As Howell Public Schools continues to consider cutting their three remaining certified school librarians from its teaching roster, this article from the New York Times is one concerned stakeholders may want to have a look at as they prepare to weigh-in on the decision.
It highlights some of the myriad services 21st century school librarians bring to the table as information-age professionals, educational technology coaches, and, of course, literature and literacy experts.
As someone who earned his masters degree in information and library science in an era when digital access was the big, exciting game-changer, and as someone who fought hard to bring electronic tools into the school library mix in Howell, I’ve always been painfully aware that lots of people don’t recognize the distinction between us and the parapros, secretaries and volunteers who keep the 20th century library paradigm lamely afloat.
Almost twenty years later though, I’ve become impatient with those who still stereotype my job in 1950′s “Marion the Librarian” style. It’s time to push a bit harder and raise awareness before our school libraries–more essential than ever–all become, for the lack of skilled oversight and teaching savvy certified teacher-librarians provide, merely rooms full of stuff rather than the vital learning commons they should all be.
How do I know those in decision-making positions are in need of some heightened awareness? Lots of ways. But when, in a recent correspondence with a colleague, a school board member referred to Howell’s certified library media specialists as “library aides,” I knew I had to try harder to, at least, invite the public to explode their old-school preconceptions and discover what a modern school library, properly staffed and articulated, can be.
