Funding – Who Pays?
Who pays for a growing library collection? https://www.pexels.com/photo/bundle-of-books-on-a-library-2553427/
The school library is under threat, but who cares?
Author, Nova Weetman is one of the few voices outside of the TL community who cares. But even though she is a passionate advocate for reading and writing she fails to fully grasp the importance of the school library. She writes, ‘Perhaps it is hard to quantify just how important a library and dedicated librarian can be to a school community’ although she links the value of vocabularly to improved NAPLAN results and increased empathy to creatng better citizens (Weetman, 2023). But she values the librarian to create a space where students can ‘stop and just be’. While Weetman’s plea is eloquent and heartfelt, it fails to adequately justify the need for a library in a user-pay system where we allocate resources to pushing stuents to achieve and grow more – and yet, they’re not.
Here lies the problem. At my school I was informed that the library budget was being slashed from $10,000 per annum to nil. That’s right – nil. The business manager has agreed to support the library – within reason. Just as Weetman could not quanitfy the importance of the library, I am also of the belief that most of my staff, including the executive, do not believe the link between student reading and access to quality information to improved school results. This is despite reading being the school’s goal this year, and teachers having had access to several staff PD sessions allocated to improving reading delivery and understanding.
My budgetary problems are part of a much bigger funding crisis and looking at the funding models, it is easy to see how the library can be overlooked. The zero-based budgeting model maps expenses to a justified result. Similarily, activity-based budgets require a justification in order to allocate staffing and financial resources in future years. alternatively, line budgets can be a blessing or curse depending if the fuding model gave a reasonable allocation with room for inflationary growth. Thus it is important that the library can qualify and quantify its usage in the digital and traditional environment. Using the Softlink (2021) annual report data it is possible to assume that most schools function on the line budgeting system where the majority of schools, 59 per cent, recieved the same funding despite inflationary factors. Of the 14 per cent of schools who did receive increased funding many indicated that the funding was due to other contingencies such as refurbishment or required online teaching resources, and had little to do with the actual library collection. Moreover, librarians reported about a 50 per cent split about whether they were adequately resourced in money and staffing.
Budgetary and cultural forces may be set against the school library and space making it imperative for teacher librarians to advocate for better resources. Librarians can do this by creating open and transparent line of communication through informal and formal means. The most formal method of communication is through an annual report that allows for reflective practice of events, data usage, spending allocations, comparitive analysis and goal setting. McKenzie (2009) implores librarians to complete the annual report and writes,’Cannot afford time to write an annual report? My feeling is that you can’t afford not to!’. The annual report should include data which can be collected through quantative means using the OPAC which can include circulation statistics, collection age, collection growth and use (Hart, 2003). These statistics tell only a small story about the contribution of the library to the school social fabric and its importance to students’ outcomes and wellbeing (Johnson, 2018). Therefore, TLs should also include a qualitive report based on survey of staff and students or a focus group feedback. This material should help TLs develop their goals, but also help executive allocate appropriate resources on the library.
With schools under budgetary stress, the school library is an easy place to cut funding given its secondary link to the students and learning teaching environment. School librarians need to find a voice within the school to ensure that students of the future can thrive in a dynamic and engaging literary and information environment.
Who cares? We all should.
Resources
Hart, A. (2003). Collection analysis: powerful ways to collect, analyze, and present your data. In C. Andronik (Ed.), School Library Management (5th ed.) (pp. 88-91) Worthington, Ohio: Linworth .
Johnson, P. (2018). Fundamentals of collection development and management. ALA Editions.
McKenzie, D. (2009). Importance of creating an annual report. [blog]. Library Grits. http://librarygrits.blogspot.com.au/2009/06/importance-of-creating-annual-report.html.
Softlink. (2021). 2021 Australian and New Zealand school library survey. https://www.softlinkint.com/downloads/2021_Softlink_School_Library_Survey_-_Australian_Report.pdf
Weetman, N. (2023, September 12). School libraries are an ally to students needing an escape. We can’t let them vanish. The Guardian: Australian Edition. https://www.theguardian.com/australia-news/commentisfree/2023/sep/12/school-libraries-are-an-ally-to-students-needing-an-escape-we-cant-let-them-vanish
Hi Linda,
Thank you so much for sharing your reflections! It’s clear that you’ve put a lot of thought into the importance of school libraries, and I really appreciate how you’re addressing the challenges in advocating for resources, especially in an environment where funding and results are often tightly linked.
I agree with your point about the difficulty in quantifying the importance of libraries in a results-driven system. Your personal experience with budget cuts provides a real-world example of the kind of challenges many libraries face, which really adds depth to your argument. One thing to consider is including specific examples of how the library’s contribution can be measured in terms of student outcomes—such as improvements in literacy rates, student engagement, or even feedback from teachers on how the library supports teaching and learning. These examples can help build a stronger case for library funding.
You also mentioned the value of both qualitative and quantitative data in advocacy, which is absolutely key. By including specific statistics and survey results, such as usage rates or student feedback on library services, you’ll be able to present a more comprehensive and persuasive argument. It might also help to provide examples of successful advocacy in other schools where libraries have demonstrated their value through these kinds of reports.
Lastly, I’d encourage you to consider a more proactive, leadership-driven approach to advocating for the library. By taking the initiative to communicate regularly with school leadership, teachers, and the wider community about the library’s role, you can help shift perceptions and build support. Demonstrating leadership through actions like hosting workshops, providing PD opportunities for teachers, or even organizing events that highlight the library’s impact on students could be effective strategies for showcasing its value in a tangible way.
Your conclusion is powerful, and I agree wholeheartedly that the school library is vital for helping students thrive in both academic and personal growth. Keep advocating for libraries with that same passion, and you’ll undoubtedly make a positive impact!
Kind regards,
Virginia