Mentoring Librarians

I created this Wakelet to serve as an e-portfolio of resources that will help me serve as a mentor in the future. It is the project that got the least attention from me during the course because of extenuating circumstances, family responsibilities, and more. However, I consciously decided not to invest a great deal of energy into it so that I could focus on the other performance tasks, AND because I am confident in my ability to curate resources (it's such a huge part of what I do as a librarian). A great bonus is that I have gleaned SO much from the work that my classmates have done, that I fully appreciate the crowd-sourcing/hive-mind effect of this group. I am actually now focusing on the items that those classmates created - and adding those to my curated list. In some ways this is a common occurrence for overloaded procrastinators like myself: if you put off (or avoid) something long enough, either the need for the task no longer exists, someone else has done it for you or, ...

As someone who grew up in a Jewish family on Long Island, interruptions were a natural part of conversations - never viewed as rude, just how we communicated. It wasn't until I moved to rural New England that I had to change my conversational patterns and temper my mode of communicating with others. Thankfully, this move coincided with attending grad school, and being in grad school involved lots of attentive listening and thoughtful conversation. I have worked both personally and professionally to avoid interrupting people (in general) and it is still something I think about consciously all the time - especially when teaching. Mentoring will be no different. In my practice conversation with Heidi, we agreed to discuss her goal for the beginning of school and to develop it into a S.M.A.R.T. goal. I selected figure 13.5 on page 165 of the AASL standards (see photo) as the guiding third point document to help guide the conversation. Unfortunately, this part of the video call didn...