April 26, 2025 • 34 mins
Dr. Eno Attah, a school librarian with a doctoral degree in Educational Leadership, discusses the transformative power of libraries. She highlights her journey from a Nigerian American background, influenced by PBS and her community, to becoming an educator. Dr. Attah emphasizes libraries' role as safe spaces offering resources beyond books, such as hotspots, calculators, and Chromebooks. She advocates for parents to leverage librarians as allies in supporting their children's interests and passions. Dr. Attah also shares her experience transitioning from teaching to librarianship and the diverse roles librarians play in connecting people with resources and passions.
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Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
TD Flenaugh (00:00):
Welcome so libraries, we know that it holds
(00:05):
that they hold a wealth ofinformation, and that kids can
learn a lot at a library, andit's more than just books.
Today, we have a special guestthat's going to tell us about
the magic of libraries, and youdon't want to miss this episode.
Hi, thank you so much forjoining the Falling for Learning
(00:27):
Podcast. I am TD Flenaugh. Wehave this podcast to help
parents and caregivers withhaving the resources, strategies
and tools needed to make surethat their children are on track
for learning and to stay ontrack for success.
(00:49):
Today we're welcoming Dr EnoAttah. She is a school librarian
extraordinaire, and she has adoctoral degree in Educational
Leadership with an emphasis onsocial justice. So she's going
to tell us about the magic oflibraries and what you need to
know to make sure your kids areon track and have the
(01:09):
competitive edge when it comesto libraries.
Dr. Eno Attah (01:12):
Thank you for having me. I'm so happy and
excited to be here.
TD Flenaugh (01:17):
Wonderful. Okay, so just before we jump into like
business, are you in I believeyou're on break right now. Are
you enjoying your time?
Dr. Eno Attah (01:28):
I am having an awesome, restful, relaxing time.
I just came back from Arizona. Idid a little road trip to
Arizona, and then I also visitedMarietta hot springs. So that
was an experience that wasreally nice, as well, as you
(01:49):
know, eating all types of food,because I'm a foodie, so I love
to find food and adventures
TD Flenaugh (01:56):
Wonderful. Okay, so one thing that you told me about
is you have a doctoral degree inEducational Leadership, and to
get you know, to be soaccomplished and have
accomplished so much in theeducational and academia, you
must love learning. So tell uswhat that journey was like for
(02:18):
you as a child, learning to lovelike, what got you into learning
to love learning? I'll give memy words together. What got you
into loving to learn? There wego.
Yes, you hit the nail on thehead. I am passionate and
committed to lifelong learning.
I love learning new things,learning about people, learning
(02:45):
about community, cultures, justanything and everything that
there is to know, because Iknow, like, for right now in the
entire universe, like myknowledge is like a spec, you
know? So I know that there'salways more that I can learn.
But dating back to childhood, Ican say, when I think back, I'll
say my parents, PBS, mycommunity, and then some of the
(03:17):
educators that I have so had sofor me to delve, you know, more
deeply into that my background.
I'm Nigerian American. So bothof my parents are or were
Nigerian. My mom passed when Iwas in college. My dad is still
here. Yes, thank you. And youknow, my dad was an engineer
(03:45):
before he came to the UnitedStates. He studied in Nigeria,
of course, and abroad in London.
But then he came to the UnitedStates and had to deal with a
wealth of injustices and startall over, you know, and for him,
it didn't stop him. He keptpursuing and kept pursuing his
goals. And something that himand both my parents would always
(04:09):
tell me is that, you know, inlife, you can get gain lots of
material things, but what no onecan ever take away from you is
God or your knowledge. So topursue that and pursue it
passionately. And so from when Iwas a kid, I just always knew
(04:29):
that if there was anythingeducation wise that my parents
are going to support me, I mightask for a pair of new shoes.
They may say, No, I might askfor the latest, you know,
electronics that had come out,they would say no. But if I said
I needed money for a field trip,or I needed, you know, something
to pursue my academic goals orpassions, and they were going to
(04:51):
support it 1,000% and go aboveand beyond. So that was my
initial love for education. Andthen when I say. The PBS, I was
a latch key kid, like a lot ofthe kids growing up in the 80s,
and you know, even things thatparents back then did today,
parents would not be allowed todo. But I went to pre school and
(05:13):
I felt like, oh, I had learnedeverything that I needed to know
in preschool and you know? And Isaid, Well, you need to go to
school. I don't want to go toschool. I know everything,
right? I would be at home, andit would be me, Sesame Street,
Mr. Rogers, okay, reading.
(05:37):
I can relate. Definitely. Idefinitely was one of the
original PBS kids as well. I'mglad to meet another one.
Dr. Eno Attah (05:48):
I just really learned a lot from those shows.
And when, now that I'm ineducation, and they just say,
like, you know, the first fiveand how much students and how
many, how much children canlearn in the first five years of
life, and how, what? And I'm,you know, not down in, you know,
schools or anything like that,but they're saying, like, okay,
the equivalent of Sesame Street.
If you were to have your kidwatching Sesame Street every
(06:11):
single day, they could learn theequivalent of what they would
learn in a preschool. So for me,I was kind of like being self
taught by PBS. And by the time Ienrolled
TD Flenaugh (06:22):
absolutely
Dr. Eno Attah (06:23):
In kindergarten, I was a teacher's assistant in
kindergarten. Okay, so alwaysopen my teacher grade papers in
kindergarten by PBS education,you know? And I just really
loved that my community again, Iwas at a school in an inner
(06:43):
city. I grew up in an innercities neighborhood, LA USD
public I'm a proud product of LAUSD public schools, and I can
to, yes, I can attest to thelove that was poured and the and
the confidence that was pouredinto me and my peers growing up
(07:05):
in the 80s, being taught byteachers that had come from our
community, that had graduated,gone to college and then
returned to the community toteach kids who look just like
them. And I am a product of thatlove, of that inspiration, of
that motivation. And I can justsay I'm nothing but grateful
because my teachers, you know, Ican name my my, all of my
(07:30):
elementary school teachers. Oh,shout them out. Shout them out.
Burton. So I went to BudlongElementary, okay, Avenue
Elementary in LAUSD, I had MissBurton, Miss Washington, Miss
Marceaux, and then MissRobinson, who was now an
administrator for LA USD, and Ican, I have nothing but
(07:52):
accolades to pour on thoseteachers, because they saw us
and they really, really inspiredus. And we had the arts. We had
everything, you know, so I'llstop there. I can go on and on.
Yes, education. I love learning,and it started at a very young
(08:12):
age,
TD Flenaugh (08:13):
alright, so can you tell us about, you know, what
are some activities or skillsyou had when you were younger,
right? That led to your presentcareer as a light a school
librarian.
Unknown (08:29):
Oh, yes, when I was younger, I actually was trained
in ballet, tap and jazz danceour school and I that was
outside of school, but inschool, we had a dance slash
theater teacher from elementaryschool age who was teaching us
(08:52):
about Alvin Ailey, Debbie Allen.
We I learned the National Blackanthem in elementary school, I
learned so many things thatstill resonate with me today. I
learned about Langston Hughesread. I learned about the Harlem
(09:15):
Renaissance. I learned about,you know, so so many things
about culture and community, andagain, there was not a deficit
model or mindset. So I did thatin elementary school when I got
older, and I moved from myelementary school to a different
(09:36):
elementary school in fifthgrade. So, you know, that was
kind of traumatizing. Yes, I gotagain, new teachers, new
educators who believed in me andalso inspired me. And when I was
in fifth grade, there was aprogram that was just starting
that was a partnership betweenLA. USD and the University of
(09:59):
Southern California, and it wascalled the USC pre College
Enrichment Academy, neighborhoodacademic initiative. And the
program, I don't know if youhave you heard of that program
or not? I
TD Flenaugh (10:17):
am not sure, but I've heard of different USC
programs. I don't know if it'sthe same USC program.
Unknown (10:23):
This program is called the McMorrow USC pre College
Enrichment initiative now, Naiprogram now, but it was just
starting when I was in the fifthgrade. I think they had done the
program for a year. We there wasa cohort right before us, but
then we were the second cohort,and the program promised that if
(10:43):
you were stayed in this programfrom middle school all the way
until high school, and yougraduated within this program,
you took your Sat and you wereaccepted to USC that you would
have a full ride scholarship toattend USC, because the crux of
(11:08):
the program was that thestudents who came from the
neighborhood should also bemirrored in the demographics of
the people who were attendingCollege in that neighborhood. So
love it. Yes, you have right auniversity right in the middle
of the hood, but the people wholive in that neighborhood are
(11:28):
seen or viewed as outsiders. Sowe were included in two USC to
where we were called scholars.
That's we weren't calledstudents. We were called
scholars. We were on campusevery single morning, and then
we would go. We would bust intoour home schools in the
afternoons or after the morning.
(11:52):
We would come to Saturday schoolat USC. On Saturdays, we would
attend summer school andintercession like we breathe
USC, you know, so by the timeyou are graduating, we felt
like, are there? We felt like,
TD Flenaugh (12:13):
Alright, go ahead.
Unknown (12:16):
Can you see me? Can you hear me? Is my head moving
because I'm moving it, yeah, Idon't see it moving on the
camera. It is. It's
TD Flenaugh (12:24):
a little lag. Is what's happening right now. But
it's okay. I can keep going,yeah, just keep going. So by the
time you graduated,
Unknown (12:31):
okay? So by the time we graduated from high school, it
was like, you know, the goalwas, like, you're going to USC,
you have this scholarship, youbelong here, don't ever make
anybody believe that you're anoutsider or you don't belong. So
that program really wasinstrumental in shaping who I
(12:52):
was, as as a person, as a humanbeing, as a learner, and it
really shaped my the teachersthat I had in that program, and
just their dedication and theirdevotion to us, really, I think,
impacted me to want to be aneducator, because they were so
(13:15):
passionate. And I know that I'ma passionate person. So before I
thought like, Hey, I might wantto go into child psychology. I
want to work with youth, youknow, I want to support youth.
But in the end, I took I was apart of the joint educational
project. Well, let me back up. Iwas a tutor in my high school
(13:37):
year. I think it was my senioryear of high school. One of the
NAI teachers had retired, andshe had created her own
business. And this this bit, itwas kind of like a business
nonprofit model, and she wouldher name was Miss Amos, and she
would go into different innercity apartment complexes,
(13:59):
apartment units, or what peopleconsidered the projects, right?
And each of those units wouldhave like a community room that
she would get to use afterschool as a tutoring center for
the kids who lived in thatapartment complex, okay? And she
(14:21):
hired us, the NAI High Schoolscholars, to come and be tutors,
and we would tutor theelementary school kids who lived
in those projects,
TD Flenaugh (14:31):
the rewrite method and the rewrite method workbook
are your go to resource forhelping kids to learn to fall in
love with writing. It has thetips, tools, resources,
strategies and skill buildingactivities to help kids fall out
(14:57):
of writing and into. Loving towrite, get your book set today.
Unknown (15:12):
So that was like my first experience with, you know,
quasi being in education as atutor, and I was really
passionate about it. It was veryfulfilling. And I love the
feeling of getting students whofelt like they didn't know math
or they didn't know you know howto read or say a word or how to
(15:33):
spell or how to read. I justfelt so good being able to
support them and encourage themand let them know, like you can
do this. You can do anything youput your mind to, and I'm here
to support you. So that was kindof how the pro the things that I
was involved in prior tocollege, that got me thinking,
like, oh, maybe I could be intoeducation. And when I got to
(15:54):
USC, I was a part of the jointeducational project, and then
another one of my classes thatI, that I participated in, sent
us into the community to workwith schools, creating lessons
and teaching those lessons tostudents in the in our in our
surroundings, called the familyof five schools surround, and I
(16:19):
was able to go in and teach. Youknow, kids with my classmates
and my group mates and a lot ofmy classmates, they didn't not a
lot, most, all of my classmatesthat I was doing these projects
with were not from the innercity. They had never had or
lived that experience. It waslike they were going into a
(16:40):
foreign area, or they were goingsomething that was unknown,
whereas this was what I was usedto. This was my home. This was
my Yeah, because I lived in theneighborhood prior to going the
USC, so I I had a differentexperience when I was doing it.
So for me, I felt like I wasgiving back to my community, and
(17:03):
this is where So again, thosethings really impacted my
decision to ultimately change mymajor and do English Language
and Literature and minor ineducation. And then I ended up
being able to drop my minor andgo directly into teaching
(17:24):
through my English language andliterature major. Okay,
TD Flenaugh (17:29):
all right. What a journey, and that is so awesome
that you, you know, stuck withthat program. Wonderful USC
alumni, University of SouthernCalifornia. That's so awesome,
and that program is stillaround. So if anybody is
watching and listening like yourkid, can be in that program.
(17:50):
There's different schools thatoffer that program, and you
know, it matriculates all theway into high school, right?
Dr. Eno Attah (17:58):
And we see they have just too added more
schools, because this they onlyhad, you know, over the years,
it's transitioned. And then theywere only having Foshay as a
feeder school, and then theywere writing more eastwards, LA
and in the past, I think, yearand a half, two years, they've
(18:22):
now added Audubon Middle Schoolso that they could attract more
students from differentdemographics of Los Angeles,
Angeles area that reflects ourcommunity. So that was something
that they've done, and I thinknow as like feeder schools,
(18:42):
they're moving towards, insteadof just having Foshay I think
they're also moving towardsCrenshaw and possibly Dorsey. So
I don't want to misspeak, butyou have the information pulled.
I'm still a part of working withthe Alumni Association from time
to time.
So wonderful.
Yes, thank you.
TD Flenaugh (19:03):
Okay, yes, well, thank you. So let's talk about
your current career, right, as aschool librarian. What you know,
can you tell us about librariesthat can give you know, parents,
kids, some insight, like, whatmight they be missing? What some
(19:24):
under utilized parts oflibraries? Yes,
Unknown (19:28):
and I, how can I forget my journey? Like that was my
undergrad journey. I ended upgoing to San Jose State
University. How I even ended upin libraries? So again, like I
went into education, I startedteaching English, English at a
high school in Inglewood. Shoutout to Inglewood. And loved it.
(19:49):
And I was there, you know, forabout 15 years, but okay, I
transitioned from the Englishclassroom into the library. I.
Accidentally. So I can't saylike, I knew I wanted to be an
educator. I knew I wanted toteach, but I didn't wake up
saying, oh, you know what? I'vealways dreamed of being a
(20:10):
librarian. If I said that, I'dbe lying, right? But how I ended
up being in the library was ourlibrarian at the time was
retiring, and how our schoolused to do is, if somebody
retires from a position, theyjust close it all together. So
that's we lost auto mechanicshop, we lost JROTC, we lost a
(20:35):
lot of things. And so thelibrarian, she was on a mission.
She said, Okay, when I leavehere, I do not want them to
close this library or close thislibrary position. I am
recruiting Yes. Is going to takethis position? Yes. Went out to
all the English teachers and wastrying to recruit, and everybody
(20:57):
was looking at her, includingme, like woman is tripping, you
know? Why does she think I wantto spend the rest of my life
shelving books like, No, I'm inthe classroom. I'll teach
English. You know what I'msaying? Yes, for whatever
reason, one day, I don't knowwhat happened. And I said, you
(21:18):
know that that library degree islooking kind of intriguing right
now. You know, when you facedifferent challenges and
dynamics in the workplace,sometimes you like, let me look
at the grass on the other sideand see if it's looking greener
over there. You know, it cameback to my mind. She was like,
(21:38):
you know, if you go to thelibrary, you'll stay in
education much longer. And I wasside eyeing her, looking like,
What? What? No, I think. And sofor whatever reason, I said, let
me look into these programs. Andat the time, I wanted to stay in
California. And the programsthat were available, I think,
were UCLA San Jose State, um,those were the two that were
(22:01):
offering master's degrees. ML ismaster's in library and
information science along withyour program. But then Cal
State, Long Beach offered aprogram with no masters, but you
were getting your teacher, yourteacher librarian credential.
You would be certified to dothat. Okay, so I want to go to
(22:23):
school again and not get adegree to connect with this
education. I need to getsomething that can move with me.
Yes, no to the no knock on theCSU lb program. But I was like,
No, I want to get my degree inthis so that is versatile, and I
can use it. And so I looked intoSan Jose and UCLA. And so UCLA,
(22:52):
I don't know they wererequiring, I don't know what's
kind of statistics program. AndI was like, I don't want to do
any statistics. More statisticsand computer science class, work
coursework. Coursework. I wantto do this. So I weeded it down,
and I did the hybrid program atSan Jose State. So I went, Okay,
I would go to school online, andthen I would spend some time,
(23:13):
some weekends, or, you know, aweek or so in San Jose, doing
the in person components of theprogram. Okay, I learned so much
about libraries in my firstsemester that I had been
misinformed, that I did notreally understand the the
(23:34):
anomaly of what a library waslike. It was so much I thought
shelving books, check that checkout books, and yes, what comes
to mind from other people whenthey think about libraries? But
yes, I learned that librariesare massive. There's so many
different types of libraries,right? You have your school
library, your medical libraries,your law libraries, your
(23:55):
university libraries, so manylibraries. And within those
spaces you have people who areprofessionals at providing
access to resources, connectingpeople with their passions,
sharing so many having, like,just being a dream whisperer,
(24:19):
like, okay,
TD Flenaugh (24:22):
amazing.
Unknown (24:23):
Find in your local library. Go to a librarian. A
librarian may not have the exactlike you get asked a question.
They may not have the answer onthe spot. Many of them do, but I
guarantee you, they won't restuntil they connect you with the
people the organization okaythat you need to again pursue
(24:50):
whatever source of informationor whatever passion you have,
and so for me, what I wish thatmore parents did was. Is when I
was growing up, I was after theafter school. The library was my
after school care, you know,okay, and the librarian will
(25:11):
say, Here, read this. What didyou What librarian knew, what I
like to read? And said, Allright, have you tried this? And
when I had finished all of this,she would say, hey, you know,
have you thought about this? Andthat was before the World Wide
Web, before? Okay, that's to theinternet, right? But
TD Flenaugh (25:27):
yes,
Unknown (25:29):
I feel like parents need to know that the library is
a safe space where their kidscan have access to resources.
And it's not only just books,like in my library alone, we
provide and we're just a schoollibrary, right? But we provide
hot spots, we providecalculators, we provide
(25:51):
Chromebooks. We provide, youknow, the online electronic
resources we on top of that, weconnect you with, say, for
instance, the public library, ifit's something that we don't
have, like, we have access toaudio books and ebooks through
Sora, through our school site,but we also have access to LA
(26:14):
County and LA County Libraryjust From being a part of LA
County Schools, right? Okay, sowhat I would tell my parents,
what I would tell my community,is, if there is something that
you need access to and you justdon't have an idea or don't have
(26:38):
a clue about how to get it,please, please, please, reach
out to your local librarian,your school librarian, your
community librarian, anylibrarian you know, if you're
looking for access to jobs oraccess to You know, essential
(26:59):
needs, you're looking for accessto mentorship. You're looking to
access to oh, how do I learn howto sew or learn a new skill?
Yeah, I can see you. Your locallibrarian will help you find a
way. If we don't have it thereand can't provide access to you
in some way on site, we'll getyou connected with somebody who
(27:22):
can get you the resources thatyou need.
TD Flenaugh (27:25):
Okay, I love that, that you said, the dream
whisper, the librarians. Okay, Ilove this. Yeah, so with this
blue light we had you on, wewant to hear that insight we
don't know, right? A lot ofpeople don't know all the things
that libraries can provide, whatyou can have access to, and how
they can help connect you toresources amazing. So what would
(27:51):
you say to any parents out therewho are really struggling to
connect their child to somethingthat they love to do? What could
you offer them some advice? Or,
Unknown (28:06):
yeah, yeah. I mean, I'm a parent too, so I get it. I
know the struggle is real. Itell my kids, I do this for a
living, like I help connectpeople to resources. I help
support people. Let me supportyou, you know, and a lot of
times, is they need a differentmessenger. They need, you know,
somebody that is going to, Imean, I Ditto. Say exactly what
(28:30):
you just said, but hear it froma different source, because it
sounds different to them. Idon't understand, I don't know
why. But what I what I wouldsay, is allies. You know your
librarian, it can be a verystrong ally. They're, they're,
(28:52):
they're teachers, right? Andthey're educated, educators,
coaches, okay, our educators,but find someone a space,
whether it's you know, viasports or via a passion, if
they're drumming or if they're amusician, or Connect first.
(29:17):
Understand what your kids areinterested in and support them.
Find somebody as a member ofthat team. And I'm always going
to say, find the librarian.
Don't Don't sleep on thelibrarians. But it takes a
village to raise a child. Andyou know nowadays, when kids are
(29:37):
so much into, like they goinward, because they have the
social media they have, youknow, the electronics, and they
don't necessarily feel like theycan reach out, you know, into
the real world. You know whatI'm saying, There virtual world.
World. Yes, they can reach outand possibly thrive there, but
(30:02):
when it comes to interacting inthe real world, in the real
space, it's a struggle, youknow, and you know, I can't I'm
not a social scientist orpsychologist, but I am a
lifelong educator who, again, Igot my and it's not all about
the degrees, because I can nameoff my degrees, my master's
(30:24):
degrees in education and libraryand information science, and my
doctorate degree that I got fromLoyola Marymount University, but
that's paper at the end of theday. That's, that's, that's, you
know, the the technique, thestrategies, the you know, the
all of that stuff. But when wetalk about the boots on the
ground practical, I put in mywork there too, so I absolutely
(30:46):
understand. You have to blendthe two. You got to have the
knowledge you know, about how tothe child brain works. You know,
the adolescent brain works, howit's developing. You know,
neurosciences, but all of thattype of stuff, you have to have
all of your, you know, pedagogyand all of those things. But
then in real life, you have toreally understand. You gotta
(31:08):
make a connection with theperson who's in front of you.
Yeah, try to make a connectionwith your kid. And then again,
build a web, build your villageout and really, get your
librarian on board, your coacheson board, get everybody on board
singing the same song, right?
(31:30):
Yeah, it may have a differentbeat over here, over here, but
we're all there to support youknow, our our youth, our
children and so again, forparents, I understand, because
I'm a parent going through thestruggle as well. I have to get
a village for mine, because whenI say stuff, they don't want to
(31:50):
listen, right? You know,regardless of how educated we
are as parents, are noteducated, or whatever the case
may be, our kids just need toknow like you're not, you're not
the only one that's saying thisto them. Yes, right, that
everyone is in in pursuit oftheir excellence, or in pursuit
(32:11):
of their success, in pursuit oftheir happiness, in pursuit of
them achieving more than theycould ever imagine they could
achieve. Yeah, so when they knowthat there is a village that,
okay, man, the librarian at theschool ain't playing about me,
playing about me, my coach ain'tplaying about me, and everybody
(32:31):
is communicating like, we'reall, you know, singing the same
song, And we're all thereknowing, like, okay, Bobby loves
basketball, Bobby loves um,Bobby loves music, Bobby loves
to jokes. So, yeah, how we as aunit, you know, support that,
(32:52):
and everybody has a role toplay. And I think that that's
sometimes where we go astray. Wedon't understand. And it's not
about parents saying, oh, here,take my kid, and not, you know,
be involved. That's not what itis. It's like, okay, there are
certain things that you'resaying, Hey, okay, I can handle
this. I can handle this. But youknow what, this professional is
more equipped with some of thetools and the skill sets to
(33:15):
support my kid better than Icould. So it's not about ego,
right? Yeah, absolutely notabout not about negligence
either, right? It's aboutknowing your capacity, knowing
what your skill set is. And it'snot saying that you can't
improve and learn other skillsets as we go on, but it's okay
to reach out for support from areading specialist, right? Yeah,
(33:39):
from an interventionist, from atherapist, from a librarian,
from a coach. But a lot ofparents don't know that these
resources are available and thatthey have access to these
resources. Our job as a schoolto provide access to these
(34:01):
resources so that your child andyour family and the community
can thrive, right? And so thatis my thing. Connect with the
resources. Connect with yourlibrary. I guarantee you. I
guarantee you you will neverthink that you have gone wrong
(34:23):
or gone astray astray if youconnect with your local
librarian. I'm not trying totoot my horn as a librarian, but
what I am saying is thatlibrarians will go above and
beyond to connect you with thepeople, the resources that you
your family, our communitiesneed to be successful.
TD Flenaugh (34:40):
Yes, wonderful.
Thank you so much for joining ustoday. We appreciate you and to
all of our listeners and viewersout there, please make sure you
do something today to give yourchild the competitive advantage.
Thanks again for supporting theFalling for Learning Podcast.
New Episodes go live everySaturday at 5pm you can watch us
(35:02):
onyoutube.com/@fallingforlearning,
or listen on all major podcastplatforms such as Apple, Google,
Audible, Spotify and much morefor more resources. Visit
falling in love withlearning.com we really
(35:23):
appreciate you. Have a wonderfulweek.
Welcome so libraries, we know that it holds
(00:05):
that they hold a wealth ofinformation, and that kids can
learn a lot at a library, andit's more than just books.
Today, we have a special guestthat's going to tell us about
the magic of libraries, and youdon't want to miss this episode.
Hi, thank you so much forjoining the Falling for Learning
(00:27):
Podcast. I am TD Flenaugh. Wehave this podcast to help
parents and caregivers withhaving the resources, strategies
and tools needed to make surethat their children are on track
for learning and to stay ontrack for success.
(00:49):
Today we're welcoming Dr EnoAttah. She is a school librarian
extraordinaire, and she has adoctoral degree in Educational
Leadership with an emphasis onsocial justice. So she's going
to tell us about the magic oflibraries and what you need to
know to make sure your kids areon track and have the
(01:09):
competitive edge when it comesto libraries.
Dr. Eno Attah (01:12):
Thank you for having me. I'm so happy and
excited to be here.
TD Flenaugh (01:17):
Wonderful. Okay, so just before we jump into like
business, are you in I believeyou're on break right now. Are
you enjoying your time?
Dr. Eno Attah (01:28):
I am having an awesome, restful, relaxing time.
I just came back from Arizona. Idid a little road trip to
Arizona, and then I also visitedMarietta hot springs. So that
was an experience that wasreally nice, as well, as you
(01:49):
know, eating all types of food,because I'm a foodie, so I love
to find food and adventures
TD Flenaugh (01:56):
Wonderful. Okay, so one thing that you told me about
is you have a doctoral degree inEducational Leadership, and to
get you know, to be soaccomplished and have
accomplished so much in theeducational and academia, you
must love learning. So tell uswhat that journey was like for
(02:18):
you as a child, learning to lovelike, what got you into learning
to love learning? I'll give memy words together. What got you
into loving to learn? There wego.
Yes, you hit the nail on thehead. I am passionate and
committed to lifelong learning.
I love learning new things,learning about people, learning
(02:45):
about community, cultures, justanything and everything that
there is to know, because Iknow, like, for right now in the
entire universe, like myknowledge is like a spec, you
know? So I know that there'salways more that I can learn.
But dating back to childhood, Ican say, when I think back, I'll
say my parents, PBS, mycommunity, and then some of the
(03:17):
educators that I have so had sofor me to delve, you know, more
deeply into that my background.
I'm Nigerian American. So bothof my parents are or were
Nigerian. My mom passed when Iwas in college. My dad is still
here. Yes, thank you. And youknow, my dad was an engineer
(03:45):
before he came to the UnitedStates. He studied in Nigeria,
of course, and abroad in London.
But then he came to the UnitedStates and had to deal with a
wealth of injustices and startall over, you know, and for him,
it didn't stop him. He keptpursuing and kept pursuing his
goals. And something that himand both my parents would always
(04:09):
tell me is that, you know, inlife, you can get gain lots of
material things, but what no onecan ever take away from you is
God or your knowledge. So topursue that and pursue it
passionately. And so from when Iwas a kid, I just always knew
(04:29):
that if there was anythingeducation wise that my parents
are going to support me, I mightask for a pair of new shoes.
They may say, No, I might askfor the latest, you know,
electronics that had come out,they would say no. But if I said
I needed money for a field trip,or I needed, you know, something
to pursue my academic goals orpassions, and they were going to
(04:51):
support it 1,000% and go aboveand beyond. So that was my
initial love for education. Andthen when I say. The PBS, I was
a latch key kid, like a lot ofthe kids growing up in the 80s,
and you know, even things thatparents back then did today,
parents would not be allowed todo. But I went to pre school and
(05:13):
I felt like, oh, I had learnedeverything that I needed to know
in preschool and you know? And Isaid, Well, you need to go to
school. I don't want to go toschool. I know everything,
right? I would be at home, andit would be me, Sesame Street,
Mr. Rogers, okay, reading.
(05:37):
I can relate. Definitely. Idefinitely was one of the
original PBS kids as well. I'mglad to meet another one.
Dr. Eno Attah (05:48):
I just really learned a lot from those shows.
And when, now that I'm ineducation, and they just say,
like, you know, the first fiveand how much students and how
many, how much children canlearn in the first five years of
life, and how, what? And I'm,you know, not down in, you know,
schools or anything like that,but they're saying, like, okay,
the equivalent of Sesame Street.
If you were to have your kidwatching Sesame Street every
(06:11):
single day, they could learn theequivalent of what they would
learn in a preschool. So for me,I was kind of like being self
taught by PBS. And by the time Ienrolled
TD Flenaugh (06:22):
absolutely
Dr. Eno Attah (06:23):
In kindergarten, I was a teacher's assistant in
kindergarten. Okay, so alwaysopen my teacher grade papers in
kindergarten by PBS education,you know? And I just really
loved that my community again, Iwas at a school in an inner
(06:43):
city. I grew up in an innercities neighborhood, LA USD
public I'm a proud product of LAUSD public schools, and I can
to, yes, I can attest to thelove that was poured and the and
the confidence that was pouredinto me and my peers growing up
(07:05):
in the 80s, being taught byteachers that had come from our
community, that had graduated,gone to college and then
returned to the community toteach kids who look just like
them. And I am a product of thatlove, of that inspiration, of
that motivation. And I can justsay I'm nothing but grateful
because my teachers, you know, Ican name my my, all of my
(07:30):
elementary school teachers. Oh,shout them out. Shout them out.
Burton. So I went to BudlongElementary, okay, Avenue
Elementary in LAUSD, I had MissBurton, Miss Washington, Miss
Marceaux, and then MissRobinson, who was now an
administrator for LA USD, and Ican, I have nothing but
(07:52):
accolades to pour on thoseteachers, because they saw us
and they really, really inspiredus. And we had the arts. We had
everything, you know, so I'llstop there. I can go on and on.
Yes, education. I love learning,and it started at a very young
(08:12):
age,
TD Flenaugh (08:13):
alright, so can you tell us about, you know, what
are some activities or skillsyou had when you were younger,
right? That led to your presentcareer as a light a school
librarian.
Unknown (08:29):
Oh, yes, when I was younger, I actually was trained
in ballet, tap and jazz danceour school and I that was
outside of school, but inschool, we had a dance slash
theater teacher from elementaryschool age who was teaching us
(08:52):
about Alvin Ailey, Debbie Allen.
We I learned the National Blackanthem in elementary school, I
learned so many things thatstill resonate with me today. I
learned about Langston Hughesread. I learned about the Harlem
(09:15):
Renaissance. I learned about,you know, so so many things
about culture and community, andagain, there was not a deficit
model or mindset. So I did thatin elementary school when I got
older, and I moved from myelementary school to a different
(09:36):
elementary school in fifthgrade. So, you know, that was
kind of traumatizing. Yes, I gotagain, new teachers, new
educators who believed in me andalso inspired me. And when I was
in fifth grade, there was aprogram that was just starting
that was a partnership betweenLA. USD and the University of
(09:59):
Southern California, and it wascalled the USC pre College
Enrichment Academy, neighborhoodacademic initiative. And the
program, I don't know if youhave you heard of that program
or not? I
TD Flenaugh (10:17):
am not sure, but I've heard of different USC
programs. I don't know if it'sthe same USC program.
Unknown (10:23):
This program is called the McMorrow USC pre College
Enrichment initiative now, Naiprogram now, but it was just
starting when I was in the fifthgrade. I think they had done the
program for a year. We there wasa cohort right before us, but
then we were the second cohort,and the program promised that if
(10:43):
you were stayed in this programfrom middle school all the way
until high school, and yougraduated within this program,
you took your Sat and you wereaccepted to USC that you would
have a full ride scholarship toattend USC, because the crux of
(11:08):
the program was that thestudents who came from the
neighborhood should also bemirrored in the demographics of
the people who were attendingCollege in that neighborhood. So
love it. Yes, you have right auniversity right in the middle
of the hood, but the people wholive in that neighborhood are
(11:28):
seen or viewed as outsiders. Sowe were included in two USC to
where we were called scholars.
That's we weren't calledstudents. We were called
scholars. We were on campusevery single morning, and then
we would go. We would bust intoour home schools in the
afternoons or after the morning.
(11:52):
We would come to Saturday schoolat USC. On Saturdays, we would
attend summer school andintercession like we breathe
USC, you know, so by the timeyou are graduating, we felt
like, are there? We felt like,
TD Flenaugh (12:13):
Alright, go ahead.
Unknown (12:16):
Can you see me? Can you hear me? Is my head moving
because I'm moving it, yeah, Idon't see it moving on the
camera. It is. It's
TD Flenaugh (12:24):
a little lag. Is what's happening right now. But
it's okay. I can keep going,yeah, just keep going. So by the
time you graduated,
Unknown (12:31):
okay? So by the time we graduated from high school, it
was like, you know, the goalwas, like, you're going to USC,
you have this scholarship, youbelong here, don't ever make
anybody believe that you're anoutsider or you don't belong. So
that program really wasinstrumental in shaping who I
(12:52):
was, as as a person, as a humanbeing, as a learner, and it
really shaped my the teachersthat I had in that program, and
just their dedication and theirdevotion to us, really, I think,
impacted me to want to be aneducator, because they were so
(13:15):
passionate. And I know that I'ma passionate person. So before I
thought like, Hey, I might wantto go into child psychology. I
want to work with youth, youknow, I want to support youth.
But in the end, I took I was apart of the joint educational
project. Well, let me back up. Iwas a tutor in my high school
(13:37):
year. I think it was my senioryear of high school. One of the
NAI teachers had retired, andshe had created her own
business. And this this bit, itwas kind of like a business
nonprofit model, and she wouldher name was Miss Amos, and she
would go into different innercity apartment complexes,
(13:59):
apartment units, or what peopleconsidered the projects, right?
And each of those units wouldhave like a community room that
she would get to use afterschool as a tutoring center for
the kids who lived in thatapartment complex, okay? And she
(14:21):
hired us, the NAI High Schoolscholars, to come and be tutors,
and we would tutor theelementary school kids who lived
in those projects,
TD Flenaugh (14:31):
the rewrite method and the rewrite method workbook
are your go to resource forhelping kids to learn to fall in
love with writing. It has thetips, tools, resources,
strategies and skill buildingactivities to help kids fall out
(14:57):
of writing and into. Loving towrite, get your book set today.
Unknown (15:12):
So that was like my first experience with, you know,
quasi being in education as atutor, and I was really
passionate about it. It was veryfulfilling. And I love the
feeling of getting students whofelt like they didn't know math
or they didn't know you know howto read or say a word or how to
(15:33):
spell or how to read. I justfelt so good being able to
support them and encourage themand let them know, like you can
do this. You can do anything youput your mind to, and I'm here
to support you. So that was kindof how the pro the things that I
was involved in prior tocollege, that got me thinking,
like, oh, maybe I could be intoeducation. And when I got to
(15:54):
USC, I was a part of the jointeducational project, and then
another one of my classes thatI, that I participated in, sent
us into the community to workwith schools, creating lessons
and teaching those lessons tostudents in the in our in our
surroundings, called the familyof five schools surround, and I
(16:19):
was able to go in and teach. Youknow, kids with my classmates
and my group mates and a lot ofmy classmates, they didn't not a
lot, most, all of my classmatesthat I was doing these projects
with were not from the innercity. They had never had or
lived that experience. It waslike they were going into a
(16:40):
foreign area, or they were goingsomething that was unknown,
whereas this was what I was usedto. This was my home. This was
my Yeah, because I lived in theneighborhood prior to going the
USC, so I I had a differentexperience when I was doing it.
So for me, I felt like I wasgiving back to my community, and
(17:03):
this is where So again, thosethings really impacted my
decision to ultimately change mymajor and do English Language
and Literature and minor ineducation. And then I ended up
being able to drop my minor andgo directly into teaching
(17:24):
through my English language andliterature major. Okay,
TD Flenaugh (17:29):
all right. What a journey, and that is so awesome
that you, you know, stuck withthat program. Wonderful USC
alumni, University of SouthernCalifornia. That's so awesome,
and that program is stillaround. So if anybody is
watching and listening like yourkid, can be in that program.
(17:50):
There's different schools thatoffer that program, and you
know, it matriculates all theway into high school, right?
Dr. Eno Attah (17:58):
And we see they have just too added more
schools, because this they onlyhad, you know, over the years,
it's transitioned. And then theywere only having Foshay as a
feeder school, and then theywere writing more eastwards, LA
and in the past, I think, yearand a half, two years, they've
(18:22):
now added Audubon Middle Schoolso that they could attract more
students from differentdemographics of Los Angeles,
Angeles area that reflects ourcommunity. So that was something
that they've done, and I thinknow as like feeder schools,
(18:42):
they're moving towards, insteadof just having Foshay I think
they're also moving towardsCrenshaw and possibly Dorsey. So
I don't want to misspeak, butyou have the information pulled.
I'm still a part of working withthe Alumni Association from time
to time.
So wonderful.
Yes, thank you.
TD Flenaugh (19:03):
Okay, yes, well, thank you. So let's talk about
your current career, right, as aschool librarian. What you know,
can you tell us about librariesthat can give you know, parents,
kids, some insight, like, whatmight they be missing? What some
(19:24):
under utilized parts oflibraries? Yes,
Unknown (19:28):
and I, how can I forget my journey? Like that was my
undergrad journey. I ended upgoing to San Jose State
University. How I even ended upin libraries? So again, like I
went into education, I startedteaching English, English at a
high school in Inglewood. Shoutout to Inglewood. And loved it.
(19:49):
And I was there, you know, forabout 15 years, but okay, I
transitioned from the Englishclassroom into the library. I.
Accidentally. So I can't saylike, I knew I wanted to be an
educator. I knew I wanted toteach, but I didn't wake up
saying, oh, you know what? I'vealways dreamed of being a
(20:10):
librarian. If I said that, I'dbe lying, right? But how I ended
up being in the library was ourlibrarian at the time was
retiring, and how our schoolused to do is, if somebody
retires from a position, theyjust close it all together. So
that's we lost auto mechanicshop, we lost JROTC, we lost a
(20:35):
lot of things. And so thelibrarian, she was on a mission.
She said, Okay, when I leavehere, I do not want them to
close this library or close thislibrary position. I am
recruiting Yes. Is going to takethis position? Yes. Went out to
all the English teachers and wastrying to recruit, and everybody
(20:57):
was looking at her, includingme, like woman is tripping, you
know? Why does she think I wantto spend the rest of my life
shelving books like, No, I'm inthe classroom. I'll teach
English. You know what I'msaying? Yes, for whatever
reason, one day, I don't knowwhat happened. And I said, you
(21:18):
know that that library degree islooking kind of intriguing right
now. You know, when you facedifferent challenges and
dynamics in the workplace,sometimes you like, let me look
at the grass on the other sideand see if it's looking greener
over there. You know, it cameback to my mind. She was like,
(21:38):
you know, if you go to thelibrary, you'll stay in
education much longer. And I wasside eyeing her, looking like,
What? What? No, I think. And sofor whatever reason, I said, let
me look into these programs. Andat the time, I wanted to stay in
California. And the programsthat were available, I think,
were UCLA San Jose State, um,those were the two that were
(22:01):
offering master's degrees. ML ismaster's in library and
information science along withyour program. But then Cal
State, Long Beach offered aprogram with no masters, but you
were getting your teacher, yourteacher librarian credential.
You would be certified to dothat. Okay, so I want to go to
(22:23):
school again and not get adegree to connect with this
education. I need to getsomething that can move with me.
Yes, no to the no knock on theCSU lb program. But I was like,
No, I want to get my degree inthis so that is versatile, and I
can use it. And so I looked intoSan Jose and UCLA. And so UCLA,
(22:52):
I don't know they wererequiring, I don't know what's
kind of statistics program. AndI was like, I don't want to do
any statistics. More statisticsand computer science class, work
coursework. Coursework. I wantto do this. So I weeded it down,
and I did the hybrid program atSan Jose State. So I went, Okay,
I would go to school online, andthen I would spend some time,
(23:13):
some weekends, or, you know, aweek or so in San Jose, doing
the in person components of theprogram. Okay, I learned so much
about libraries in my firstsemester that I had been
misinformed, that I did notreally understand the the
(23:34):
anomaly of what a library waslike. It was so much I thought
shelving books, check that checkout books, and yes, what comes
to mind from other people whenthey think about libraries? But
yes, I learned that librariesare massive. There's so many
different types of libraries,right? You have your school
library, your medical libraries,your law libraries, your
(23:55):
university libraries, so manylibraries. And within those
spaces you have people who areprofessionals at providing
access to resources, connectingpeople with their passions,
sharing so many having, like,just being a dream whisperer,
(24:19):
like, okay,
TD Flenaugh (24:22):
amazing.
Unknown (24:23):
Find in your local library. Go to a librarian. A
librarian may not have the exactlike you get asked a question.
They may not have the answer onthe spot. Many of them do, but I
guarantee you, they won't restuntil they connect you with the
people the organization okaythat you need to again pursue
(24:50):
whatever source of informationor whatever passion you have,
and so for me, what I wish thatmore parents did was. Is when I
was growing up, I was after theafter school. The library was my
after school care, you know,okay, and the librarian will
(25:11):
say, Here, read this. What didyou What librarian knew, what I
like to read? And said, Allright, have you tried this? And
when I had finished all of this,she would say, hey, you know,
have you thought about this? Andthat was before the World Wide
Web, before? Okay, that's to theinternet, right? But
TD Flenaugh (25:27):
yes,
Unknown (25:29):
I feel like parents need to know that the library is
a safe space where their kidscan have access to resources.
And it's not only just books,like in my library alone, we
provide and we're just a schoollibrary, right? But we provide
hot spots, we providecalculators, we provide
(25:51):
Chromebooks. We provide, youknow, the online electronic
resources we on top of that, weconnect you with, say, for
instance, the public library, ifit's something that we don't
have, like, we have access toaudio books and ebooks through
Sora, through our school site,but we also have access to LA
(26:14):
County and LA County Libraryjust From being a part of LA
County Schools, right? Okay, sowhat I would tell my parents,
what I would tell my community,is, if there is something that
you need access to and you justdon't have an idea or don't have
(26:38):
a clue about how to get it,please, please, please, reach
out to your local librarian,your school librarian, your
community librarian, anylibrarian you know, if you're
looking for access to jobs oraccess to You know, essential
(26:59):
needs, you're looking for accessto mentorship. You're looking to
access to oh, how do I learn howto sew or learn a new skill?
Yeah, I can see you. Your locallibrarian will help you find a
way. If we don't have it thereand can't provide access to you
in some way on site, we'll getyou connected with somebody who
(27:22):
can get you the resources thatyou need.
TD Flenaugh (27:25):
Okay, I love that, that you said, the dream
whisper, the librarians. Okay, Ilove this. Yeah, so with this
blue light we had you on, wewant to hear that insight we
don't know, right? A lot ofpeople don't know all the things
that libraries can provide, whatyou can have access to, and how
they can help connect you toresources amazing. So what would
(27:51):
you say to any parents out therewho are really struggling to
connect their child to somethingthat they love to do? What could
you offer them some advice? Or,
Unknown (28:06):
yeah, yeah. I mean, I'm a parent too, so I get it. I
know the struggle is real. Itell my kids, I do this for a
living, like I help connectpeople to resources. I help
support people. Let me supportyou, you know, and a lot of
times, is they need a differentmessenger. They need, you know,
somebody that is going to, Imean, I Ditto. Say exactly what
(28:30):
you just said, but hear it froma different source, because it
sounds different to them. Idon't understand, I don't know
why. But what I what I wouldsay, is allies. You know your
librarian, it can be a verystrong ally. They're, they're,
(28:52):
they're teachers, right? Andthey're educated, educators,
coaches, okay, our educators,but find someone a space,
whether it's you know, viasports or via a passion, if
they're drumming or if they're amusician, or Connect first.
(29:17):
Understand what your kids areinterested in and support them.
Find somebody as a member ofthat team. And I'm always going
to say, find the librarian.
Don't Don't sleep on thelibrarians. But it takes a
village to raise a child. Andyou know nowadays, when kids are
(29:37):
so much into, like they goinward, because they have the
social media they have, youknow, the electronics, and they
don't necessarily feel like theycan reach out, you know, into
the real world. You know whatI'm saying, There virtual world.
World. Yes, they can reach outand possibly thrive there, but
(30:02):
when it comes to interacting inthe real world, in the real
space, it's a struggle, youknow, and you know, I can't I'm
not a social scientist orpsychologist, but I am a
lifelong educator who, again, Igot my and it's not all about
the degrees, because I can nameoff my degrees, my master's
(30:24):
degrees in education and libraryand information science, and my
doctorate degree that I got fromLoyola Marymount University, but
that's paper at the end of theday. That's, that's, that's, you
know, the the technique, thestrategies, the you know, the
all of that stuff. But when wetalk about the boots on the
ground practical, I put in mywork there too, so I absolutely
(30:46):
understand. You have to blendthe two. You got to have the
knowledge you know, about how tothe child brain works. You know,
the adolescent brain works, howit's developing. You know,
neurosciences, but all of thattype of stuff, you have to have
all of your, you know, pedagogyand all of those things. But
then in real life, you have toreally understand. You gotta
(31:08):
make a connection with theperson who's in front of you.
Yeah, try to make a connectionwith your kid. And then again,
build a web, build your villageout and really, get your
librarian on board, your coacheson board, get everybody on board
singing the same song, right?
(31:30):
Yeah, it may have a differentbeat over here, over here, but
we're all there to support youknow, our our youth, our
children and so again, forparents, I understand, because
I'm a parent going through thestruggle as well. I have to get
a village for mine, because whenI say stuff, they don't want to
(31:50):
listen, right? You know,regardless of how educated we
are as parents, are noteducated, or whatever the case
may be, our kids just need toknow like you're not, you're not
the only one that's saying thisto them. Yes, right, that
everyone is in in pursuit oftheir excellence, or in pursuit
(32:11):
of their success, in pursuit oftheir happiness, in pursuit of
them achieving more than theycould ever imagine they could
achieve. Yeah, so when they knowthat there is a village that,
okay, man, the librarian at theschool ain't playing about me,
playing about me, my coach ain'tplaying about me, and everybody
(32:31):
is communicating like, we'reall, you know, singing the same
song, And we're all thereknowing, like, okay, Bobby loves
basketball, Bobby loves um,Bobby loves music, Bobby loves
to jokes. So, yeah, how we as aunit, you know, support that,
(32:52):
and everybody has a role toplay. And I think that that's
sometimes where we go astray. Wedon't understand. And it's not
about parents saying, oh, here,take my kid, and not, you know,
be involved. That's not what itis. It's like, okay, there are
certain things that you'resaying, Hey, okay, I can handle
this. I can handle this. But youknow what, this professional is
more equipped with some of thetools and the skill sets to
(33:15):
support my kid better than Icould. So it's not about ego,
right? Yeah, absolutely notabout not about negligence
either, right? It's aboutknowing your capacity, knowing
what your skill set is. And it'snot saying that you can't
improve and learn other skillsets as we go on, but it's okay
to reach out for support from areading specialist, right? Yeah,
(33:39):
from an interventionist, from atherapist, from a librarian,
from a coach. But a lot ofparents don't know that these
resources are available and thatthey have access to these
resources. Our job as a schoolto provide access to these
(34:01):
resources so that your child andyour family and the community
can thrive, right? And so thatis my thing. Connect with the
resources. Connect with yourlibrary. I guarantee you. I
guarantee you you will neverthink that you have gone wrong
(34:23):
or gone astray astray if youconnect with your local
librarian. I'm not trying totoot my horn as a librarian, but
what I am saying is thatlibrarians will go above and
beyond to connect you with thepeople, the resources that you
your family, our communitiesneed to be successful.
TD Flenaugh (34:40):
Yes, wonderful.
Thank you so much for joining ustoday. We appreciate you and to
all of our listeners and viewersout there, please make sure you
do something today to give yourchild the competitive advantage.
Thanks again for supporting theFalling for Learning Podcast.
New Episodes go live everySaturday at 5pm you can watch us
(35:02):
onyoutube.com/@fallingforlearning,
or listen on all major podcastplatforms such as Apple, Google,
Audible, Spotify and much morefor more resources. Visit
falling in love withlearning.com we really
(35:23):
appreciate you. Have a wonderfulweek.
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