A dying profession?

When I told my friends and family that I was starting my Masters in Teacher Librarianship, the most common answer was why?  After recently losing my previous career as a scientist to automation and downsizing, my family was worried that I had once again picked a career with a terminal illness.  

After all, it is a rather inauspicious time to become a teacher librarian.  A recent report by BBC News (2016) highlights the loss of 8000 librarian jobs just within the United kingdom.  Did I really need to go into debt to pay for a course that would be redundant in a few years time? What are my motives for even wanting to complete this course and becoming a teacher librarian?  What does a teacher librarian do that is so different from a classroom teacher? After all, we all went to university and obtained our teaching qualifications and registered with the appropriate governing bodies.  Why could I not do the role with just my education degree? Dewey isnt that hard and I do know my alphabet so … What’s the problem?

I posed a question on my Facebook wall to all my to ask them if their children attend a school with a library, the frequency of their attendance and if they knew their librarian was qualified.  Out of the thirty five responses, only five of my friends knew with authority that their children’s school librarian was qualified and two were not even sure if they were teachers. As a parent I was astounded, as a teacher I am outraged.

There is no way we would accept unqualified teachers teaching our children english, maths, science or music.  Then why are we as parents and voters accepting our children having a library not staffed with a qualified teacher librarian?

It then occurred to me that they did not know if the person their kids saw weekly was even qualified at their job.  Teacher librarians are  not on the forefront of the parent-school interaction and Bonanno (2015) corroborates that the profession is often invisible to the community.  Upon thinking further, I realised that this is so true. The work that many T/Ls do is often behind closed doors, in meetings, collaborating with staff after hours, working late at night working on curriculum mapping, organizing resources, embedding technology into teaching practice.  Quite often, even our own teaching colleagues are unaware of the work that is done behind the scenes. So teacher librarians and libraries need  marketing tools to showcase their importance to the school, community and society.

One way of definitely promoting the profession is data analysis. We live in a world of budgets, KPIs and performance markers.  School boards, P&C committees and the money holders are servants to data and data analysis and outputs are calculated carefully and measured against various markers. Teacher librarians need to make their contribution to the school and learning community tangible like actual data.  Not just that the kids read more and are happier, but specify that reading rates are up 40% and wellbeing up by 15%. Be definite with data. Use the school’s NAPLAN scores to elucidate how effective the programs are within the school, or the lack of programs causing lower results.    

Evidence based research is the most authoritative way on bolstering a library and a teacher librarian position within a school.  Consider using research from around the world to prove your point. Bonanno (2015) points out very specifically, the direct correlation between the number of qualified staff members within a library and learning outcomes.   Point out how literacy outcomes directly correlate to the library budget. Share educational articles and journals highlighting the importance of libraries to student wellbeing. Organize student surveys and evaluate the data.  Teacher librarians know that they are highly capable and confident professionals with an innate sense of leadership but need to seen as part of the school community rather than a separate entity (Bonanno 2011).

So the next time some buffoon suggests that teacher librarians are not integral to a school community, remind them that in the information age, digital literacy is an essential skill and teacher librarians are the experts in information literacy.  After all, who else will assist teachers in the planning and implementing of the curriculum, integrate multimodal resources into teaching and learning, as well as be the information expert of the school? We live in a complex digital environment, and a qualified teacher librarian is the gateway that connects curriculum to resources and classroom dynamics.  Don’t you want that gateway in your school?

 

References

 

BBC News (2016) Libraries: The Decline of a profession? England.  https://www.bbc.com/news/uk-england-35724957

 

Bonanno, K,l (2011) A profession at the tipping point: Time to change the game plan. ASLA conference. Retrieved from https://vimeo.com/31003940

 

Bonanno, K,. (2015) A profession at the tipping point (revisited). Access

http://kb.com.au/content/uploads/2015/03/profession-at-tipping-point2.pdf

 

Burton, S., (2017) Does the digital world need libraries.  [BLog] Internet Citizen. Retrieved from https://blog.mozilla.org/internetcitizen/2017/09/04/libraries/

 

The Guardian (2017) What jobs will still be around in 20 years? Retrieved from https://www.theguardian.com/us-news/2017/jun/26/jobs-future-automation-robots-skills-creative-health

 

Stripling, Barbara K 2014, ‘The peril and promise of school libraries’, Advocating for School Librarians, American Libraries. from http://www. americanlibrariesmagazine.org/article/ advocating-school-librarians

 

Endangered or Adaptable

Once upon a time, when the air was clear, there lived a family of moths with pretty white 

wings speckled with black spots.  This moth thrived in the woodland, blending in nicely with the fungus covered trees, living merrily among the birds, bees and butterflies of 18th century England.  Their cousins, the melanic moths, with their black wings were the poor cousins that hid in the shadows, hiding from the daylight hours that would highlight them against the drab grey green tree trunks.  

Courtesy of Flickr

But then, darkness descended upon them.  The Industrial age had arrived and with it, smog and soot filled the air and covered the trees.  The poor little speckled moths stood out with their white wings and soon became prey to all the predators around them.  They were dismayed and cried for help to their unfortunate cousins. Instead, the tides had turned. It was the time for the melanic moth to fly.  Their black wings blended in with the soot and coal dust covered trees and buildings. It was their time!! It was their day!! But, being the kind and caring moths, they shared their genetic material with their erstwhile peppery cousins and soon their little speckled moth cousins became black too and life was merry.  

Courtesy of Flickr

Adaptation.  The ability to adjust or change your behaviour, physiology or structure to become more suited to the environment (NAS 2019).  Those peppered moths defied extinction by adapting to the world around them.

 

This is exactly what libraries have done.  They have evolved from hallowed grounds, sanctified and silenced by volumes of knowledge,held in trust for the future generations; to hubs of energy and have completely embraced this fourth age, known as the digital age.  This digital age, Rouse (2005) elaborates is one in which information, its control, creation and conferment are the basis of the economy. Individuals who are not actively involved cannot call themselves digital citizens and the ramifications of this are immense.  But thats a whole other post – Read it now.

Back to libraries and teacher librarians.  Have they become an endangered species?

Arguably, everything in the modern world is at risk from extinction with the advent of automation and technology. An article from the Guardian (2017) finds  that in about 60% of occupations would face partial employment reduction due to aspects being phased out by technology. Combined with BBC News (2016) doomsday report about the slow extinction of libraries, one could extrapolate that teacher librarian role would soon become a figment of the past and unable to exist with the digital age.  

BUT THEY ARE WRONG!

Teacher librarians are another of these defiant species.  Like our moth mates, rather than lay stagnant and shrink away, teacher librarians, consummate professionals as always, have embraced the digital age and evolved with it.  Libraries are now filled with computers and other technology. Wifi is synonymous with public libraries and Burton (2017) found that almost a third of patrons visit a library just to access the internet.  For many, libraries are the bridge between them and rest of the world. Burton (2017) points out that libraries are becoming the information hubs of society by providing this crucial access to information

Courtesy of Flickr

The question though lies, whilst libraries have evolved into knowledge hubs, has society as a whole, sufficiently evolved to engage with this new age of information.  Is the world equipped to work with Google?

Besides providing access to technology, librarians more importantly provide programs that teach digital literacy.  Todd (2012) found that whilst there is an obvious trend in the proliferation of personal digital devices, and that this technology is the dominant platform for information access and use, he did query the ability of students to actually engage with the content and its medium.  

The question must be asked… are young people, who have used an ipad before a crayon actual able to navigate the digital world successfully? Are they able to use this technology for more than just games and social media? If not, then how are they going to become citizens of this digital world.  Herring (2007) theorized that students needed to be taught how to use search engines based upon the evaluation and understanding of the content rather than the simple act of seeking an answer. As you can plainly see, the demand is for digital citizenship education.

Digital education most commonly happens in schools and and theoretically are programmed into the curriculum by a qualified teacher librarian.  But these days of tightening budgets, schools are often forgoing the need for a qualified teacher librarian and replacing them by either a classroom teacher or an administrator, often under the false assumption that Google can solve everything.  

The problem with this is according to Bonnano (2015) is that the specialist skills that a TL brings is missing, such as understanding learner needs, comprehensive knowledge of the curriculum INCLUDING the general capabilities.  Todd (2012) goes on further to say that teacher librarians have “recognised multimodal nature of literacies that emerged from digital environments and its importance of addressing these literacies”. It is information expert component of a teacher librarian role that can ensure these literacies are addressed properly (ALIA & ASLA 2016a).  

Teacher librarians are tasked by ALIA/ASLA (2016b) to implement programs that embed information literacy within the curriculum so that students become adept at seeking and using relevant and authoritative information.  It is our profession duty, that we teach students to be able to analyse, create and disseminate information ethically in multiple formats. Teacher librarians are tasked with ensuring that students become active and informed digital citizens.   

The absence of a school library and or the absence of a qualified teacher librarian will only be detrimental to the educational outcomes of the learning community.  It is clear to me that the presence of a teacher librarian is essential for the educational outcomes of the students. Teacher librarians are certainly not endangered, rather I think the profession will soon become a necessity if society is to survive.  

References  

ALIA and ASLA (2016a) Statement on teacher librarians in Australia. Retrieved from

https://asla.org.au/resources/Documents/Website%20Documents/Policies/policy_tls_in_australia.pdf

 

ALIA and ASLA (2016b) Statement on information literacy. Retrieved from https://asla.org.au/resources/Documents/Website%20Documents/Policies/policy_Information_Literacy.pdf

BBC News (2016) Libraries: The Decline of a profession? England. Retrieved from https://www.bbc.com/news/uk-england-35724957

Bonanno, K,. (2015) A profession at the tipping point (revisited). Access. Retrieved from  http://kb.com.au/content/uploads/2015/03/profession-at-tipping-point2.pdf

 

Burton, S., (2017) Does the digital world need libraries.  [BLog] Internet Citizen. Retrieved from https://blog.mozilla.org/internetcitizen/2017/09/04/libraries/

 

The Guardian (2017) What jobs will still be around in 20 years? Retrieved from https://www.theguardian.com/us-news/2017/jun/26/jobs-future-automation-robots-skills-creative-health

Herring, J., (2007) Libraries in the 21st Century. Chapter 2. Retrieved from https://www-sciencedirect-com.ezproxy.csu.edu.au/science/article/pii/B9781876938437500028

National Academy of Science (2019) Definitions of Evolutionary terms. National academies of Sciences, Engineering Medicine. Retrieved from http://www.nas.edu/evolution/Definitions.html

 

(Purcell, M. (2010). All librarians do is check out books right? A look at the roles of the school library media specialist. Library Media Connection 29(3), 30-33

 

Todd, Ross J. School libraries as pedagogical centres [online]. Scan: The Journal for Educators, Vol. 31, No. 3, Aug 2012: 27-36. Availability: <https://search-informit-com-au.ezproxy.csu.edu.au/documentSummary;dn=585228491693277;res=IELHSS> ISSN: 2202-4557.