My philosophy of librarianship stands around several core elements: representation, access, and advocacy for the profession.

Representation matters. Representation is vital. What is a library if its users do not see themselves represented positively within its materials and space? Ensuring that a collection is representative of all life experiences from the voices of those who have lived those experiences is imperative to creating a safe and welcoming environment. Additionally, with a specific nod to school libraries, students should feel empowered to be leaders within the library space, trust that they can be their authentic selves and that the authentic self, and know that their cultural expression and truth speaking to the things they want and need from a library will be valued and protected by library staff (Sanchez, 2018). Through my Collection Analysis and Collection Plan assignments, I identified areas of my library that did not appropriately represent the diverse population of our brand new high school. A dedication to continued reflection of a library’s collection is vital to ensuring users see themselves represented positively within a collection.

Learners should have the opportunity to not only see themselves represented in the reading materials housed in the library, but supported in the spaces where the librarian is leading instruction and modeling a passion for lifelong learning. My collaboration unit demonstrates my dedication to ensuring that students are set up for success in taking academic risks by providing scaffolded instruction to support learners at their own unique beginning stage.   

As a librarian and an educator, I believe that it is my duty to find and provide access to information for both purpose and pleasure. The first sentence of the Library Bill of Rights states, “Books and other library resources should be provided for the interest, information, and enlightenment of all people of the community the library serves” (ALA, 2019). One way that I believe school libraries can do this is to provide unlimited access to library materials for the students it serves. This choice to move towards unlimited circulation access came from the research I conducted for the Strategic Planning assignment. Ruefle (2011) states, “Research shows that an important step in the development of readers is having access to books” (p. 34). The purpose of my position within the school library context is to support a student’s life long literacy. I can do this by guiding students in learning how to be a good steward of the items they borrow, how to show understanding for those who may be waiting for access to a book behind them, and by encouraging them to browse a wide range of materials. What would our world be like if students were encouraged to have a book for different purposes, and they were no longer forced to believe that reading only “counts” if it is academic in nature?

The final pillar of my philosophy of librarianship is advocacy for the profession. I grew up in an environment that embraced great fear of information that conflicted with the held beliefs of the community. The books I wanted to read and the subjects I wanted to learn about were only available to me because of the access that the library provided. When books are banned because they provide a window into a lived experience that is either a window or a mirror for a patron, members of a community are denied the opportunity to gain a deeper understanding and empathy for their fellow human and for themselves. Additionally, library workers are continually asked to do more with less time and resources. Ettarh (2018) states, “If the language around being a good librarian is directly tied to struggle, sacrifice, and obedience, then the more one struggles for their work, the “holier” that work (and institution) becomes.” I will continue to resist the expectations that are outside of the purview of my role, as I know that this sets a precedent that is harmful to the profession as a whole. 

The new AASL (2018) standards clearly assert that, “qualified school librarians lead effective school libraries.” In an era where school libraries are defending their importance within the learning community and every learner’s right to intellectual freedom more than ever, I am proud to have engaged in the rigorous coursework that has prepared me to be not only an effective but powerful school librarian (AASL, 2018).  

The role of the librarian is imperative to a free society, and I will continue to advocate for the protection and preservation of the time and materials that are required to successfully serve my patrons.

References:

AASL. (2018). National school library standards for learners, school librarians, and school libraries. (p. 11). Chicago, IL: ALA.

American Library Association. (January 10, 2019). Library Bill of Rights.
http://www.ala.org/advocacy/intfreedom/librarybill (Accessed April 14, 2022)
Document ID: 669fd6a3-8939-3e54-7577-996a0a3f8952

Ettarh, F.M. (10 January 2018). Vocational awe and librarianship: The lies we tell ourselves. In the Library with the Lead Pipe https://www.inthelibrarywiththeleadpipe.org/2018/vocational-awe/

Ruefle, A. E. (2011). Rules or reading? Library Media Connection, 29(6), 34–35.

Sanchez, J. (2018). “What are they doing, like, in a library?”: Mexican- American experiences in their high school library. Young Adult Library Services, 16(4), 26–29.