MY VISION FOR THE SCHOOL LIBRARY AND

TEACHER-LIBRARIANSHIP

~by Kristie OxleyEDES 545

Summer 2012

My vision for the school library and my role as a teacher-

librarian involves a challenge:

How can I create a school library environment that preserves the best of past and present practice and embraces the future?

How can my role as teacher-librarian reflect this amalgamation of past, present and future?

To understand where I need to go, I need to look

at where libraries and librarianship already is.

Traditional School

Libraries and

Librarianship

# 1Traditional school libraries housed mostly books.

Until recently, most information has been stored in books. Libraries held row upon row of fiction and non-fiction books. Sometimes, a library would house non-book forms of information, like videos or artifacts, but often this was a secondary consideration.

#2Traditional school libraries held

a monopoly on information.

Until about 10 years ago, there were few places a student could go for information. Libraries were essential as repositories of information. School librarians and teachers taught traditional ways of choosing, evaluating and using information.

#3Traditional school libraries have been governed by silence and

solitary work.

The school library was a quiet place. Students worked silently on projects by themselves or took their materials elsewhere.

#4Traditional school libraries have been logically laid out.

Cataloguing rules have long dictated the layout of the school library. There was a place for everything and everything was in its place. If you understood the rules, you were able to navigate the library. Librarians were responsible for maintaining immense card catalogues and were on hand to assist those who needed help finding items.

# 5Traditional school libraries

have been run by a librarian.Caring, helpful, hard-working, organized and loved by students – the school librarian has long been a central figure in our schools.

School libraries have a long tradition of

importance in schools. Much of what they’ve always done is still of

value.

Yet, without a doubt, change is in the air:

Information sources have rapidly increased in number and type

Technology is everywhere and is changing how we obtain, evaluate and use information

Students will need to master skills that weren’t demanded in the past (Richardson & Mancabelli, 2011, p.10)

Removal of barriers to authorship make critical thinking an essential skill for students

So what do I need to keep and what

do I need to change?

My Five Vision Points for Creating an Updated School

Library and Teacher-librarian

Role

#1 School libraries will still contain

books, and a whole lot more!

The school library has the responsibility to provide materials for pleasure and for information purposes.

Traditional books can still make up part of the library’s collection, however, the collection needs to also include “ebooks, audiobooks, open source software, streaming media, flash drives, digital video cameras, laptops, tripods, RSS feeds, and much more!” (Harada, 2010, para. 40)

A school library will include great fiction sources

Novels Picture books Graphic novels And more!

This fiction might be available in print form or in digital forms, including books on computer, Kindle, IPad or IPhone. Texts will also be available in audio formats (podcasts) or video formats.

As for non-fiction…

The school library needs to provide non-fiction resources that answer a variety of information needs. These needs may be personal or curriculum related. Achieving Information Literacy, a Canadian guide for school libraries, states that an elementary school with up to 300 students should have approximately 3500 non-fiction books (Asselin, Branch & Oberg, 2003, p. 28). In addition, the school library needs to provide access to non-fiction in a variety of non-book forms.Luckily, this is easier than ever with access to digital sources!

Can’t I find out faster?

Teacher-librarians can’t afford to ignore the other means students use to find information quickly, namely –

THE INTERNET AND GOOGLE SEARCH ENGINES

Instead, teacher-librarians should make internet connections available in the library.

In addition to internet access, teacher-librarians should consider adding: Specific websites Blog entries Online picture and video content Data bases

or other pre-screened sites to their library catalogue.

In 2009, the University of Virginia was planning to make its library completely digital (Bull &

Sites, 2009, p. 12)

Increased options for content delivery will help make the school library more inclusive by eliminating hurdles to content accessibility. (Bull & Sites, 2009, p. 12)But this doesn’t mean we have to eliminate books. Maintaining traditional bound books mayhelp to preserve quiet, deliberative reading habits (Carr, 2011).

#2Nobody has a monopoly on

information anymore, and that includes school libraries and

teacher-librarians.

Teacher-librarians recognize that society has undergone an information explosion. Students can have access to the information they require virtually anywhere, anytime.

So why go to the library?

Libraries are where students can learn

information literacy skills…How can students:Decide what they want to learn?Locate information that answers their questions?Judge the usefulness and accuracy of the information they find?Learn how to synthesize information into a powerful product?Learn ethical ways of using other people’s information?Decide the best ways to share their final products?

(Alberta Learning, 2004; ABCCLIO Live, 2010).

Teacher-librarians know that no matter how tech-savvy their students seem, leaving them to navigate the internet on their own is like throwing them into the ocean.

Information literacy skills such as the ability to efficiently locate pertinent information, critically evaluate that information and synthesize the information without copying are essential to all students.

By teaching these skills we are throwing a virtual life preserver to our students!

(Coombs, 2009; Ladbrook, 2010)

… and digital citizenship.

How can students:Decide what information is safe to give out over the internet?Determine what to do if uncomfortable when approached by someone on the internet?Deal with disturbing material they encounter on the internet?Decide what information is ethical to use and when?Learn how to get involved when they feel their privacy rights are in jeopardy or when they care about something in the world?

(Young, 2012; Tapscott, 2009, p. 65-70, 229-237; Calgary Board of Education, 2011)

… determine how long that embarrassing picture will

stay on the internet?

Libraries need to be the home of Information literacy and digital citizenship learning! Teacher-librarians need to take an active role in teaching it!

#3School libraries are workplaces

Students need to feel comfortable working in the school library. Libraries need to provide access to technology needed for synthesizing information and creating products such as computers, scanners, video cameras, microphones, and more (Valenza, 2010; Perez, 2011).

“(teacher-librarians) understand that library is not just a place to get stuff, it is a place to make

stuff, collaborate on and share stuff. Not a grocery store, but a kitchen!” (Valenza, 2010)

#4School libraries are still

highly organized

Gone are the card catalogues of old!21st century libraries are organized using digital, online catalogues. These catalogues organize resources in traditional ways but can be searched using author, title and keyword functions that mirror searching on the internet. Most library catalogues are now online and can be searched from anywhere there is internet access.

Library catalogues are often linked to the school library’s website, so that parents and students can search for materials from home. Some catalogues are linked to district and outside sources to provide access to increased materials.Catalogues may also include access to online databases, ebooks and other sources.

What about the physical library?

The teacher-librarian’s main concern is ease of use. The use of digital forms of information make room

so that materials can be spread out. Popular materials are grouped in places where they

will be found easily. For example, novels that are part of a series might be grouped in baskets with clearly visible signs instead of placed on shelves.

Computers, e-readers and audio-visual equipment are set up to facilitate use right in the library.

Work stations exist for individual users as well as for groups.

The library is accessible, not physically limiting.(Harada, 2010; Perez, 2011; Asselin, Branch & Oberg, 2003, p. 39)

Who maintains the library?

The teacher-librarian makes use of school talent when maintaining the school library. Students can be enlisted to do everything

from shelving books to demonstrating the use of new technology acquired by the library.

Students can be a source of information when deciding what new technology to buy and can be responsible for its upkeep.

(Fingal, 2012)

# 5 A School Library Needs a Fully

Trained Teacher-Librarian

From Librarian to Teacher-Librarian

The school librarian is a teacher-librarian. He or she is responsible for teaching curriculum, often in conjunction with other teachers. Resource acquisition and management is only one aspect of the job.

Teacher-Librarian Roles

The teacher-librarian is responsible for fostering collaboration within the school. As time goes on, higher levels of collaboration should be seen between the teacher-librarian and teachers, principals and other stakeholders (Branch & DeGroot, 2011, p. 290; Overall & Jones, 2011; Johnston, 2012).

As in the past, the teacher-librarian is responsible for the resources. This includes learning about curriculum covered in the school and other learning needs. The teacher-librarian should have “extensive knowledge” of the collection and take a proactive approach to connecting teachers and students to materials (Kimmel, 2012, p. 91-92).

The teacher-librarian should be comfortable with using technology to support educational goals. He or she:

ensures his or her reasoning behind using technology is well thought out and articulated to educational stakeholders (Branch & DeGroot, 2011)

employs a sound information literacy model to support the use of technology in the library and classroom

continues to explore new technologies (Branch & DeGroot, 2011) and use established technologies with students

uses social media and participates in personal learning networks (PLNs) to further her or his own professional development and to connect students to larger audiences for learning and sharing (Richardson & Mancabelli)

The teacher-librarian values inquiry learning and promotes information literacy

The teacher-librarian embraces his or her leadership role in the school. The teacher-librarian may advocating for large changes, for example, pursuing a carefully thought out plan for implementing technology (Richardson & Mancabelli, 2011). Other times the teacher-librarian may employ take a ‘servant leadership’ role, using persuasion and community building to enact changes (Heaphey, 2006).

In Conclusion:

As a teacher-librarian, I envision myself being responsible for: creating an aesthetically pleasing library that houses

fiction and non-fiction resources in an abundance of forms, as well as technology tools that allow for students to use the library as a workplace

knowing how to use all the technology tools in the library and facilitating student learning of these tools

teaching inquiry, information literacy and digital literacy

promoting and modeling true collaboration with colleagues

taking a leadership role within the school and helping students and staff do the same

The end?

Please take some time to look through this library blog. It was created to serve as a useful tool for accessing a school library (when I finally get to work in one) as well as a representation of my vision of teacher-librarianship. Some of the pages expand on topics covered in this presentation. Others contain useful links. Thank you!

References

ABCCLIO Live. (2010). Mike Eisenberg Vodcast #1- What is information literacy? Retrieved from http://www.youtube.com/watch?v=l9UXEDNP1lc

Alberta Learning. (2004). Focus on inquiry: A teacher’s guide to implementing inquiry-based learning. Retrieved from http://www.education.alberta.ca/media/313361/focusoninquiry.pdf

Asselin, M., Branch, J. M., & Oberg, D. (Eds). (2003). Achieving information literacy: Standards for school library programs in canada. Ottawa, Ontario: Canadian School Library Association.

Bull, G., & Sites, M. (2009). Digital libraries shifting the landscape. Learning and Leading with Technology, 37(1), 12-13. Retrieved from: http://ehis.ebscohost.com.login.ezproxy.library.ualberta.ca/ehost/pdfviewer/pdfviewer?vid=4&hid=124&sid=29dd5532-af15-4117-956d-874ae9b14058%40sessionmgr104

Calgary board of Education. (2011). Why digital citizenship. Retrieved from: http://www.innovativelearning.ca/sec-learntech/webaware-index.asp

Coombs, B. (2009). Digital natives or digital refugees? Why we have failed gen y? International Association of School Librarianship. Selected Papers from the Annual Conference. 1-12. Retrieved from http://search.proquest.com.login.ezproxy.library.ualberta.ca/education/docview/236051593/137B850E55D7C026831/1?accountid=14474

de Groot, J., & Branch, J.L. (2011). Looking toward the future: Competencies for 21st-century teacher-librarians. Alberta Journal of Educational Research, 57(3), 288-297. Retrieved from: http://ehis.ebscohost.com.login.ezproxy.library.ualberta.ca/ehost/pdfviewer/pdfviewer?vid=3&hid=6&sid=0711f8ed-a8b8-4b79-b658-87e6bc7a81b0%40sessionmgr13

Fingal, D. (Ed). (2012) Wanna know how to fix the schools? Ask a student! Learning and Leading with Technology, 39(7), 46. Retrieved from: http://ehis.ebscohost.com.login.ezproxy.library.ualberta.ca/ehost/pdfviewer/pdfviewer?vid=6&hid=124&sid=6e83bc9f-7522-4586-87e3-137d20834593%40sessionmgr104

Heaphey, J. (2006). Servant leadership in public libraries. Indiana Libraries, 25(3), 22-25. Retrieved from: http://ehis.ebscohost.com.login.ezproxy.library.ualberta.ca/ehost/detail?sid=c6479564-1936-4850-5d943014418003%40sessionmgr15&vid=4&hid=5&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=llf&AN=502969289

Johnston, M. P. (2012). Connecting teacher librarians for technology integration leadership. School Libraries Worldwide, 18(1), 18-33. Retrieved from: http://search.proquest.com.login.ezproxy.library.ualberta.ca/education/docview/921332140/fulltextPDF/1382004052B42094808/1?accountid=14474

Kimmel, S. (2012). Seeing the clouds: Teacher librarian as broker in collaborative planning with teachers. School Libraries Worldwide, 18(1), 87-96. Retrieved from: http://search.proquest.com.login.ezproxy.library.ualberta.ca/education/docview/921332128/fulltextPDF/1381FF172A6191DDCE3/1?accountid=14474

Ladbrook, J. (2010). Research note: Our emerging net generation: Are they information literate? New Zealand Journal of Educational Studies, 45 (1), 67-75. Retrieved from http://search.proquest.com.login.ezproxy.library.ualberta.ca/docview/761436519Montiel-Overall, P. & Jones, P. (2011). Teacher and School librarian collaboration: A preliminary report of teacher’s perceptions about frequency and importance to student learning. The Canadian journal of Information and Library Science, 35(1), 49-76. Retrieved from: http://ehis.ebscohost.com.login.ezproxy.library.ualberta.ca/ehost/pdfviewer/pdfviewer?vid=10&hid=124&sid=fb9b0dac-9e45-4427-9107-8f5c550f5987%40sessionmgr115

Perez, L. (2011). Not your grandmother’s library! Learning and Leading with Technology, 38(6), 16-19. Retrieved from: http://ehis.ebscohost.com.login.ezproxy.library.ualberta.ca/ehost/pdfviewer/pdfviewer?vid=4&hid=6&sid=bd5c16a0-bb20-4e5c-a9f0-eaeca6405755%40sessionmgr14

Richardson, W. & Mancabelli, R. (2011). Personal learning networks: Using the power of connections to transform education. Bloomington, IN: Solution Tree Press.

Tapscott, D. (2009). Grown up digital. New York, NY: McGraw-Hill.

Valenza, J. (2010, December 3). A revised manifesto [Web log post]. Retrieved from: http://blog.schoollibraryjournal.com/neverendingsearch/2010/12/03/a-revised-manifesto

Young, N. (2012). The virtual self: How are digital lives are altering the world around us. Toronto, Canada: McClelland & Stewart.