1. WHAT ARE
SCHOOL
LIBRARIES
?
Outdated book centers or vibrant centers of learning?
Summer 2013

2. 2
What is a school library?

3. 3
Frank Zappa on libraries
From the liner notes to his first
album, Freak Out! (1966)
HUNGRY FREAKS, DADDY was written for Carl
Orestes Franzoni. He is freaky down to his toe nails.
Some day he will live next door to you and your lawn
will die. Drop out of school before your mind rots from
exposure to our mediocre educational system. Forget
about the Senior Prom and go to the library and educate
yourself if you’ve got any guts. Some of you like Pep
rallies and plastic robots who tell you what to read.
Forget I mentioned it. This song has no message. Rise
for the flag salute. [Emphasis added]
• Comments on the song ―Hungry Freaks, Daddy‖ reproduced on website
Information is Not Knowledge

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History of School Libraries
Not very well known!
Although the American public school library is
one of this nation’s most ubiquitous educational
institutions, we know very little about its history.
• First sentence of:

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Vintage ads for school libraries

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Roles of the school library in history
Laurel Ann Clyde (born in Australia, became
library educator in Reykjavik, Iceland):
1. the school library established to support
the teaching and learning activities of the
school
2. school library established to provide
recreational reading
3. the library established to serve both the
school and the community
4. school library established as a scholars’ library to serve the
needs of a particular group within the school
5. the school library established as a memorial
• Based on Clyde, Laurel A. (1981) The magic casements: a survey of school library
history from the eighth to the twentieth century. PhD thesis, James Cook University as
summarized in Laurel A. Clyde -- Thesis
L. Anne Clyde
1946-2005

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Clyde’s conclusion 1
Purpose of school libraries hasn’t changed much
http://murraylib600.org/ScholeLybrarie.htm

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The library as center of the school?
http://heartoftheschool.edublogs.org/
http://stephanieharvey.com/home

9. 9
Clyde’s conclusion 2

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Support teaching and learning?
Appears in several mission statements:

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A supporting role only?
What about enhancing?


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The Instructional Role of the Media Specialist
Has it changed much?
It is evident from an analysis of two data sources
that an evolution in the instructional role of the
library media specialist did occur from 1950 to
1984. A clear pattern of progressive development
of the instructional role has persisted in the
standards and the literature. The changes in the
library media specialist’s role from study hall
monitor to curriculum designer can certainly be
termed substantive.
• Craver, K. (1986, Summer). The Changing Instructional Role of the High School Library
Media Specialist, 1950–84: A Survey of Professional Literature, Standards, and Research
Studies. School Library Media Quarterly, 14, 4: 183-91. Also available in print in The
emerging school library media program. Libraries Unlimited, 1988

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1945 Benchmark
First set of national standards for school libraries
K-12
School Libraries for Today and Tomorrow published
by the American Library Association
These standards linked the quality of school
libraries to the size of book collections and the
frequency of classroom teacher use of the library.
Further, the school librarian was beginning to be
seen as an instructional leader for the
―mental, emotional and social growth of young
people.‖
• Underwood, L. J. (2003). A case study of four school library media
specialists’ leadership in Louisiana ,‖ EDD dissertation, W. VA University, p.

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Tracing the evolution
The Fifties
The decade between the close of World War II
and the mid-fifties was termed by many
educators as a decade of American complacency.
Americans had emerged victorious from a world
war and were exulting in their acknowledged
super-power status. School librarians
floundered in a wave of anti-intellectualism and
the conformity that was precipitated by
technological democracy and the Cold War.
Teaching, despite the noticeable increase in
audiovisual services offered by school
libraries, was still dominated by the textbook.
• The Changing Instructional Role of the High School
Media Specialist

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The advent of the space age
1957
The launching of Sputnik in 1957 was the
catalyst that halted America’s complacency
and expedited the educational process.
At this point, federal funds were made
available for the purchase of the school
library as a resource center, and not merely
a depository. By the late 1950s, schools
began to focus on learning rather than
teaching, and on curriculum methods that
permitted a broader instructional role for
the school librarian.
• The Changing Instructional Role of the High
School Media Specialist

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A new benchmark
Standards for School Library Programs
(American Association for School Librarians, 1960)
Published in collaboration with the Department
of Audiovisual Instruction (DAVI) of National
Education Association
• School Libraries, Gale Education Encyclopedia
Specified the collaborative leadership
responsibilities of the school librarian with
teachers regarding curriculum development and
textbook selection.
• Underwood, ―A Case Study of Four School Library Media
Specialists’ Leadership in Louisiana‖

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The decade of ferment
The Sixties
In school library development and education in
general, the 1960s can be described as a decade
of ferment. ―rhetoric and ideas abounded as to
what education would do to solve a number of
pressing social issues—from integrating the
schools racially to promoting a love of reading
among the disadvantaged or disinterested.‖
The school’s new emphasis on ―diversified
learning materials—both printed and
nonprinted—for all subjects and levels of
ability‖ finally brought to school librarians the
opportunity for [a] greater instructional role.
• The Changing Instructional Role of the High School
Media Specialist

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A major project
Knapp School Libraries Project (1963-1974)
The Knapp Foundation supported curricular
innovations that included collaborative teaching
with the school librarian. For the first time, the
role of the school librarian changed from a
keeper of materials to an active participant in the
academic process. Thus, the Knapp Foundation
recognized the importance of the school librarian
as an active participant in schools that embraced
the new reforms.
• Underwood, ―A Case Study of Four School Library Media
Specialists’ Leadership in Louisiana‖

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New standards and new title
Standards for School Media Programs (ALA, 1969)
ALA and the DAVI of NEA publishes Standards for
School Media Programs, national guidelines that unify
the roles of librarians and audiovisual personnel under
the terminology of library media program and library
media specialist.
• School Libraries, Education Encyclopedia
School library media specialists were now responsible
for non-print materials such as tape
recorders, records, filmstrips, and film loops, which
required expertise in technology.
• Underwood, Case Study

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A time of action
The Seventies
This period witnessed an actual, rather than
merely a proposed, change from passive
learning on the part of students to an
environment in which students and teachers
actively participated together in projects and
activities that served to convey information
previously provided by a textbook or a teacher.
Within this environment of change, the school
library finally receives assurance that its
educational goals and objectives, which in many
cases were ahead of the times, were now
appropriate.
• The Changing Instructional Role of the High School
Media Specialist

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New standards again
Media Programs: District and School
(AASL and Association for Educational Communications and
Technology (DAVI of NEA became AECT in 1971))
The 1975 standards . . . gave more attention to
systematic planning providing guiding principles
for both site-level and district-level decision-
making. By this point, the school library specialist
was seen as an integral part of the total
instructional program.
• Program Standards School Library Media Specialist
Preparation (AASL and NCATE, 2003), p. 5.

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A mercurial environment
The Eighties
While the instructional role of the school
library media specialist from 1980 to 1984
could be characterized as a period of
adjustment concerning the implementation of
instructional design activities, the introduction
of computers presented library media
specialists with a new set of problems.
There is evidence that more systematic
approaches were being followed for instruction
and that library media specialists were being
urged to consider their educational role within
the framework of the total program.
• The Changing Instructional Role of the High School
Media Specialist

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Response to A Nation at Risk (1983)
Alliance for Excellence: Librarians Respond to a
Nation at Risk (1984)
Four basic concepts presented:
• Learning begins before schooling.
• Good schools require good school libraries.
• People in a learning society need libraries throughout their
lives.
• Public support of libraries is an investment in people and
communities.
– Shirley Fitzgibbons, School and Public Library Relationships:
Essential Ingredients in Implementing Educational Reforms and
Improving Student Learning
School Library Media Research Volume 3 (2000)

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The Information Power Era
A major policy document
The major development in 1988 in terms of
standards was the publication of the new school
library media guidelines, INFORMATION
POWER (AASL & AECT, 1988). This document
presents an active, forward-looking role for
library media programs based on the library
media specialist functioning as information
specialist, teacher, and instructional consultant.
Discussions of the guidelines are just beginning to
appear in the literature; however, the document
has already been presented to educators at all
levels.
• Trends in Library and Information Science: 1989.
ERIC Digest

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Another major project
Library Power (1988-98)
Inspired by the vision of Information Power (1988)
Library Power programs established in 700 schools in
19 communities nationwide
―Faithful adoption of Library Powers core
practices, along with widespread acceptance of these
practices, can lead to permanent change; similarly, as
similar policies are implemented elsewhere
institutionalization of these practices is more likely.‖
• ―What Works‖: Research You Can Use: The National
Library Power Project
Teacher Librarian, 27 (2) (1999, Nov-Dec).
• See also Library Power Executive Summary: Findings from the
National Evaluation of the National Library Power Program

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Affirmed that ―Student Achievement IS the
Bottom Line‖
Information Power 2nd ed., 1998

27. 27
Information Standards 1998
http://umanitoba.ca/libraries/units/education/media/InformationLiteracyStandards
_final.pdf

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New standards, 2007
http://www.ala.org/aasl/standards-
guidelines/learning-standards

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Applying the standards
Standards for the 21st-Century Learner in
Action
This publication from AASL takes an
in-depth look at the strands of the Standards
for the 21st-Century Learner and the indicators
within those strands. It also answers such critical questions
as How do the strands—the skills, dispositions in
action, responsibilities, and self-assessment strategies—
relate to one another?
Benchmarks are provided along with examples that show
how to put the learning standards into action. This is a
practical book with examples of how to maximize the
application of the learning standards at different grade
levels.

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Empowering Learners: Guidelines for
School Library Programs
Empowering Learners advances school
library programs to meet the needs of
the changing school library environment and is
guided by the Standards for the 21st-Century Learner
and Standards for the 21st-Century Learner in Action.
It builds on a strong history of guidelines published
to ensure that school library program planners go
beyond the basics to provide
goals, priorities, criteria, and general principles for
establishing effective library programs.
New Guidelines 2008
http://www.ala.org/aasl/standards-
guidelines/program-guidelines

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A leadership role?
Essential for 21st century learning


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Leadership in AASL guidelines
Empowering learners:
 Chapter IV
Empowering learning through leadership:
• Guideline: The school library media
program is built by professionals who
model leadership and best practices
for the school community

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Leadership for pre-service librarians
ALA/AASL Standards for Initial
Preparation of School Librarians (2010)


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International guidelines

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A recent international statement
 International Association of School Librarianship -
What is a school library? International Guidelines
developed by IASL Research SIG.

37. 37
An international initiative
School Library Proclamation: A Library
for Every School (2010) [115Kb 4 pages]
Also on Facebook!
http://www.facebook.com/EnsilEurope#!/ALibraryInEverySchool

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A school library advocacy resource
that’s 21st century!
http://www.scoop.it/t/school-libraries-around-the-world

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A 21st Century Vision for School
Libraries

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More on Learning Commons
Origins
The foundational ideas for the
transformation of a school library and
computer lab into a learning commons
was first set forth in Loertscher,
Koechlin, and Zwaan’s book:
The New Learning Commons:
Where Learners Win (2008).
Foundational article: The Time is Now: Transform Your School
Library into a Learning Commons by Carol Koechlin, Sandi
Zwaan, and David V. Loertscher
• From Learning Commons Treasury, ed. by David Loertscher and Elizabeth
―Betty‖ Marcoux
See also Learning Commons with Loertscher and Koechlin

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Do school librarians make a difference?
Latest Study: A full-time school librarian makes a
critical difference in boosting student achievement
This study [from Pennsylvania] adds to the evidence
that all K–12 students need and deserve quality school
library programs with full-time certified staff. Students
are more likely to succeed when they have library
programs that are well staffed, well
funded, technologically well equipped, well
stocked, and more accessible. And, the neediest
learners may benefit the most from trained librarians
and quality library programs.
• By Debra E. Kachel and Keith Curry Lance on March 7, 2013

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School libraries in Kentucky
http://www.lrc.ky.gov/KRS/158-00/102.PDF

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A Challenging question
Do we still need
school libraries
and librarians?
http://www.nais.org/Magazines-Newsletters/ISMagazine/Pages/The-New-
School-Library.aspx