In schools today, librarians and library support staff are increasingly relied upon as instructors, media specialists, and technical support people. While their job descriptions vary, all levels of library professionals are able to integrate library resources into curriculum to benefit the student body.
The Role of the Teacher-Librarian:
Within the school system, a teacher-librarian is someone who has education as a teacher or educator, as well as education in Library Information Science.
According to the Canadian Association of School Libraries, these are the personal and professional competencies of a teacher-librarian:
• places a priority on staff relationships and leadership in the implementation of change
• provides leadership in collaborative program planning and teaching to ensure both physical and intellectual access to information and commitment to voluntary reading
• knows curriculum programs mandated by the province, district, and school
• understands students and their social, emotional, and intellectual needs
• has expert knowledge in evaluating learning resources in different formats and media, both on-site and remote, to support the instructional program
• develops and promotes the effective use of informational and imaginative resources in all formats through cooperative professional activities
• provides appropriate information, resources or instruction to satisfy the needs of individuals and groups
• uses appropriate information technology to acquire, organize, and disseminate information
• manages library programs, services, and staff to support the stated educational goals of the school
• evaluates program and services
• is committed to program excellence
• seeks out challenges and sees new opportunities both inside and outside the library
• sees the big picture
• looks for partnerships and alliances
• creates an environment of mutual respect and trust
• has effective communications skills
• works well with others in a team
• provides leadership
• plans, prioritizes, and focuses on what is critical
• is committed to lifelong learning
• is flexible and positive in a time of continuing change
Considering these competencies, a librarian or Library Information Technology professional may also meet these needs within a school or school district, depending on the qualifications that individual schools and school districts require. Within Nova Scotia, it does not appear that most school librarians or library professionals are officially teachers, but do function as educators and role models to the student body on a regular basis.
Currently, there is no educational program specifically offered to train teacher-librarians within Nova Scotia.
However, programs are offered by the University of Alberta (distance learning) and the University of British Columbia
How do we quantify the effect of integrated library instruction?
A study completed in Florida in 2003 by Donna Baumbach concluded that students performed 20% better in standardized testing where schools had a teacher-librarian and existing integrated library curriculum.
School libraries in Nova Scotia face the constant challenge of funding, and attempting to quantify their affect in order to gain more support.
Evidence-based practice can assist the library professional to obtain grassroots proof that library programs work.
Evidence can consist of the following:
• number of classes in the library
• number of library items borrowed
• number of students using the library during lunch hours
• number of items purchased annually
• number of web searches
• number of books lost
• media or research classes offered after school
• diversity of collection
• student collection requests
• collect work from students which has been completed using library resources
• share successes with other teachers and students
As evidence is collected, the library becomes a community focus within the school and the library staff is able to demonstrate an impact when requesting funding. This community focus can also be useful when additional fund-raising activities are required, such as bake sales, penny parades, etc.
How can library staff and teachers work together to most effectively use library resources?
• create a schedule for class time within the library
• schedule slots in advance to allow preparation time for library staff – pulling books, creating pathfinders, etc...
• bring the library staff into the classroom where possible for assistance with research tips and media instruction (team teach)
• create a newsletter for staff and students to showcase what is new or available within the library
• bring in experts from outside libraries (universities, museums, etc...) for special presentations for multiple classes.
• showcase research work accomplished in the library on bulletin boards, etc...
Canadian Library Association. (2007). Students' Information Literacy Needs in the 21st Century: Competencies for Teacher-Librarians (1997). Retrieved May 27, 2010 from http://www.cla.ca/casl/literacyneeds.html
Culture, Tourism and the Centre for Education Statistics. (2005). Canadian School Libraries and Teacher-Librarians: Results from the 2003/04 Information and Communications Technologies in Schools Survey. Retrieved May 27, 2010 from http://www.statcan.gc.ca/pub/81-595-m/81-595-m2005028-eng.pdf
Kochlan & Zwann. (2003). Making Library Programs Count: Where's the Evidence?, Retrieved May 27, 2010 from http://www.accessola.com/osla/.../Making%20Library%20Programs%20Count.pdf
Researched and written by Margaret Kelly.
