School Librarianship

The role of the school library and the school librarian has expanded over the past 25 years. This article describes the status of the school library and the school librarian. It examines the role and responsibilities of school librarians; cites professional resources available to them; discusses significant issues; and presents a glossary of relevant terms.

Keywords Blog; Censorship; Copyright; Distance Learning; First Amendment; Freedom of Speech; Intellectual Freedom; Interlibrary Loan (ILL); Library Bill of Rights; Paraprofessional; Teacher Certification

Overview

The School Library

Purpose & Expanded Role

The main purpose of public school libraries is to provide resources and services that support the school curriculum. However, the role of school libraries has been greatly expanded over the past 25 years. Today, public school libraries from kindergarten through high school often attempt to provide an environment that promotes outside activities and life skills. In addition to educational materials, a library may offer print, non-print, and online resources for recreational activities, including popular books, graphic novels, movies, music, and games. In addition, middle and high school libraries may contain college and career information.

Labels

As an indication of its expanded role, the school library is often labeled something other than a "library." Here are the most common terms used to indicate the school library:

• Learning Resource Center

• Library-Media Center

• Media Center

• Resource Center

• School Library

(For purposes of this article, we will use the term "school library.")

The School Librarian

Titles

As school libraries have evolved, so has the role of school librarians. Not surprisingly then, a school librarian may have a title other than "librarian." Here are the most common titles for school librarians:

• Library-Media Specialist

• Library Teacher

• Media Specialist

• School Librarian

(For purposes of this article, we will use the term "school librarian.")

Responsibilities

Regardless of his or her title, a person who follows a career in public school librarianship will find that the job incorporates an interesting assortment of responsibilities that usually include the following:

• Collection Development

• Collection Maintenance

• Reference Work

• Teaching

• Electronic Communications

Qualifications

Most states require school librarians to have teacher certification (Bishop, 2007). Generally, the qualifications for a school librarian include the completion of at least a Bachelor's degree, approximately 30 credits of undergraduate or graduate education courses, and either the completion of a student teaching or a school library practicum. In addition, to be qualified as a professional school librarian, most states require that a candidate hold one of the following graduate degrees:

• M.L.S. (Master of Library Science)

• M.Ed. (Master of Education in Library Media Studies)

(For school librarian certification requirements by state, consult the American Association of School Librarians http://www.ala.org)

Geographic & Grade Coverage

The geographic and grade coverage that falls under a particular school librarian's auspices vary considerably among school districts or even within school districts. Here are just some of the possible staffing situations for a school district that maintains libraries for grades kindergarten through grade 12:

• A full-time, professional school librarian for kindergarten through grade 5, for each school.

• A full-time, professional school librarian for each middle school.

• A full-time, professional school librarian for the high school.

• One full-time, professional school librarian that oversees all school libraries in one school district with the help of part-time professional librarians, paraprofessionals, or volunteers.

• One or more part-time, professional school librarians who cover specific grades without help.

• One or more part-time, professional school librarians with the help of paraprofessionals or volunteers.

• No professional school librarian; the school library is staffed entirely by paraprofessionals or volunteers.

Further Insights

This section examines the job responsibilities of school librarians in more detail and explores some of the professional associations, journals, and additional resources that are available to school librarians.

Job Responsibilities of School Librarians

Job responsibilities of school librarians vary by school and school district. Of course, the role of any individual school librarian will also depend upon whether he or she works alone or has paraprofessionals or volunteers to help with workload. In any case, a school librarian will generally be required to either assume or oversee five areas of responsibility:

• Collection development.

• Collection maintenance.

• Reference work.

• The Teaching of library and information literacy skills.

• The Handling of miscellaneous responsibilities.

Collection Development

The first job responsibility of school librarians is collection development. Collection development entails building a collection of print and non-print materials that primarily supports the school curriculum.

The task of collection development involves the following processes:

• Budgeting for library materials.

• Choosing the materials.

• Ordering the materials.

• Paying for the materials.

To ensure that the collection supports the curriculum, the school librarian works with school faculty members for suggestions and feedback regarding purchases and may also consult other school librarians and professional journals.

A secondary goal of collection development is to collect materials that

enhance recreational or life-enhancing skills and activities. To achieve this goal, the school librarian may still consult school faculty members, other school librarians, and professional journals, but will also seek suggestions from students.

Collection Maintenance

The second job responsibility of school librarians is collection maintenance. Maintaining the school library collection ensures that the materials are in good physical condition and easy to locate.

Maintaining the collection involves the following processes:

• Repairing or replacing items as they deteriorate physically.

• Cataloguing the items for purposes of arranging by subject and media format.

• The most common school library cataloguing conventions are the Dewey Decimal System (common in public libraries) and the Library of Congress Classification System (common in colleges and universities). By cataloguing an item, the school librarian is labeling it so that it can be easily retrieved and easily returned.

• Regularly performing an inventory of the collection to make sure that materials are located where the catalogue indicates they are located.

• Tracking down materials that are either missing or overdue from borrowers.

• Removing outdated items from the collection.

Reference Work

The third responsibility of school librarians is reference work. Reference work involves helping patrons - students, teachers, and sometimes parents - find the best information and materials in the school library. It might also involve referring the patrons to sources outside the school library, such as a public library.

The Teaching of Library and Information Literacy Skills

The fourth responsibility of school librarians is the teaching of library and information literacy skills. This refers to the school librarian teaching patrons how to define topics; identify information sources; locate and retrieve the information sources; and evaluate the information sources. The teaching of library and information skills can be achieved through formal or informal methods.

Increasingly, information is stored electronically and accessed through digital technologies. While students may be more comfortable using digital devices than their parents or teachers, they need to learn how to find and evaluate reliable information online and from electronic database as well as through printed sources. Teaching these skills is a natural extension of teaching students to use traditional information sources, and school libraries are frequently called on to provide access to multimedia devices (e.g., tablet computers) and to teach students how to use them effectively, thus playing a part in reducing the digital divide between students who own or have access to such devices at home, and those who do not (Ballew, 2014).

Formal methods for teaching library and information literacy skills include the following three:

• Courses or individual classes.

• Printed skills sheets or workbooks.

• Computerized lessons.

Informal methods for teaching library and information literacy skills usually occur as a result of the following two situations:

• One-on-one, as needed: The school librarian provides instruction to an individual student or patron when requested.

• During reference work: The teaching of library and information literacy skills often overlaps with reference work; while helping patrons find information, the school librarian is also teaching them how to find the information and often is also providing guidance on how to evaluate the information.

The Handling of Miscellaneous Responsibilities

The last responsibility of school librarians is the handling of miscellaneous responsibilities. This is the catchall category that varies considerably for each school librarian. Here are some miscellaneous responsibilities that may be considered part of a school librarian's job:

• Answering questions or providing reference work via email or Internet.

• Maintaining a library blog or Web page.

• Organizing author appearances, book fairs, and other events.

• Facilitating distance learning (courses via Internet or closed circuit television).

• Maintaining computer equipment.

Professional Associations for School Librarians

Professional associations that are geared specifically to school librarians offer educational, career, and networking benefits including: Publications, conferences, workshops and distance learning opportunities, lobbying efforts, employment clearinghouses, and membership directories. The professional associations also provide opportunities for volunteer work involving conferences, publications, fundraising, special committee work, and membership drives.

Perhaps the best known association for school librarians is the American Association of School Librarians, which is a division of the oldest library association the American Library Association (http://www.ala.org).

In addition, many states have their own school library associations. Here are three examples:

• California School Library Association (http://www.schoolibrary.org)

• Illinois School Library Media Association (http://www.islma.org)

• Massachusetts School Library Association (http://maschoolibraries.org/content/blogcategory/13/26)

Professional Journals for School Librarians

Professional journals are a valuable resource for school librarians. In addition to topical feature articles and profiles of successful or innovative school libraries, librarians, and programs, the journals include book, media, and product reviews; buying guides; professional and industry news; career advice; and job listings. Most professional library journals maintain Web sites and they usually make some content from current and archived journal issues available on their Web sites without a subscription.

Many professional library journals - such as Library Journal (www.libraryjournal.com) - offer content that is useful for all types of librarians, including school librarians, college librarians, and public librarians. However, the following journals are specifically designed for school librarians:

• Library Media Connection (http://www.linworth.com/lmc)

• MultiMedia & Internet@Schools (http://www.mmischools.com)

• School Library Journal (http://www.schoollibraryjournal.com)

• Teacher Librarian (http://www.teacherlibrarian.com)

Issues

Like most school educators and administrators, school librarians face a variety of financial, administrative, and political issues. This section examines significant issues for school librarians

Significant Issues for School Librarians

Most of the significant issues for school librarians can be grouped into four main categories:

• Resource Allocation

• Policy Decisions by Others

• Disciplinary Practices

• Intellectual Freedom

Resource Allocation

The first significant issue for school librarians falls under the category of resource allocation. The resources include monetary funds and personnel and the school librarian needs to allocate both in the most efficient and useful manner. The budgeting of monetary funds may include applying for grants or justifying budget estimates and purchases to the administration or school board. The budgeting of personnel involves using the available personnel - both paid and volunteer - effectively and efficiently.

Policy Decisions by Others

The second significant issue for school librarians falls under the category of policy decisions by others. This is a broad category which the school librarian may not control. For example, policies must be set regarding overdue library materials. How long may patrons borrow library materials? Is there a fine for overdue materials; if so, how much and who keeps the fine proceeds? Policies affecting overdue library materials are often set at the administrative level and can't be changed by the school librarian. Another policy issue surrounds the practice of reciprocal borrowing privileges. This practice is known as "interlibrary loan (ILL)" and allows libraries to borrow and lend materials with libaries in another jurisdiction. ILL practices are most common in public and college libraries. However, many school libraries do participate in such arrangements. While ILL participation does increase access to more materials for patrons, it also involves more administrative work for participating libraries: The libraries must mail or otherwise transport materials to and from each library and collect and pay fines for overdue materials. Again, ILL participation may not be suggested by the school librarian but will need to be enforced by the school librarian.

Disciplinary Practices

The third significant issue for school librarians falls under the category of disciplinary practices. Although most school libraries are no longer intended to be hushed environments, the need to discipline students still arises. Depending upon the grade level, disciplinary behavior may involve "running around," defacing library materials, rowdy behavior and fighting, and stealing anything from library materials to pocketbooks. Usually, there are school regulations in place to govern disciplinary behavior in all school buildings; nevertheless, in the library, the school librarian will usually be the one who needs to initiate the disciplinary action.

The increasingly common use of electronic sources of information within the library poses an additional set of questions--for instance, will access to certain web sites, or types of web sites be blocked? Does the school have policies regarding electronic communications between students (e.g., cyberbullying) that the librarian must enforce?

Copyright adherence is another issue that can be considered to fall under school library disciplinary practices. Copyright laws forbid the reproduction of the intellectual work of another, such as books, art work, and music. While the copyright law is extremely complicated, it generally does allow for limited reproduction in educational settings. For example, a teacher or student may be allowed to photocopy text from a book for use in the classroom. A problem arises when a person photocopies or downloads long passages - such as entire book chapters - of a work that is protected by copyright. If there are no photocopy machines in the library or equipment to download information from the Internet or disks, then copyright control may not be an issue for the school library. However, if the opportunity for copyright violations does exist in the school library, then the school librarian needs to take some precautions. Since it is difficult to monitor every teacher and student for copyright violations, the best approach is for the school librarian to publish and post copyright guidelines and rules in conspicuous and likely spots in the school library and in student and faculty handbooks and manuals. In fact, teachers are more likely to violate the copyright law than students in grades kindergarten through high school. Dickinson (2007) points out the ticklish dilemma of dealing with teachers who violate the copyright law and suggests that the school librarian take a tactful but firm approach by offering to obtain copyright permissions or alternative materials for the teacher and simultaneously warning that the librarian will inform the principal if copyright violations continue.

Intellectual Freedom

The last significant issue for school librarians falls under the category of intellectual freedom. Freedom of speech and the right to write, access information, and read without censorship is considered a fundamental right of citizens of the United States. The First Amendment guarantees these rights and in 1948, the American Library Association adopted the "Library Bill of Rights" which affirms that libraries will uphold the right of intellectual freedom.

Challenges to intellectual freedom don't arise very often in school libraries, but when they do, they present a unique situation for the school librarian. Challenges to intellectual freedom in the school library may originate with students, teachers, administrators, parents or outsiders such as politicians. Usually, such challenges involve censorship by requesting that certain books or materials be removed from the collection. In such circumstances, these are the usual choices: The material is removed from the collection; the material may be restricted to students over a certain age or in a certain class; the material can only be accessed with written permission from parents; the material is not removed from the collection, nor is access to it restricted in any manner.

Terms & Concepts

Blog: Also known as web log or weblog, a blog is an online diary or collection of writings and information that is accessible to others via the Internet. Often, a blog is set up so that readers can add public comments.

Censorship: The institution, system, or practice of censoring. To censor, is to examine in order to suppress or delete anything considered objectionable (Merriam-Webster's collegiate dictionary, 2000).

Copyright: The exclusive legal right to reproduce, publish, and sell the matter and form as of a literary, musical, or artistic work (Merriam-Webster's collegiate dictionary, 2000).

Distance Learning: Learning that takes place via electronic media linking instructors and students who are not together in a classroom (Merriam-Webster's collegiate dictionary, 2000).

First Amendment: An amendment to the Constitution of the United States that states: Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances.

Freedom of Speech: The right of the public to express freely in speech or writing, as guaranteed by the First Amendment to the Constitution of the United States.

Interlibrary Loan (ILL): A reciprocal arrangement in which libraries are allowed to borrow and lend materials to libraries outside their jurisdiction.

Intellectual Freedom: The right of every individual to both seek and receive information from all points of view without restriction. It provides for free access to all expressions of ideas through which any and all sides of a question, cause or movement may be explored (American Library Association, Library Bill of Rights).

Library Bill of Rights: The American Library Association affirms that all libraries are forums for information and ideas, and that certain basic policies should guide their services.

Paraprofessional: A trained aide who assists a professional person (Merriam-Webster's collegiate dictionary, 2000).

Teacher Certification: Formal acknowledgement that a person is qualified to teach certain grades and subjects in a specific public school system.

Bibliography

Alvarez, A. R. G. (2012). 'IH8U': Confronting cyberbullying and exploring the use of cybertools in teen dating relationships. Journal of Clinical Psychology, 68 , 1205–1215. Retrieved December 28, 2013, from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=82370635&site=ehost-live

American Library Association. (2014a). American Association of School Librarians. Retrieved November 4, 2014, from http://www.ala.org/aasl/

American Library Association. (2014b). Library bill of rights. Retrieved November 4, 2014, from http://www.ala.org/advocacy/intfreedom/librarybill

Ballew, L.M. (2014, Jan./Feb.). The value of school librarian support in the digital world. Knowledge Quest 42, , 64–68. Retrieved December 28, 2013, from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=93298921&site=ehost-live

Bishop, K., & Janczak, S. (2007). Recruiting the next generation of school librarians. Library Media Connection, 26 , 14–18. Retrieved November 6, 2007, from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=26926575&site=ehost-live

Chow, A. S., & Rich, M. (2013). The ideal qualities and tasks of library leaders: Perspectives of academic, public, school, and special library administrators. Library Leadership & Management, 27 (1/2), 1–24. Retrieved November 4, 2014, from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=86938452&site=ehost-live

Dickinson, G. (2007). The question…. Knowledge Quest, 35 , 50–51. Retrieved November 6, 2007, from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=24991065&site=ehost-live

Loertscher, D. (2007). Research and school libraries: Knowing the basic sources. Teacher Librarian, 34 , 23–26. Retrieved November 6, 2007, from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=25327504&site=ehost-live

Mattering in the school blogosphere. (2007). American Libraries, 38 , 62–65. Retrieved November 6, 2007, from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=25038358&site=ehost-live

Merriam-Webster's collegiate dictionary (10th ed.). (2000). Springfield, MA: Merriam- Webster.

Morris, R., & Nelson, K. (2014). New collaborations through effective communication. School Library Monthly, 30 , 11–13. Retrieved November 4, 2014, from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=97266166&site=ehost-live

Riehl, D. (2006). Students' privacy rights in school libraries: Balancing principles, ethics and practices. School Libraries in Canada, 26 , 32–42. Retrieved November 6, 2007, from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=25160870&site=ehost-live

Schmidt, A. (2007). Tapping the tools of teen culture in the LMC. MultiMedia & Internet@Schools, 14 , 8–11. Retrieved November 6, 2007, from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=26748022&site=ehost-live

Suggested Reading

Buzzeo, T., & Wilson, S. (2007). Data-driven collaboration in two voices. Library Media Connection, 26 , 20–23. Retrieved November 6, 2007, from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=26926576&site=ehost-live

Dobija, J. (2007). The First Amendment needs new clothes. American Libraries, 38 , 50–53. Retrieved November 6, 2007, from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=26559123&site=ehost-live

Hodges, J., & Pringle, L. S. (2013). Meeting the learning needs of African American youth in the library. School Library Monthly, 29 , 14–16. Retrieved November 4, 2014, from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=86739772&site=ehost-live

Hoppe, K. M. (2007). The instant I knew I was not meant to be an elementary librarian: Confessions of a high school librarian. Library Media Connection, 26 , 38–39. Retrieved November 6, 2007, from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=26926581&site=ehost-live ..Johnson, D. (2013). Good technology choices: A team effort. Educational Leadership, 71 , 80–82. Retrieved December 28, 2013, from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=90068955&site=ehost-live

York, S. (2007). Twenty-five years later: A librarian looks back…and ahead. Library Media Connection, 25 , 18–20. Retrieved November 6, 2007, from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=24170311&site=ehost-live