More than just a pretty face....
and other observations on school libraries and teacher-librarianship
BCTLA Bookmark, Vol. 37, No. 3, March 1996, pp.108-9
On the side of the angels
For the past year I have been trying to come to grips with the realization
that the “Teacher-Librarianship” program at the University of Victoria is
on hold and is perhaps over. But the actual decision was made some
time ago with changes in the schools and society all around me.
Fewer than ten years ago that the school library community could take pride
in its progress and look forward to continuing progress and development.
There were excellent people entering and emerging fromthe library and education
schools who were going to lead us forward. We had resources: people
and materials and improved spaces. We had a sense that the school library
as a concept had turned a corner from extra into program, from place into
essential part of the instructional and learning program. It was not
all perfect but there was the sense that we could gradually affect all the
players and move to a more perfect relationship. We took pride in the
achievements of our leadership, in the powerful thrust that made us different
from the American and British experience. It seemed that we were accepted
and slowly making all educators aware that the school library program could
"make a difference" in the lives of the young people we served.
But then it all changed! We began to see cracks in the the process
as schools reduced the teacher-librarian component to .5 or less, as the
clerk took up duties that we knew were those on an educator, as the money
for materials became scarce as the
computer took on more importance. (or more space!) and teacher’s salaries
determined resource allocations for the schools. We began to see the pressures on the programs in the Universities as several programs
were reduced or eliminated (remember Calgary) and as the pressures on class size and as teachers became more union organised. Now we can see the destruction of the elementary base across the country as more and more schools and districts determine different priorities and new approaches that have left
the school library program in limbo. We can stand outside and see the
rapid erosion of qualities and conditions that would oppose all we stood
for. We even saw the fragmentation of the national school library association
CSLA as the field divided its attention and emphasis from "library" to "education"
ironically at the same moment “education” discovered those other priorities.
The standards we had embraced in
the 70's and 80's no longer applied as we removed the program by removing
the committed individuals who had driven it.
We now, in the face of all this change, must try to get it back on track.
Or is that merely an silly dream, a sorry vestige, a foolish option, the
idle ramblings of a disappointed participant? All I have to do is remember
that the private schools now advertize their quality libraries (and superior
computer facilities) just as we appear to have lost one for the
other or both. But I do think that we (that is the collective group
we
know as the school library or teacher-librarian community) must rethink the options that remain and plan accordingly. We are not going to improve our conditions through moans and tears. We were too long in the
wilderness to give up the cause just because there has been a failure on
the part of our educational establishment. There has to be an
action plan towards the changes we wish to see implemented. We have
to challenge the leadership of our several associations to create and implement
that plan.
There are many concerns that must enter the discussion before we could possible find that action plan:
1. We have to find evidence that the education of children in schools
without full library programs is deficient. That means that we must
celebrate those schools that have retained the vision. We need to identify
the “examples” and urge the field to take note. (I was about to use
the word “lighthouses” only to recall that the “lightkeepers” are soon to
be replaced with automated controls.)
2. We have to refute the continuing mythology that the teacher-librarian
must convert teachers to the “resource-based” learning and teaching approach
through example, planning and cooperation. Surely the professional
teacher can appreciate the value of employing a wide range of learning materials
into his or her teaching. How can we best assist those professional
teachers to engage the values of a quality school library program.
3. We have managed to keep our mission to ourselves...that is we have
fooled ourselves into believing that we could actually do it all. The
school library as an educational innovation is not part of the literature
of the social studies or science teacher.
4. The computer will play an increasingly important role in the
teaching program of the school and must be seen to be a new important resource
in meeting the resource needs of students and teachers.
5. It is impossible to have a good school library program without a
current, exciting, evolving collection of excellent learning materials
6. School libraries must be seen to be part of a continuum of resources
including television, newspapers, the Internet, experts, parents and the
public library
7. There has always been a need to see the school librarian as teacher and library clerk or technician as assistant
It is very clear to me that we must find a new model complete with new people
to guide the changes we want. It is simply not enough to say that someone
has made a terrible mistake. We have made the error in not recognising
how vulnerable we were when the computer began to change everything and budgets
grew tight and teachers more militant. It is not enough to be seen
to be on the side of the angels (or was that motherhood), we have to respond
to the demands of the time.
Donald Hamilton