The only thing you absolutely have to know is the location of the library – Albert Einstein

 

I believe the school library program should be the hub of the school -the learning center - and the place that bridges the classroom and the world outside. It should not only be a place of reading and refuge, but one of activity and exploration. Its physical space should be inviting and inspiring, lively yet safe. The school library should be a place where learning is participatory, relevant to the student, and is active and engaging.

​

The educational system of the 21st century is seeing a paradigm shift away from rote learning accomplished through the textbook-lecture method. Students must be prepared to live in the “information age” with skills and a knowledge base that will make him/her successful in college and career. The Partnership for 21st Century Learning has outlined these in great depth and their list encompasses such things as information and media literacy, global awareness, creativity, innovation, critical thinking, teamwork and collaboration, and good oral and written communication skills across multiple medias (www.p21.org ). The Common Core Standards has also identified this shift from content-focused rote learning to process-based inquiry learning (McGrath, 2015). Likewise, the American Library Association has created comprehensive standards that focus on personalized learning and emphasizes the school role of the school library in achieving this. They include core beliefs and key components that address exactly what p21 has deemed vital: inquiry, inclusiveness, collaboration, curation, exploration and engagement in a global society (ALA Standards Framework, 2017). This puts the school library program at the center of this new learning paradigm and I believe the key to its success is a professionally-trained Teacher/Librarian who is also willing to become a leader in his/her school and beyond.

​

The Teacher/Librarian is in a unique position in the school. Not confined to one classroom or to one content area, he/she has the privilege of working with all staff and students across all grade levels and should be familiar with the broad scope and sequence of the curriculum. The school librarian is a graduate-level expert in information and education, and a powerful resource for staff, students, parents, and administration. He/she is an Information Specialist, an Instructional Partner, a Program Administrator, and an Educational Leader.

​

As an Information Specialist, the Teacher/Librarian is equipped to help staff and students navigate the digital information landscape and develop 21st Century Skills with the greatest success. It is his/her job to not only stay current on the latest information resources and digital trends and tools, but to be the “digital curator” who recommends and provides access those that will best suit the needs of the staff and students (Valenza, 2012). But more than providing access, the school librarian is responsible for helping students “become efficient, effective, and creative users of information” and “lifelong learners and readers”. (Role, 2016).

​

The Teacher/Librarian is also an Instructional Partner with the staff, and as such, his/her role goes far beyond teaching traditional library skills and readers advisory. With effective collaboration, librarian and teacher are able to maximize the 21st Century Learner Skills and develop innovative, student-led investigations that bring the classroom to the real world. Not only that, but this type of teamwork models the cooperation and flexibility expected in the 21st Century skill-set. The combined efforts of an effective partnership result in a synergism that will greatly improve student success (Fuller, et al., 2014; Lance & Hofschire, 2011).

​

A Teacher/Librarian is also a Program Administrator. From developing policies and procedures to managing resources and services to overseeing the budget and any personnel and volunteers, the librarian must possess good management skills. Often overlooked by administrators and teachers, this “business” role of the librarian is no less crucial and requires qualities such as organization, self-motivation, good communication, planning & goal setting, time management, and fiscal responsibility. As a manager, the librarian must also be sure that his/her library mission statement aligns with that of the school and administration. Communicating these goals and visions with all stakeholders can result in an advocacy group who will help promote a perception of the library as the center of learning.

​

Because of this unique position in the school, the Teacher/Librarian is also an Educational Leader and should work closely with the administration to help promote and implement a 21st century vision for the school with the library as its hub. This can be accomplished through direct involvement with the curriculum, budget, & technology committees, professional learning communities and professional development. He/she can provide information and training regarding learning trends, innovations, and evidence-based practices in education.  As one who understands both the classroom and administrative side of education, the school librarian can act as a bridge between the two. By cultivating strong relationships with administration, staff and students, he/she is able to celebrate the successes and advocate for their needs. In this way, the school librarian can strengthen the learning environment and encourage a sense of community that will ensure students’ success. (Hughes-Hassell, et al., 2012).

 

The perception of the school librarian is changing. Numerous studies have shown that a strong library program improves student academic success (Lance & Hofschire, 2011). No longer simply the “keeper of the books” or someone to “cover teacher’s prep time”, an innovative and dynamic Teacher/Librarian is vital for students’ success in the 21st century learning environment. The classroom teacher is often overwhelmed and frustrated with all the tasks and responsibilities placed on him/her. A collaborative partnership with the school librarian can not only help meet academic goals, but can raise the bar and create a learning environment where students are challenged and encouraged to question, explore, create, and share new knowledge and develop new skills that will prepare them for college and career.

 

 

 

Resource List:

*This document was first presented in my School Library Management Class (LIS 60607) at Kent State University.

​

AASL. (2017). Standards Framework for Learners. Retrieved from http://standards.aasl.org/wp-content/uploads/2017/11/AASL-Standards-Framework-for-Learners-pamphlet.pdf

​

Alaska Department of Education and Early Development. (2006). Content and Performance Standards for Alaska Students. Retrieved from https://education.alaska.gov/akstandards/standards/standards.pdf

​

Fuller, C., Kearley, D., Byerly, G., & Ramin, L. (2014). Community Collaboration for Inquiry Success. Knowledge Quest, 43(2-), 56-59. 

 

Hand, D. (2011.) “The School Librarian as Instructional Partner: Team Up with Teachers to Guide Student Learning.” Knowledge Quest 39(5), 22-27.  

 

Harris, F. J. (2011.) “The School Librarian as Information Specialist: A Vibrant Species.” Knowledge Quest 39(5), 28-33.  

 

Hughes-Hassell, S., Brasfield, A., & Dupree, D. (2012). "Making the Most of Professional Learning Communities." Knowledge Quest 41(2), 30-37. 

 

Lance, K. C. & Hofschire L. (2011.) “Something to Shout About: New research shows that more librarians means higher reading scores.” School Library Journal. September, 28-33. 

 

Marcoux, Betty L. (2007.) “Levels of Collaborations: Where Does Your Work Fit In?” School Library Media Activities Monthly 24(4), 20-24. 

 

McGrath, K. (2015). School libraries & innovation. Knowledge Quest, 43(3), 54-61.

 

Role of the School Library Program. (2016, Jun 25). Retrieved from http://www.ala.org/aasl/advocacy/resources/statements.

 

Valenza, J. K. (2012). “Curation.” School Library Monthly. Sept-Oct, 20-23.

 

Woolls, B., Weeks, A. C., & Coatney, S. (2014). The School Library Manager (5th ed.). Santa Barbara, CA: Libraries Unlimited.

​