When entering Peak to Peak Charter School’s library building in Lafayette, Colorado, visitors are met with a colorful floor-to-ceiling mural. As Suzi Tonini (School Library Leadership Consultant), Amy Bahlenhorst (Research Analyst), and I took it all in, Carla Flanhofer, Teacher Librarian for sixth-12th grade and our host for this morning in the library, explained to us that it didn’t always look like this. She described the previous carpet, which was duct taped together, and the bare, industrial walls that existed before Peak to Peak’s students and staff, led by artist Cindy Guajardo (also a staff member), transformed the entryway into a bright, welcoming space. Each grade was included in the project – younger students selected and voted on hidden elements to be included in the mural, middle school students designed the selected objects and older students and staff, led by Cindy, painted the vision into reality.
The mural continues around the corner towards the library doors, and more artwork comes into view. Tiles along the opposite wall each contain a unique image painted by a student (now an alum) years ago. And, right before you enter the library space, many small, circular artworks are displayed, each one created by an eighth grade student to represent the legacy they would like to leave. Classes gather in this entryway to receive instructions before heading into the library where Carla (known by her students and referred to here on out as Flan) has also initiated significant renovations since stepping into her current role. A refresh to the physical library space was a part of the multiyear growth plan she presented in her application process. With the support of her school’s administration, facilities team and library staff, the bulk of the interior work happened shortly after her hire. Thanks to her work advocating for the transformation of the space and centering student artwork, Peak to Peak Library’s atmosphere is warm and welcoming. Future plans include improved soft seating, an attached classroom space for large group meetings and activities, as well as (hopefully) a connection bridge between the high school and library buildings.
Collaborating to Strengthen Services
The library as a separate building on the Peak to Peak campus has historically been a barrier to students and staff visiting the library, but our Monday morning visit told a different story: The space was alive with student engagement. Each period a French class arrived to explore the library’s International Francophonie Day exhibit. Students interacted with posters hung around the library (in both English and French) and took notes on what they learned. Meanwhile, several student tutoring pairs worked together at tables, and other students read books or completed school work independently. With the library providing such a wide range of programming and services, one of the library staff’s main concerns is not having enough space to meet all students’ needs.
When asked which library services she sees having the largest positive impact on students, Flan spoke to the importance of the library as a safe, inclusive, and peaceful space, as well as a space to inspire students to engage in the world through literature, research, and exhibits. Students’ senses are bombarded all day long from the fast-paced environment we live in, she explained. Oftentimes the library is a sanctuary where they can escape some of the overstimulation, while also feeding their imagination and/or getting support. For this reason, the library team has been working with the administration to create a future library space that better accommodates both students engaged in collaborative activities and those who use the space for quiet study, academic support, sensory breaks, and joy reading.
As we observed the flurry of activity on this Monday morning, we heard about how the library came to be this central hub on campus. From her experience working with past teacher librarians and through regular consultation with longtime (and new) library staff members, Flan stepped into this role understanding the importance of outreach and connecting across both Peak to Peak campus and the wider community. She explained how, in part because the library is its own building, the library space can feel isolating for the team. To ensure the library stays central to all happening on campus, Flan prioritizes staff collaboration. Not only does she complete regular outreach with individuals and departments, teachers stop by regularly in the library to co-plan and ideate.
The expansion of Peak to Peak’s peer tutoring is another recent success that has increased student library use. Flan was proud to share that, while there was a strong foundation of a tutoring system in the library prior to her arrival, there were typically only 25-30 tutoring pairs in a year. Since she has been collaborating with the staff in the “think tank” area of the library, the number has more than tripled to over 130 tutoring pairs throughout the year. She also told us how the tutoring system works and what has led to its success, under the coordination and supervision of the two part-time think tank staff, Laine Kendall and Cassie Howell. Oftentimes, middle and high school students are paired together. For example, an 8th grader might be paired with a junior. The same tutor and tutee are paired for the whole year — a consistency that builds trust and supports sustained learning. Tutors also receive National Honor Society hours, set SMART goals together with their tutee, and are taught to track progress throughout the year.
When asked how she manages the increase in tutoring and testing taking place in the library with providing traditional library services, Flan acknowledged that their current space is almost maxed out. Future build-out plans include an adjoining space that will be a separate library classroom/group space with a capacity of around 60 students. Currently, library staff continually communicate how they can best use the space that they have depending on how many tutoring pairs they are expecting on a given day.
This entire team deserves credit for Peak to Peak Library’s many recent successes. Pam Rutigliano, Library Assistant and recent Impact on Education Award winner, greets students at the circulation desk, is the heart of the library and manages many of the important behind-the-scenes librarian duties. The two part-time library paraprofessionals (Laine and Cassie) also keep everything running smoothly in the think tank. This brings Peak to Peak Library’s staffing up to three FTE’s (full-time equivalents) which shows that the school is prioritizing comprehensive information literacy instruction by giving Flan the support she needs to spend much of her time collaborating with classroom teachers.
Lasting Lessons in Information Literacy
As a longtime certified teacher, Flan is an instructional partner to teachers, and she embraces this role’s full potential by spending the majority of her time teaching in classrooms. Almost daily, Flan collaborates with classroom teachers in subject areas such as English and Social Studies to weave information literacy and research skills into their curriculum. Since research skills are essential in so many fields of study, her work is not isolated to these two fields. This year, she also worked with instructors in math, kitchen chemistry, science and performing arts to horizontally align research, writing, and information literacy instruction. One of Flan’s multiyear goals is to create a seamless, sixth-12th grade vertical and horizontal alignment in how students learn information literacy skills that includes learning objectives for each grade level.
Present-day conversations about information literacy must also address the use of artificial intelligence (AI) as it is now integrated into so many online tools. When asked about her approach to teaching students about AI, Flan explained how she starts with discussions around AI in sixth and seventh grade without encouraging the use of AI at this age. Students must first understand the “why” behind limiting AI use until skills are developed. Students examine the difference between completing research/writing/homework with the help of AI and actually being able to have a conversation about the subject matter on their own. If they can’t do the latter they haven’t really built the skills through their reading, research, and writing that are the foundations for academic conversation. However, Flan also has open conversations with students about why students turn to AI, such as deadlines and pressure for grades, and works to address these with students relying too heavily on AI. Students need to understand that while AI can be a really helpful tool later in academic and professional life, they need to use their middle school and high school years to build robust research, writing, and information literacy skills in order to allow them to use AI ethically and appropriately later in their careers. When Flan asks students if they would want their teachers to write them a letter of recommendation using only AI, their answer is generally “no.” For older students, exploring their answer of “no” is an effective way to open up the conversation about using AI for larger research-based writing pieces in junior and senior year, continuing the conversation started in sixth grade through the end of a student’s middle and high school academic experience.
Flan also teaches the CRAAP method for information literacy — an acronym that middle schoolers find particularly entertaining. CRAAP stands for currency, relevance, authority, accuracy and purpose/perspective. To help students remember this, Flan had her youngest students, sixth graders, make CRAAP keychains. Not only did many students enjoy the activity, but Flan recognized that having a tangible reminder for students to carry with them helps the lesson stick. These keychains are one of several ways that Flan has incorporated creative, hands-on opportunities for students to learn information literacy skills they will retain. Other examples include CRAAP collages, where students need to find images in a scrap magazine to represent (literally or metaphorically) each element of CRAAP and CRAAP breakout boxes. For the breakout boxes, students are given a set of sources with letters/numbers on each and they have to correctly solve clues related to CRAAP (Ex. “Which source of sources 1-4 is most authoritative?”) to open the locks and access a prize (typically literary stickers).
More examples of simulation-based learning and research skills intersecting in the library include times when Flan used art to show how perspective matters. Using a picture that looks like it is of either a mouse or a man depending on the viewer, Flan demonstrated how people who had just seen photos of animals are more likely to see a mouse. Those that saw pictures of faces are more likely to see a man. Further, students examine a piece of art of a person riding a horse through the forest and make observations. After 60 seconds, they are told that the title of the piece is “The Forest Has Eyes.” Many only then see that the trees have eyes on them. This taught students how backgrounds and past experiences shape how people process information, and once a new perspective is illuminated, it’s hard to “un-see” it.
Each of these 3D ekphrastic student art pieces relates back to a book the student read.
In a separate art-based collaboration with the innovation instructor, Kristie Letter, ekphrastic art pieces created by all ninth-grade students were on display in the library alongside an open book containing students’ explanations on how their creation relates to a book they read. Lastly, Flan shared with us that the library is hosting the Colorado Shakespeare Festival for seniors during their class time, where lessons about relational violence are interwoven within the play and debriefed after with the actors and school counseling team members.
Structured for Success
According to the American Library Association (ALA), school librarians provide leadership in new technologies, safe spaces for students, and access to diverse resources all while growing essential skills and increasing student achievement. Unfortunately, in Colorado there are fewer school librarians now than there were ten years ago. In 2024, less than half (around 44%) of school districts had a full-time, certified librarian. During our visit to Peak to Peak library, Flan told us that school librarians often have to educate stakeholders about how their role has evolved and demonstrate their impact on student learning outcomes. To do this effectively, she stressed the importance of relationship building and collaboration to prevent school librarians from becoming siloed in their work.
Flan has recently earned the Highly Effective Schools Through Libraries (HESTL) certification by submitting evidence demonstrating her accomplishments and exemplary practice in each of the five areas of school librarianship: Planning, Instruction, Leadership, Environment and Management. Participating in the Colorado State Library’s HESTL credentialing program helped Flan showcase the positive impacts of her role as Teacher Librarian on student learning. When we asked her what she sees as the role or responsibility of Peak to Peak Library to the students it serves, her response emphasized the importance of libraries adapting to meet needs and adjusting readily to changing circumstances:
Being a teacher librarian means actively being engaged in all aspects of the school – it’s no longer just about providing books (although curating a responsive and engaging collection is still imperative). It’s about collaboration, instruction, outreach, advocacy, student support, programming and meeting any student, staff and community needs that arise.
Through all the recent improvements to Peak to Peak Library, it is the students’ enthusiasm and little word-of-mouth moments that really stand out to Flan. She described how middle schoolers line up in hopes of receiving a library pass during their lunch recess time, how students remark about how much they love the space, and how exciting it is to hear community members discussing the library at athletic events, whether it be Pam’s ability to select the absolute perfect book for their student or how fun puzzle night was for families. “People are talking about the library,” Flan told us with a smile. “It means we are positively impacting the day-to-day lives of our students, staff and families, which is the ultimate goal.”
Thank you for reading this chapter of Colorful Colorado Libraries: Stories from our Centennial State. A huge thank you goes to Peak to Peak Library, Carla Flanhofer for hosting us, and Valerie Mosley, CDE Multimedia Manager, for the photos. To join the Library Research Service’s Colorado Public Library Data Users Group (DUG) mailing list and receive posts via email, please complete this form.