When I began my journey through the library science endorsement program, I don’t think I realized how inclusive the role of librarian would be in terms of touching every part of the school, its curriculum, its students, and fellow teachers. I pictured a solitary figure behind the circulation desk, talking quietly to an individual student or showing someone how to use the computer for research. All of my previous experience with the library demonstrated that the library was a quiet place for reading and research and the librarian was a discreet, stoic person who controlled the exchange of books, knowledge, and ideas. Throughout my program of study, my views and beliefs have changed drastically in many ways.
I believe that the library should allow the most physical access possible so that students may access its resources on their schedule. For example, at the middle school where I teacher, the library is open only during school hours with no before or after school availability. The hours severely limit the accessibility for the students, and with the rural setting of my school, many of the students do not have the opportunity to use technology at home. Best use of physical access include “flexible scheduling”, during which students and teachers have the ability to use the library throughout the day (Empowering Learners, 33). It is imperative that students be given the time to use the computers in the library to complete work and projects outside of class time, and this protocol does not currently happen at my school. Ideally, the library will also “design and maintain a library website that provides 24-7 access to digital information resources, instructional interventions, reference services, link to other libraries and academic sites, information for parents, and exhibits exemplary student work”, so that physical access issues can be overcome with digital access (Empowering Learners, 33).
I believe that the librarian should make it a priority to build and maintain collaborative relationships with colleagues. “The teaching of 21st-century skills requires that all aspects of teaching and learning are built on collaborative partnerships” (Empowering Learners, 20). The classroom teacher is no longer solely responsible for the students’ learning; “together with the classroom teacher, the school librarian empowers students to take an active role in shaping their learning” (Empowering Learners, 20). In order for today’s students to be successful in college and the workforce, they must be prepared to work in collaborative settings. When the librarian collaborates with fellow teachers, these techniques are modeled for the students, allowing them to see the development of collaborative partnerships in person.
I believe that a critical aspect of being an effective librarian is to continually grow in the field through professional development. The Virginia Standards for the Professional Practice of Teachers lists its sixth standard as professionalism, an important disposition for a school librarian. The VSPPT standard requires that “teachers maintain a commitment to professional ethics, communicate effectively, and take responsibility for and participate in professional growth that results in enhanced student learning” (VSPPT, 2011). School librarians can use professional organizations and events, such as conferences and professional development sessions, to expand their knowledge base and explore new technologies, ideas, and concepts. ODU’s framework stresses the importance of participating in professional organizations on the local, state, and national level as well as attending events that allow for professional growth (2009). I hope to continue growing in this area by becoming a presenter at the VAASL fall and spring regional conferences. I enjoy attending these conferences and bringing back new tools and ideas to use in my own school.
I believe that the primary goal of the librarian should be to create an environment that develops and supports life-long readers. In order for students to find pleasure in reading, they have to see its value and find material to which they can relate on a personal level. “A leading school librarian stays abreast of both national trends of popular reading material and student interests within the individual school community” (Empowering Learners, 18). The librarian should express a belief to students that all reading material, no matter what format, is acceptable, not just a book in print. The librarian has a responsibility to advocate “for reading in all formats, such as graphic novels, periodicals, and online sources” and shares new reading formats with students so that they may be informed patrons (Empowering Learners, 18). I hope to share my love of reading with my students by creating book clubs and conducting fun, exciting activities, such as “March book madness”, the Virginia Reader’s Choice program, and blind book dates.
In conclusion, the areas of physical access, collaboration, professional development, and a love of lifelong reading are the areas I consider most important when embarking on a career as a school librarian. When a librarian excels in these learning ventures, new ideas can take root and exciting changes can occur in the school library. These dispositions are supported by standards from several organizations and are aligned with the Virginia standards. It is through these dispositions that a teacher librarian can assess their success as a professional educator.
References
American Association of School Librarians. (2009). Empowering learners: Guidelines for school library programs. Chicago, IL.
Old Dominion University. (2009). Educator as Professional: The Conceptual Framework for the Professional Education Unit. https://www.odu.edu/content/dam/odu/col-dept/education/docs/conceptual_framework_092011.pdf
Virginia Board of Education. (2011). Virginia Standards for the Professional Practice of Teachers. http://www.doe.virginia.gov/teaching/regulations/uniform_performance_stds_2011.pdf