circulation to the work of her teachers and the work they do

at the ground level with students to foster a love for reading. In the recent year, Mrs. Sterrett has also

implemented alternate seating in the library including bean bag chairs and lawn furniture, which

students enjoy before school starts and during lunch. Mrs. Sterrett also worked to “genrefy” her library

three years ago, though the genrefication was not fully implemented and really in place until two years

ago. Genrefication of the library has helped with her circulation as well, in Mrs. Sterrett’s opinion.

She has also made it a goal to include more graphic novels as the years progress (another goal that she

will continue pursuing for upcoming years), and as such, the graphic novel section of the library shows

a lot of circulation along with the 700 section of the library (sports, arts, drawing, etc.). Based on

circulation data, the highest area of circulation by pure numbers is the fantasy genre. The highest

circulation by percentage is the “embracing differences” genre, created by Mrs. Sterrett, which

explores stories from perspectives that are different than what the student demographic is often

exposed to (those with mental and/or physical struggles). Aside from books, which receive the vast

majority of circulation in the library, students, especially struggling readers, utilize Playaways

(audiobook devices with pre-loaded audiobooks that can be checked out) and Tumblebooks.

The current budget (see Appendix B) is determined by the school’s principal, Bradley Webber.

The budget, in comparison to those of the other junior highs in the district, is fairly generous, and Mrs.

Sterrett is given responsibility of designating monies to categories she sees the most need. The library

media center is a small library in comparison to larger, multi-site library systems, and currently holds

21, 096 items with 13,880 of those items circulated from August 14, 2017-April 24, 2018. Based on

the requests and needs of the users, Mrs. Sterrett allocates money accordingly but also uses some of
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her own money in different categories. In looking over the budget from this current year, she did

acknowledge that spending her own money outside of the given budget was not necessarily setting the

future librarian (whoever eventually fills her shoes) up for success. She did not have a section within

the budget that showed exactly what amount of her own money went to specific categories and the

categories were fairly broad, but being a small library, this is understandable. The budget for this

current year was very helpful in determining where to go next year. With the rise of interest in many

projects and ideas which are coming forth from many teachers in various content areas, it is expected

that the budget will be used similarly in the next academic year.

The informal interviews, meetings, and collaborations that Mrs. Sterrett has had with fellow

teachers, other organizations, and individuals this year has been arguably the most informative in

setting the direction for future years. The public school library is one where plans are constantly

changing. The goals set for the library in the beginning of the year might look drastically different by

the middle and/or end of the year, but this is all in response to the needs of the users! Mrs. Sterrett is

very involved with English teachers, science teachers, history teachers, math teachers, and fine arts

teachers when it comes to getting into the classroom (or students getting into the library) to use all

potential resources for learning going on in those content areas. Mrs. Sterrett is a part of the leadership

team at Fulbright, has a good working relationship with the Bentonville Public Library, and invites

authors to come talk books with students. The Bentonville Library partnered with Mrs. Sterrett and the

library to start a pilot program three years ago that focused on providing students with “tech cards”

which would provide them access to all sorts of resources that a school, on its own, would never be

able to afford. Because of the success of this collaboration, the program was implemented at the other

junior high school libraries in the district. The collaboration between Mrs. Sterrett and the Bentonville

Public Library is an ongoing one, and one that impacted Mrs. Sterrett’s future goals.

Lastly, the Arkansas Comprehensive School Improvement Plan for 2014-2015 also helped

guide goal-setting, though this document was not considered part of the original planning
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methodology. This document was generally used as a reference point for goal-setting and, though it is

an “outdated” improvement plan, it did reiterate the goals of the school in recognizing areas of growth

and ways in which improvement could begin. Many of the improvements identified are areas that

continue to be areas of growth for the school. The specific areas of focus for Mrs. Sterrett and the

library that are always ongoing based on needs of users involves collaboration with the district’s

Literacy Specialist to continue providing students with complex texts to pair with curriculum and

continuation of the partnership with Bentonville Public Library to provide valuable resources to

students in need of these resources.

The library has many existing services that serve the user population. Currently the library

provides a variety of resources for ESL students (English as a Second Language, or English Language

Learners). Mrs. Sterrett is in collaboration with our ESL designee and provides resources for the ESL

Google Site that was created for students, teachers, and families who might need ESL-based resources

for instruction or home. The partnership with Bentonville Public Library, through the Bentonville

Public Library Tech Card Program, has provided many resources and regular access to valuable

databases that would otherwise be unaffordable for the school to purchase. Another resource for ESL

students and struggling readers is Tumblebooks. For students who have 504s and IEPs which require

auditory assistance (and for those who are ESL students and struggling readers), Playaways are a

valuable resource as well as Bookshare (a national program but one that Mrs. Sterrett has been

somewhat put in charge of for the school). In the past, Fulbright has had some students with visual

impairments, and the library provided devices that would type in Braille for those particular students.

EPIC books is a resource used that provides support in fiction and nonfiction resources for students

and teachers who prefer some of the eBook resources that are lower level. A new program started up

by Mrs. Sterrett in partnership with a SPED teacher and Speech teacher, called Readers as Leaders, has

been a huge resource for struggling readers and speech students which provides special books and

writing opportunities for them (they act as leaders for the elementary school across the street from the
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junior high by reading to kindergartners as well as writing, illustrating, and publishing picture books

for those students). The library also hosts many interactive stations such as a coloring station, puzzle

station, brain games, LEGOS, a Braille chess board, and a doll house (interior design and architecture

sort of “makerspace”). Mrs. Sterrett has found that providing a variety of these interactive stations

provides students, with all sorts of interests and learning styles, opportunities to practice and grow

those interests as well as enjoy the library (which, she states, “they do”). The library has a growing

“professional library” selection which continues to grow according to user interest. One of the first

resources implemented at the library, which continues to be used, is Follett Shelf, which has

audiobooks and eBooks for student and faculty use. The library provides many digital resources such

as video cameras, digital cameras, headsets, digital recorders, and calculators. Other resources that

support the book collection includes: board books (there is a small population of autistic students who

are, developmentally, 6-9 months old) all the way up to professional books, utilization of Project

Gutenberg (for titles whose copyright has lapsed), a small collection of resource books (dictionary,

thesaurus, etc.), large print books, and an expansive and ever-growing collection of graphic novels (to

support ESL and lower level readers to grow into more advanced texts).

MULTI-YEAR GOALS, OBJECTIVES, AND ACTIONS

Goal #1 (Short-Term and Long-Term): Improve circulation of materials in the library
Objective #1 Clean up records of books within the OPAC system (specifically the physical
location). In the process of the transfer in August, and because of the genrefication
of books in the library, many records did not transfer correctly.
Actions
End of May-Early June 2018: Reevaluate the current situation and problems within
the OPAC and the records.
June-August 2018: If many records can be updated in bulk, this could be
accomplished quicker. If not, begin process of updating records. The amount of
time needed to be dedicated to this task will not be able to be fully determined until a
full evaluation of the system has been completed. Jessica Humphrey has
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volunteered summer time to learn the OPAC system and put to use some of her new
knowledge from the MLIS program by helping make the goal a reality.
Objective #2 Weed books
Actions
August 2018-May 2019: The process of weeding books seems to be best
accomplished throughout the year as time allows. If the library is provided another
half time position librarian, this can be a task assigned to them that they complete
throughout the year. Ideally, if a specific time is designated each week (or every two
weeks) to focus only on evaluating the books that might need weeding and then
weeding them, much more could be accomplished over that time frame than just
“when time is available” (because oftentimes if time is not designated for this
specific action, there is never time available).
Objective #3 Continue adding new books to the library based on need and request
Actions
August 2018-2021: This objective is an on-going objective and will never change.
In particular in regard to this particular objective, Mrs. Sterrett would like to
continue adding to the current selection of graphic novels as they are not only
extremely popular with students but also help to bridge the gap between chapter
books and more complex texts appropriate for junior high school and beyond. Mrs.
Sterrett also gets regular requests for books from students and often takes fairly
immediate action on those requests using funds from the budget.
Objective #4 Work to better communicate available resources and activities (clubs, etc.)
Actions
Before School August 2018: Ideally, it would be profitable to meet before school
starts in August, during contract days or teacher work days, to brainstorm ideas (with
stakeholders – English teachers, students who are invested) for how to better
communicate resources. Some future actions might be dependent on where that
conversation leads.
September 2018: It would be helpful to get a group of students together who were at
school the previous year as 7th graders and could provide some insight on their own
behaviors (“Do students check announcements regularly?” and similar questions).
Perhaps create a feedback form or survey that could help guide the direction of next
steps for better communication.
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October-November 2018: Create a feasible plan that could be implemented during

this time frame as a “dry run” to see whether interest in (or at least recognition of)
clubs and available opportunities seems to improve. Results of potential plans and
implementation of so-called experimental “dry-runs” would help to guide next steps
(to either go back to the drawing board entirely, try a new tactic and implement it, or
attempt to think “outside the box” and try something entirely new!).

Goal #2 (Long Term): Continue to create seating opportunities to meet multiples needs
Objective #1 Create Café-styled seating just outside the library doors in the empty space between
lockers and front of library. This space would provide opportunities for
collaboration, study, and student fellowship.
Actions
August-September 2018: Discuss with Mr. Webber (Principal) the potential of
putting café seating outside the library (potential problems, other ideas, and
approval). Discuss with Marge Griffin (bookkeeper) about using potential funds for
café seating (if any is spotted)?
School Year 2018-2019: Create a feedback styled form latter half of first semester
(October-December) to see what students and teachers would best need in regards to
that café styled seating. What would it be used for? Is this something that is desired
that would be highly used? Do students want more seating like this, and if so, is
there potential to expand along the hallway across from the lockers as well as right
outside the library? Consider needs and uses to evaluate the best furniture for the
goal.
School Year 2019-2020: If approved to incorporate new furniture, it would be
necessary to keep an eye out for café style seating but to look very intentionally for
specific seating this particular year. Good deals can be found through local furniture
businesses, individuals, and online sources. There is potential for donations from
parents and contacts who could provide this seating for that area. This is not an
immediate need and the goal would be to continue making connections with
individuals and parents who might be willing to provide donations or provide a good
deal on the seating. Ample time would need to be taken to plan exactly what would
be best suited for that small area (include feedback, etc. from previous year).
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Objective #2 Replace current furniture (lawn furniture) in the window area. The lawn furniture
has served the library well for four years but would like something more comfortable
that students would readily gravitate towards (they love bean bag chairs for their
comfort).
Actions
School Year 2020-2021: Because the lawn furniture is still useful, this is not an
immediate need. The Café seating outside the library would provide new
opportunities for collaboration for students or another place to work or converse.
The lawn furniture is still serving a purpose and does not need to be immediately
replaced, so the café seating would take precedent over replacement of the lawn
furniture. Once the café seating and space is successfully created, actions could be
taken on the lawn furniture, which would be similar to the actions taken for café
seating. At the beginning of the 2020-2021 school year, funds could be reevaluated
as well as considering all connections/contacts for possible sources of new seating.
There is always a chance that an unexpected donation might occur before this date or
that the needs of the library will be different, making this new seating unnecessary.

Goal #3 (Long Term): Incorporate more technology to create new opportunities for student
growth and success
Objective #1 Acquire electronic drawing slates for the library to be used by students (inspiration
for this was driven by the Readers as Leaders program to assist in picture book
illustrations)
Actions
End of First Semester, School Year 2018-2019: Investigate available grants that
could be written in order to acquire these slates. Grants are often due in the second
semester of school, so this would allow for time to write any grants found if due
second semester. Consider Bentonville Foundation Grant. If grants are not
awarded, investigate grants for the next school year cycle and repeat.
Objective #2 Acquire iPads for use for interactive events
Actions
End of First Semester, School Year 2018-2019: Investigate available grants that
could be written in order to acquire these slates. Grants are often due in the second
semester of school, so this would allow for time to write any grants found if due
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second semester. Consider Bentonville Foundation Grant. If grants are not

awarded, investigate grants for the next school year cycle and repeat.
Objective #3 Acquire new virtual reality equipment to use to develop virtual reality programs
Actions
End of School Year 2019-2020 (March-May, Summer 2020): This is not an
immediate goal but something to consider in the long term. Find adequate time to
investigate virtual reality programs. Consider professional development
opportunities at the end of the school year in May 2020 or Summer 2020 that would
provide education in the world of virtual reality in the classroom and library space.
School Year 2020-2021: Continue professional development and education on
virtual reality. Consider creating a feedback form that would allow for teacher and
student input into the virtual reality possibilities. Depending on level of interest and
knowledge provided, this feedback could help drive the direction of this objective.
Investigate grants and other sources of availability for funds or for the virtual reality
equipment (sources could be discovered from the previous year’s newfound
knowledge).
Objective #4 Acquire TVs in every room so all students can receive school-based information
Actions
School Year 2020-2021 (and potentially beyond): This objective would be much
longer term and would require a lot of approval from those higher up in the district.
To get TVs in every room (in the building) to also be synced with a possible running
announcement system through the TV would require a lot of planning and funding.
This is an objective that would definitely be much longer term as it would require a
lot of moving parts which may or may not be approved. Initially, there would need
to be approval/support from the principal, and a plan would need to be put in place
for steps moving forward (steps are unknown until that conversation takes place).
Since this is an objective that is not a priority and could be considered further down
the road, this would not be addressed until the 2020-2021 school year, and more
specified actions would be forthcoming depending on the conversation that is had at
that date.

Goal #4 (Short and Long Term): Implement more opportunities for student-driven and
student-led learning and growth
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Objective #1 Student-led sessions during seminar time to capitalize on the student talent we have
in the building who can share knowledge with others
Actions
Before Start of School Year 2018-2019: Evaluate what is actually feasible during
seminar time for one person (Mrs. Sterrett) to actually manage and accomplish.
Consider looking at the year’s schedule (library times for English teachers,
scheduled activities during seminar times, etc.) and assess what can be restructured.
Consider bringing other teachers along on this journey: Are there other teachers who
could step up to the plate during a specified seminar time to allow for facilitation of
student-led sessions in showcasing knowledge/talent? Could a specific seminar be
assigned to a teacher (similar to an “enrichment” seminar) with the focus of students
being a part that would like to showcase a specific talent? Explore options (even
outside of seminar times) at the beginning of the year and see where the library can
help facilitate these ideas. Depending on conversations, ideas, and a potential
solution, review with Mr. Webber to see if ideas are feasible and could begin to be
implemented or recommend a good date for a “trial run.”
Objective #2 Incorporate artwork from students filling the walls
Actions
Beginning of School Year 2018-2019: Share Strategic Plan with staff (or reference
that within the library’s Strategic Plan, this specific objective) and specifically the
desire to incorporate student artwork into the library on the walls. In August, create
a Google Form asking teachers for any of their planned activities that would allow
for student artwork as a product and request artwork to be displayed (temporarily or
permanently, depending on situation and student permission). Depending on teacher
response, connect with teachers to collaborate on displaying student artwork
throughout the year.
Objective #3 Student-led sessions on movie-making that could provide book trailers for the library
Actions
Beginning of School Year 2018-2019: Similar actions could be taken for this
objective as the first objective for student artwork. Share Strategic Plan with English
staff (or reference that within the library’s Strategic Plan, this specific objective) and
specifically the desire to incorporate student movie-making for book trailers. In
August, create a Google Form asking teachers for any of their planned activities that
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would allow for student book trailers to be developed as a product and request the
trailers to be shared (through a shared Google Form that allows for uploading) to the
library which could be displayed in the library’s TV or projector. Depending on
teacher response, connect with teachers to collaborate on displaying student book
trailers throughout the year.
Objective #4 More collaboration with the public library on Coding for Girls
Actions
School Year 2018-2019 (October-April): Reach out to Bentonville Public Library
after beginning of the year settles (no later than October). Request information on
Coding for Girls and a potential partnership.
April 2019: Make a possible plan for partnership that could be planned no later than
April of 2019. Reach out to Dan Eddy and Sarah Franke for collaboration
opportunities.
May 2019: In partnership with BPL and with approval from Mr. Webber, have an
actual implementation plan in place by the end of that school year to support the
Coding for Girls program, with a potential opportunity for the library to host (as a
possible club space or a few times a month or week after school for short periods of
time). Support of this program could come in many forms, especially dependent
upon possible collaboration with Dan Eddy and Sarah Franke.

APPROVAL OF STRATEGIC PLAN

The 3-year strategic plan requires approval from the Fulbright Junior High School Principal,

Bradley Webber.

STRATEGIC REFLECTIONS

The library that was chosen for this Strategic Plan was a good choice for me, personally. In

some regards, this library was a very practical choice taking into consideration the demands of my

current career in education, the online nature of the course, and the limited accessibility to a variety of

library options in the area in which I live (Bentonville, Arkansas area). Within the Bentonville area,

there is one public library (the Bentonville Public library), and the remaining libraries are within the
 21

district. I had the choice to choose the Bentonville Public Library (and part of me was quite curious

about the prospect of working in a public library), but because of the practicality of the school library

and the opportunity to work closely with our school librarian, I felt that it made the most sense to

choose Fulbright’s library as my focus. As a Library and Information Studies student, I have chosen to

pursue the librarianship track within the program in order to become certified within Oklahoma (and

Arkansas, through reciprocity, as I hold a teaching license in both states) to one day step into the role

of library media specialist. Up until this class, I had some hesitancy in the track I chose for myself

only in that I had many fears and doubts about whether or not I would be up for the role and could fill

the shoes of all the librarians who have gone before me. The feeling is not much unlike that of a new

teacher (or intern) who has very little experience in the education world but only theory and

information, nothing that has been put entirely into practice. This class, the activities and discussions,

helped me to gain more confidence in myself and my abilities. I do not expect to walk into a librarian

role and be everything that I dream I can be right away, which has been no different than my

experience as a teacher. As each year goes by, I learn new things, incorporate that new learning and

new ideas into my classroom, and become better at my craft. In partnering with my school librarian

and working on this strategic plan alongside her, I was given an opportunity to glimpse into her role,

all the hats she wears (and that she wears masterfully!) and all its many moving parts. While I still feel

that there is so much I do not know (and might not know for some time until stepping into the role

myself), I do feel that I have a better understanding of the job I might one day pursue, and I have more

confidence now than at the beginning of the year that I would find this job incredibly satisfying and

that I might actually, with a lot of hard work and support along the way, become a wonderful school

librarian.

The strategic plan connected to everything else that I learned this semester but also brought all

my newfound knowledge to life. All the assignments and discussions had real world applicability

whereas, had this been a class full of purely readings with little application, I can say confidently that I
 22

would not have left the class feeling any more comfortable in my own abilities or my potential future

career as a librarian. The assignments and discussions throughout the semester were set up in a way

that provided me with very specific aspects of librarianship and management, which all came together

in the end, in this final culminating project. All these components were important, especially to be

able to fully understand the purpose of a strategic plan and the many pieces that go into it. For

example, having reviewed a budget from a small library in-depth and providing (theoretical) feedback

for the funds the next fiscal year, I felt much more comfortable taking that small experience and

knowledge into my school library to have a conversation with Mrs. Sterrett about her budget and how

she chooses to delegate funds. All of my new learning this semester (and even in another class I took

this semester that dealt specifically with information organization and organizational systems) was able

to be applied to this one project on a larger scale. I was able to put theory and practice to real life

application (but without a real-life risk), and that has been an invaluable experience.

The importance of a strategic plan has been made clear throughout the process of its creation

alongside Mrs. Sterrett. In talking with her, she said that she does go through this process every year,

but it is often in her head, not on paper formally like this strategic plan. A strategic plan can still be

made regardless of the starting point, and it has been a valuable experience to build a strategic plan

from the ground up! In regard to sharing the plan with faculty members, I have also come to the

realization of how important this is and how this could be used as a tool to accomplish objectives.

Mrs. Sterrett has wonderful plans and goals for the library, and these objectives might be more

efficiently implemented if she were to invite others to join in her goals and aspirations. She is the type

of woman who thinks she must “do it all” and is never doing near enough for everyone; she attempts to

be a superhero librarian who can take on every activity and idea, resulting in a full plate and many

items to juggle (which I am always astounded how she manages so well!). Yet, if she were to take

advantage of the people she works with who really want to be utilized, who want to partner and help to

provide a support system who can also contribute to her goals, some of her objectives could be shared
 23

among these colleagues rather than just one person (she is just one person!), helping to further her

goals and achieve them (and perhaps even to an extent that she would not have imagined). In Goal #4,

for example, Mrs. Sterrett really wants to begin incorporating student artwork and video-created book

trailers. These are all student creations that do often happen in English classes as well as other content

areas. For Mrs. Sterrett to take this goal directly to the source and ask for partnership with those

teachers to help make the goal a reality, I think she would find that many would be receptive and more

than willing to help in any way they could, especially considering all that she does for everyone else

before thinking of herself! If anything, sharing a strategic plan would do nothing but help foster

communication and transparency between the library and the rest of the school, providing perspective

for all that goes on in the library for those teachers who might have little concept but also inviting

faculty and staff members to partake in the library, the hub of the school community.
 24

ENDNOTES
___________________________

1
All photos taken by Jessica Humphrey. April 2018.

2
Core Beliefs developed by Fulbright Junior High faculty and staff, August 2018.

3
The Fulbright Junior High Mission Statement was developed by faculty and staff, August of 2018,
and was implemented alongside the Library Media Center’s Mission Statement. The Library Media
Center’s Mission Statement was developed alongside Michele Sterrett and an adaptation from a
previously created Mission Statement on a Wolf Den pamphlet (created 2014). See Appendix A for
pamphlet.

4
The Fulbright Junior High Vision Statement was developed by faculty and staff, August of 2018, and
was implemented alongside the Library Media Center’s Vision Statement, developed from informal
interviews with Michele Sterrett in April 2018.

5
Sterrett, Michele, “Library Wolf Den Check In 2017-2018,” Google Forms, September 1, 2017.

6
Humphrey, Jessica, Reagan Goodman, Nikki Van Dyke, and Ian Emery, “Interest Survey,” Google
Forms, February 2, 2018.

7
Sterrett, Michele, “Library Wolf Den Survey,” Google Forms, March 12, 2018.

8
All circulation data that was pertinent was collected by Michele Sterrett using the Atriuum library
catalog to generate reports. These reports were informal reports and were printed as a simple data
table. No specific dates were provided for each report, but reports were run in April of 2018.

9
Sterrett, Michele, “Library Budget 2017-2018,” Microsoft Excel, Accessed April 2018.

10
Informal interviews, meetings, and collaborations occur almost daily throughout the year between
Michele Sterrett, faculty and staff, students, and other individuals. In many conversations with Mrs.
Sterrett from February-April in considering this strategic plan, we considered this academic year’s
informal interviews, meetings, and collaborations to set future goals and objectives.

11
“Fulbright Jr. High School: Arkansas Comprehensive School Improvement Plan 2014-2015,”
ACSIP, Last modified October 6, 2014,
www.bentonvillek12.org/cms/lib/ar02203372/Centricity/Domain/4520/FJHS-ACSIP1415.pdf
 25

BIBLIOGRAPHY
___________________________

ACSIP. 2015. “Fulbright Jr. High School: Arkansas Comprehensive School Improvement Plan 2014-

2015.” Last modified October 6, 2014.

www.bentonvillek12.org/cms/lib/ar02203372/Centricity/Domain/4520/FJHS-ACSIP1415.pdf

Evans, Edward G., and Holland Christie. 2017. Managerial Leadership for Librarians: Thriving in the

Public and Nonprofit World. Santa Barbara: Libraries Unlimited.

Fulbright Junior High Faculty and Staff. 2017. “Core Beliefs.” Google Doc. Last modified August,

2018. Accessed April 7, 2018.

Fulbright Junior High Faculty and Staff. 2017. “Mission and Vision.” Google Doc. Last modified

August, 2018. Accessed April 7, 2018.

Humphrey, Jessica, Reagan Goodman, Nikki Van Dyke, and Ian Emery. 2018. “Interest Survey.”

Google Forms. Last modified February 2, 2018.

Sterrett, Michele. 2018. “Circulation Reports.” Atriuum. Accessed April, 2018.

Sterrett, Michele. 2014. “Fulbright Junior High Library Media Center ‘The Den.’” Last modified

August 2014.

Sterrett, Michele. 2018. Informal interviews by Jessica Humphrey, February-April, 2018.

Sterrett, Michele. 2017. “Library Budget 2017-2018.” Google Sheet. Accessed April 16, 2018.

Sterrett, Michele. 2017. “Library Wolf Den Check In 2017-2018.” Google Forms. Last modified

September 1, 2017.

Sterrett, Michele. 2018. “Library Wolf Den Survey.” Google Forms. Last modified March 12, 2018.
 26

APPENDIX A

Library Media Center Pamphlet (both sides)

 27

APPENDIX B

Library Budget 2017-2018

 28

APPENDIX C

Circulation Reports from August 24th, 2017-April 16, 2018

Circulation by Material Type

Circulation by Item
 29

Circulation by Item (labeled by type)

Circulation reporting new items added