Assignment 2

Assignment 2: Overview of the Role of the School Library and School Library Information Specialist Leigh Ann Scarbrough University of Memphis ICL 7730: Foundations of Librarianship Summer Term 2023 Norwood June 11, 2023 1

The Role of a School Librarian and School Library Information Specialist Introduction The school library, though it has its roots in the past, it’s largely a product of the 20 th century (Cole, 1959, p. 87). In 1896 a School Library Section was added to the National Education Association, petitioned for by then-ALA president John Dana, and the ALA immediately created a committee to work with the new section (Cole, 1959, p. 90), in 1914 the ALA added a School Library Section, this worked in cementing cooperation between public and school librarians. In his article The Origin and Development of School Libraries, Cole states: This century has seen the school library come into its own, for now in the United States it is accepted as a highly essential part of our educational system, and often the librarian is one of the most qualified members of the faculty, (1959, p. 90). In sixty plus years the school librarian has gone from an highly respected member of staff, to just a “support” or “specials” teacher, often the first to go in budget cuts, and the last replaced. In today’s data driven world there is often a disconnect or misunderstanding of the role of school librarian, “Public and educators’ perceptions of traditional school library work may also be dated, neglecting the important role of school librarians in scaffolding access to books and technology in this digital age,” (Loh et al., 2021, pp. 550-551). Today’s School Librarian/Library Media Specialist juggles many roles, in addition to their many administrative roles, i.e., cataloging, collection development, etc., these days they are also instructors, leaders, technology innovators and support staff. The school librarian, like the public librarian, is often undervalued by the public, seen as someone who sits around all day 2

in—6 years is a long for book trends. My job, and the job of any of school librarian if to balance these competing requirements and needs to curate the best collection for students. Circulation is another administration task is also very important to the school librarian’s role. There are tasks that have to be done daily, tasks that have to be done every class period, and yearly tasks. Check- in books, check them out, reshelve, inventory, these are all time consumers. Teaching and Instruction In addition to the administration tasks school librarians these days are responsible for teaching to the standards of their state, and in Tennessee, this is what we are evaluated on as to whether or not we are “effective” at doing our jobs. In Shelby County Schools we have “curriculum map” that dictate when and what we must teach, but instruction is made difficult by numerous factors, “[a] notable barrier to…learning in libraries was time, and the competing priorities and demands that influenced time allocation,” (Merga, 2020, p. 27). This is what my daily role for my library looks like this: 8:00 to 8:15, kids come in and return and check out books. 8:15-2:50 Three separate classes/grades, planning, checking in/out books, shelving. 2:50- 3:15, kids are allowed to come return books and check new ones out. During class time—which is 50 minutes long—we have to have a bell-ringer, instruction time, and time to search for and check out books. “Collaboration between educators has long been established as a practice that can lead to improved learning outcomes, more satisfactory job experiences, and increased student engagement in the school library,” (Kammer et al., 2021, p. 1). Through collaboration with my principal and our teachers, in addition to the things I’m required to teach by our curriculum, we have identified skills that students need to be successful, but that classroom teachers are no 4

longer allowed to teach: handwriting, scissor skills, puzzles, phonics, research skills, etc., I also have to work on students’ reading comprehension. For any of the instruction librarians do to be successful or help with student achievement, “the library media specialist needs to be viewed by the building administrator as a major component in the learning environment,” (Cooper and Bray, 2011, p. 48). During Covid-19, the last three years have seen shifting educational priorities, different educational instructional methods, moves from paper to virtual books and instruction. More and more money is spent on emerging technologies, some schools are moving away from physical books (both textbook and library book a like) to e-books, and e-audiobooks. Many school libraries are now computer labs, maker spaces, places where 21 st Century skills are learnt. Percell states: “Students need direct instruction on 21st century skills and opportunities to practice and apply those skills. One ongoing responsibility is to teach information and technology literacy skills not only to students but also to classroom teachers,” (2011, p.33). School librarians have the responsibility to know what members of their learning communities need and provide materials to meet those demands, (Purcell, 2011, p.33). In addition to teaching skills, being safe spaces (Merga, 2020), being collaborators, leaders, and administrators, school librarians and school library media specialist are also supposed to foster a love of reading in students (Merga, 2020a). One way that school librarians and school library media specialist can foster a love of reading is genrefy their collections, in a study on genrefying collections Moeller and Becnel found that a primary reason for genrefying their fiction collections was to help students make quick connections to books they might find enjoyable… One librarian noted that she was, 5

References: American Association of School Librarians, AASL. (2009). Empowering Learners: Guidelines for School Library Media Programs. American Library Association . Cole, T. J. (1959). The origin and development of school libraries.   Peabody Journal of Education ,   37 (2), 87-92. Cooper, O. P., & Bray, M. (2011). School library media specialist-teacher collaboration: Characteristics, challenges, opportunities.   TechTrends ,   55 (4), 48. Crow, S. R., & Henning, J. A. (2020). Designing Lessons and Programs that Motivate Students. School Libraries Worldwide , 26 (2). Hartzell, G. (2003). Why should principals support school libraries?.   Teacher Librarian ,   31 (2), 21-24. Kammer, J., King, M., Donahay, A., & Koeberl, H. (2021). Strategies for Successful School Librarian and Teacher Collaboration. School Library Research, 24, 1–24. Kuhlthau, C. (2001). Guided Inquiry: School Libraries in the 21st Century.  School Libraries Worldwide ,  16 (1), 1–12. https://doi.org/10.29173/slw6797 Loh, C. E., Hamarian, E. B. M., Qi, L. L. Y., Lim, Q., & Zee, S. N. Y. (2021). Developing future-ready school libraries through design thinking: A case study.   IFLA journal ,   47 (4), 505- 519. Loh, C. E., Sundaray, S., Merga, M., & Gao, J. (2021). Principals and teachers’ perspectives of their school libraries and implications for school library policy. Journal of Library Administration, 61 (5), 550-571. Madigan, M. (2023). At the Center of Learning: School libraries foster thoughtful, independent learners with learning centers. American Libraries, 54 (3/4), 36–39. Merga, M. (2020). How can school libraries support student wellbeing? Evidence and implications for further research. Journal of library administration , 60(6), 660-673, DOI: 10.1080/01930826.2020.1773718 Merga, M. K. (2020a). School libraries fostering children's literacy and literature learning: Mitigating the barriers.   Literacy ,   54 (1), 70-78, https://doi.org/10.1111/lit.12189 Purcell, M. (2010). All Librarians Do Is Check out Books, Right? A Look at the Roles of a School Library Media Specialist.   Library Media Connection ,   29 (3), 30-33. 7