Wegner and Zemsky argue that libraries have evolved from what was simply regarded as “respositories of knowledge’ to active leaders and participants in the digital transformation of information management and services (2006). School libraries are often at the forefront of innovation and are defined as being inclusive, adaptable, future-ready and sustainable places for all.

School libraries are seen as welcoming and inclusive places outside of the four walls of the traditional classroom. They provide a safe, comfortable place for students to gather, collaborate, study and socialise. Gone are the days of school libraries being silent and static. School libraries are now considered social and cultural hubs that promote a sense of community and belonging.  The design of the library partly transforms the traditional perception of the library into a dynamic space. According to the Loh’s 2018 article, dynamic libraries perform a range of purposes and, therefore, purpose-built areas of the library need to be devoted to activities such as research, private study, collaboration and hands-on activities.

These spaces within the library are also important in creating a dynamic environment that is adaptable to the needs of all school users. School libraries have had to become both adaptable and future-ready to ensure that they stay relevant to today’s users. Whilst physical books and resources will never truly become obselete, the ubiquity of digital information has presented both challenges and opportunities to school libraries and for the information professionals who work in them. Loh describes the new school library as a “cybrary” and this couldn’t be more fitting for the role of the school library in the 21st century (2018, p.7).

School libraries are indeed dynamic environments. They are at the forefront of adopting changes in the creation, management and dissemination of information in today’s world and the teacher librarians themselves serve an important function in providing links to digital information (both within the library and beyond the school library) to students and teachers. With the growing volume of digital information, the teaching of information literacy skills has never been so important.

Teacher librarians have had to adapt and become more future-ready themselves in order to evolve in the dynamic digital age of information literacy. Boyer’s article “Designer Librarian: Embedded in K12 Learning” discusses the importance of teacher librarians becoming “embedded librarians” (2015). An embedded librarian is  defined as an active member of the teaching staff who collaborates with various subject faculties to plan and develop educational materials and teach information literacy skills as part of the course. This is an important part of the evolution of libraries and library staff in the 21st century.

The rise of digital information has also expanded library services and offerings. Libraries are dynamic environments that no longer need to have patrons come to them to benefit from the resources and services provided. School libraries can now offer online databases that provide access to public library resources or even university resources, access to eBooks and both hardware and software that supports various subjects and learning styles. “Embedded librarians” are now far more comfortable instructing classes or specialised groups in the library or team teaching in the classroom.

The role of the school library has never been more important. Far from becoming an outdated service, school libraries are dynamic environments that have evolved quickly and successfully to meet the changing needs of their users in a more technology-driven landscape. Libraries are dynamic environments that are adaptable and inclusive spaces and teacher librarians are at the cutting edge of this change. By being at the forefront of information literacy and offering students and teachers a place to research, study, collaborate and come together, teacher librarians can future-proof school libraries and ensure that they are sustainable and crucial places into the future.

Y Chart of what a dynamic school library looks, sounds and feels like to me.

Y chart created using Canva

References.

Boyer, B. (2015). Designer Librarian: Embedded in K12 Online Learning. TechTrends, 59(3), 71-76. https://search-ebscohost-com.ezproxy.csu.edu.au/login.aspx?direct=true&db=a2h&AN=102276170&site=ehost-live

Loh, C. E. (2018). Envisioning the school library of the future: A 21st century framework. Office of Education Research National Institute of Education. https://repository.nie.edu.sg/server/api/core/bitstreams/c3e6186c-3beb-419e-b602-b54c874963aa/content

Wegner, G. & Zemsky, R. (2007). Changing roles of academic and research libraries. American Library Association. https://www.ala.org/acrl/issues/value/changingroles