Market your library resources

Marketing is not a dirty word! Aggressive promotion is required to ensure everyone knows the breadth and depth of the online library resources you offer.

Constantly search for an angle to introduce students and teachers to the resources: hang out in the staff lounge at lunch, find out what teachers are doing in the classroom, swing through the copy center, be a fly on the wall.

Maximize the use of your student library assistants in training other students on the library resources. Make sure you put your library assistants through a thorough training of the resources.

The DLC has mouse pads, handouts, and pens available to help you increase awareness. Contact the DLC to arrange delivery.

What Works

To encourage database use and educate the faculty, I often do a 'Tech Tip' at the beginning of the faculty meeting. I choose one or two databases and demonstrate its use. I also create a sheet so people can take it with them to remember what I said or to give to people at the make-up meeting, which I often can't attend.

— Nancy Kuta, Juanita High School

Between having better training, improved website design, and maybe just getting used to hearing about the DLC, teachers will be more receptive to the idea of using the DLC resources.

— Marilyn Wigen, Oakesdale High School

Recently I passed out a handout to teachers listing our district's paid sites, including passwords for home access. They have all been invited to an after-school event, where the DLC Library resources will be demonstrated.

— Barbara Rose, Rainier Beach High School

I hang out where teachers hang out: in the staff lounge, swing through the copy room, I eat lunch where I know teachers will be dining. I am always a fly on the wall and I'm not afraid to be a 'budinske.'

— Eve Datisman, Port Angeles High School

Timing the delivery of the message is as important as the message itself. Everyone has a million different priorities; we don't want to end up overwhelming the teachers. It's important to pick the right moment to engage a teacher.

— Janet Woodard, Garfield High School

I like to apply a resource targeted to needs rather than mass marketing. I email resources to groups of teachers when I know it is something they can use.

— Eileen Ray, Toppenish High School

Certain teachers are already very heavy users of the DLC Library resources in their classrooms. I encourage these teachers to tell others of their success. Sometimes it helps for the teachers to hear about a resource from someone other than the librarian.

— Elizabeth Hamming, Lynden High School

Articles & Resources

"Marketing Reflections: Advocacy in Action"
Gail Bush, Merrilee Andersen Kwielford. Teacher Librarian. Seattle: Jun 2001.Vol.28, Iss. 5; pg. 8, 5 pgs (Proquest)

"Your Media Program's Web Presence: A Tool for Advocacy and Marketing"
Mary Alice Anderson. MultiMedia & Internet@Schools. Medford: Mar/Apr 2005.Vol.12, Iss. 2; pg. 33, 3 pgs (Proquest)

"Promoting Library Advocacy and Information Literacy from an 'Invisible Library' "
Kathy Lehman. Teacher Librarian. Seattle: Apr 2002.Vol.29, Iss. 4; pg. 27, 3 pgs (Proquest)

"Challenges: The Seven Most Critical Challenges Facing Our Profession"
Doug Johnson. Teacher Librarian. Seattle: Jun 2002.Vol.29, Iss. 5; pg. 21, 3 pgs (Proquest)