Libraries are the most innovative, dynamic, and essential spaces in schools.
They are sanctuaries for students, where curriculum and instruction are supported, but more importantly, students are encouraged to follow their interests, develop a love of learning, become risk-takers and explorers, seek their own identities, and delve into other cultures and perspectives. The library is a natural place for social progress, for it creates acceptance and unity by providing young minds with “windows, mirrors, and sliding doors” (Fink, 2016). It is imperative for school libraries, who serve young people in the midst of their quests for knowledge and identity, to curate a balanced and diverse collection. It is established truth that currently there is historic underrepresentation in children’s books (Johnson and Martinez, 2018, p. 570), but publishers are increasingly giving voice to diverse writers, and many experts now assert that we are in the midst of another “golden age” of children’s literature (Burnett, 2015) because there are so many heterogeneous voices and rich texts available. Access and exposure to many voices is crucial for young readers, whether they be members of a dominant or marginalized group. It is important for students to see themselves reflected in texts because “understanding that [their] life, and the lives of people like [them], are worthy of being told, thought about, discussed, and even celebrated” is potent validation (Myers, 2014, as cited in Johnson and Martinez, 2018, p. 571). It is equally important that children not see only “themselves in the books they read” lest they come to the natural conclusion that “those who are different from them are not worthy of appearing in books” (Boyd, Causey, and Galda, 2015, p. 379).
Thus, providing readers “windows” and “doors” is equally valuable, for this “challenges[s] thinking,” offers new perspectives, stirs the imagination, and ultimately empowers readers by allowing them to “live more lives than the ones they have” (Huck, 1987, as cited in Johnson and Martinez, 2018, p. 572). Readers who are deprived of the chance to enter an “unfamiliar world” (Johnson and Martinez, 2018, p. 572), miss the chance to “know the stories” of others and “embrace our humanity” (Hyland, 2016, as cited in in Fink, 2016). By ensuring a collection is diverse, libraries are deepening our understanding of each other as humans, creating a more tolerant, equitable, and just society. While much progress has been made giving voice to marginalized groups, much work still lies ahead as many identities still need greater room on our shelves and hearts. I believe we must provide mirrors that offer comfort and affirmation, but also windows and doors that spur growth and empower students “to take [them] out of [them]selves and return” as “a changed selves, to enlarge [their] thinking while educating [their] hearts” (Huck, 1987, as cited in Johnson and Martinez, 2018, p. 576).
Moreover, diversity in collections is not restricted to representation. A wide array of “texts” and materials must be available to students–print books are wonderful, but the value of electronic and audio selections that allow wider access unrestricted by time and place was underscored during the Covid epidemic. Also, the support that electronic resources can provide to readers of differing learning styles and abilities is inclusive and creates opportunities for successful transactions with texts, thereby fostering a love of reading, which leads to inquiry, engagement, and exploration (AASL, 2018, p. 59-64). Instilling these qualities in young readers lays the foundation for student success in all content areas and in life.
I also believe that librarians are critical for teacher support and can be strong influencers of school culture. Having taught English courses of many levels (from remedial to International Baccalaureate and Advanced Placement) for twenty years, I can attest to the power of an active and supportive librarian. Despite being “experts,” librarians are primarily learners and students ourselves, remaining open-minded and continuosly seeking new knowledge and best practices to share. The importance of inquiry, the role of technology, and the power of collaboration are all librarian “superpowers,” which have positive, transformative effects on school communities. As an instructional partner, I will seek collaboration with all members of the school community and strive to create a culture in which teachers feel that I am a supportive, accessible, and responsive teammate who has much to offer, but also much to learn from colleagues. Collaboration creates an engaging, effective, and dynamic learning environment, and the librarian is ideally positioned to facilitate opportunities for collaboration. Isolation can lead to stagnation, and this is true both in classrooms and libraries, but librarians who are willing to lead can be the antidote.
I believe in the positive impacts that libraries make on entire learning communities, and I will work diligently to create inclusive and diverse collections, create an inviting space for all learners, assist teachers and learners in their quests for knowledge and strategies, create a culture of collaboration, advocate for the learning community, and do my part as a librarian to increase equality and access.
References
American Association of School Librarians (AASL). (2018). National school library standards for learners, school librarians, and school libraries. ALA Editions.
Boyd, F., Causey, L. and Galda, L. (2015, February). Culturally diverse literature: enriching variety an era of common core state standards. The Reading Teacher, 68 (5), 378-387.
Burnett, M. (2015, March 10). The golden age of picture books: an abpa panel. Publishers Weekly. https://www.publishersweekly.com/pw/by-topic/childrens/childrens-industry-news/article/65813-the-golden-age-of-picture-books-an-abpa-panel.html
Fink, L. (2016, February 3). Windows, mirrors, and sliding doors. National Council of Teachers of English. https://ncte.org/blog/2016/02/windows-mirrors-sliding-doors/
Johnson, N. J., Koss, M. D., & Martinez, M. (2018). Through the Sliding Glass Door: #EmpowerTheReader. ReadingTeacher, 71(5), 569–577. https://doi-org.proxy.lib.odu.edu/10.1002/trtr.1659
“Shout for libraries. Shout for the young readers who use them.”
– Patrick Ness