WiLS April 2016 Member Interview: Melissa Matz, Brookfield East High School

One of our greatest joys at WiLS is hearing our members tell the stories of the big and important work they are doing – interesting new projects or initiatives, or even interesting and new approaches to old projects.  And, in addition to hearing about it, it makes us even happier when we can share those stories with other members.   Each month, WiLS is proud to feature an interview with one of our library members.  This month, we interview Melissa Matz, Library Media Specialist at Brookfield East High School and WiLS Board Member!

These interviews are part of a series of interviews with both WiLS library and vendor partners.  Your feedback is appreciated.  If you have any to offer on this article, or suggestions for upcoming interviews, contact Andrea Coffin at .

Why did you, personally, choose to work in libraries?

All my life I have loved libraries and I think it is because my parents established a library habit in me at a very young age.  I enjoy libraries so much that I even visit them while away on vacation! Despite this affinity for libraries, for some inexplicable reason I didn’t go to college to become a librarian.  Instead, I became an elementary schoolteacher.  After teaching middle school science and fourth grade I realized I wanted to become a school library media specialist.  I wanted to help children and young adults find answers to their questions without judgement or the need to formally test them.  I wanted to help connect young people with books that would inspire them and ideas that might ignite their imaginations and set them on course for a meaningful life.  

Two librarians from my youth inspired me, mentored me, and helped me make the decision to pursue my MLIS.   My beloved children’s librarian was a remarkable woman named Holly Sanhuber.  Little could I predict that she would eventually became the director of Muskego Public Library and my boss for my first ever library job long before I pursued my MLIS.  She was a brilliant librarian and successfully lead the expansion of that library from cramped quarters to a beautiful standalone facility.  

Ginger Campion was the school library media specialist during my stint as a fourth grade teacher.  She astonished me with her unbounding energy and resourcefulness to promote literacy.  She transformed herself into Ms. Frizzle of the Magic School Bus and The Cat in the Hat, all in the service of supporting young readers.  She was the ultimate collaborator and the importance of that skill has always stuck with me.  Now, when I’m working with teachers to improve lessons, and assisting students in strengthening their information literacy skills, I think of her.

What is unique about the culture of your library?  How do you influence it?

I work in a high school library media center that serves about 1250 students and over 80 faculty and staff.  I have a tight core group of avid readers but need to grow this segment of the population.  The district has an open policy regarding the use of personal devices so it can be a real challenge to hold student attention and channel it to more academic pursuits.  Many are easily sucked into social media and seem to have waning attention for research or reading books.  Faculty view the library very traditionally and feel they need to be present with their entire class whenever they visit.  I’m slowly trying to change the culture to view the LMC as an incubator of imagination, creativity, collaboration, and critical thinking.  Students should visit whenever they need help finding information, managing research, or effectively communicating what they have learned.  The days of large group visits are over and students need to be able to come with small groups or alone to pursue what truly interests them.

What do you think is important to know about the patrons or community you work with?  What helps you understand those needs?

Most families in this community want their children to gain admission to a university and not just any school will do.  They have big dreams for their children and high expectations.  They also have the means to buy enriching after-school experiences for their children.  At the same time, they are hesitant to allow their children to fail and learn from their mistakes.  The result is students who are people pleasers, a bit anxious, and a tad risk-averse.  

What big ideas are being worked on at your library?  What problems are being solved?

I’ve always been interested in the conclusions reached by educational policy professor and researcher David T. Conley on the 2003 study sponsored by the Association of American Universities and Pew Charitable Trust entitled Understanding University Success.  Researchers asked university personnel the  qualities students needed to be successful undergraduates.  Successful students weren’t those who memorized facts and spit them back on exams.  Instead, successful students developed and internalized habits of mind (inquisitiveness, critical thinking, persistence, acceptance of constructive criticism, independence, openness to possible failure) and could therefore handle the challenges of college life.  

Many of my students indicate that they cannot cope with the stress and anxiety they feel.  Too many don’t seem to have grit or curiosity that Paul Tough describes in his 2012 book How Children Succeed: Grit, Curiosity, and the Hidden Power of Character.  I want to be part of an institution that supports and fosters habits of mind.  I have been learning about the library maker movement and believe I can adapt parts of this to my school library.  I’m about to open my first ever digital production studio to support budding videographers, podcasters, and photographers.  I  intend to provide resources and coaching to help them achieve something they have never done before.