So Much to Do, With So Very, Very Little Time.....and Resources....on a Minimal Budget...

 90 minutes a week!  Does that exhibit the importance of inspiring and creating lifelong 21st Century Learners?  My personal opinion is a big fat, loud and proud, NO!!!! (Can you hear me yelling from the rooftop?!). 

Although I am happy to have the opportunity to be trained and hired as a teacher librarian I am not very happy when it comes to learning about the role of the teacher librarian and how much is expected with so little time allotted and minimal resources provided.

Again, I will refer to teacher librarians as Superheroes!  I am not being facetious or flippant when I say this, I am totally serious!  With the responsibility and the task of providing a "variety of reference services... as part of their daily activities includes helping students define their information needs, creating learning environments for collaboration, teaching students to use the online catalog and databases, and helping students distinguish good information from bad" (Reidling, 2019, p. 3), we better have a few tricks up our sleeves.  

Come to think of it, teacher librarians will also need to be magicians in order to effectively pull off what is expected with the budget and staff allocations that are currently prescribed.  

At least there is hope!  Some of the goals the British Columbia Teacher-Librarians' Association (BCTLA) continue to work towards are "affirming the essential role of the teacher-librarian in learning and educational change, working towards improving the working and learning conditions in B.C. school libraries and learning commons [and] advocating for strong school libraries" https://bclaconnect.ca/perspectives/2019/06/17/the-british-columbia-teacher-librarians-association-bctla/  

How do we get the principal and our local school district to realize the importance of "cultivating and facilitating collaboration to provide rich experiential learning opportunities [that a] school learning commons community" can provide (Leading Learning, 2014, p. 11).  

One librarian at Fraser Heights Secondary has figured out a way.  Madame Monk has created a learning commons which principal, Sheila Morissette describes as "the heart and soul of an excellent school." https://viewfrommyschool.wordpress.com/2011/10/07/from-library-to-learning-commons/ 

I find the principal's description of the learning commons inspirational and encouraging.  It is a place that is welcoming and "established" as described in the Leading Learning document the library has been transformed into "a learning hub providing programs that infuse collaborative technology tools and virtual spaces into learning experiences" and ensures that the "LLC (Library Learning Commons) leadership team and teacher-librarian work with teacher to build habits of mind and skills for working in a collaborative world" (p. 11).  It is fortifying to see an example of a collaboration of a "Library Learning Commons" in action.  

I loved and welcomed the idea of becoming a teacher-librarian.  I had no idea of the duties and responsibility involved.  There is a lot of pressure in being expected to "lead students to information tools and resources, not knowledge" (Reidling, 2019, p. 6) with the limited time of 90 minutes a week.  We are required to teach students to be information literate where they have the "ability to locate, evaluate, and use information in a variety of formats to meet their information needs" (Reidling, p. 6).  I am doing the best that I can with the time that I have.  

Although frustrating due to the lack of time and resources available to our school, I am still finding my role as teacher librarian rewarding.  Looking at the positive aspects of my role, I have the opportunity to collaborate with staff "to broaden perspectives and work toward common goals" as outlined in the National School Library Standards for Learners (Reidling, 2019, p. 8).

As the school librarian, I have the opportunity to influence the learning of each and every student in our school.  "The school library provides a responsive learning environment where students and teachers work together to find information, answer questions and develop new knowledge" (Reidling, 2019, p. 4).

We can use the excuse of not having enough money, resources, or time, but where do the excuses end?  We have to want it to get it.  I am willing to put in the extra time and energy to ensure students get the skills they need to be "information literate" (Reidling, p. 4).  I am willing to assume "my role of preparing children for society [and] teaching children how to adapt to change and how to make decisions and solve problems based on accurate and authentic information" (Reidling, p. 4). 

How could I not have a vested interest in the children at our school when I am related to more than half of our school's population!

Although our school system is lacking and far from perfect we are on the right track to revisioning school libraries.  We can hope and advocate that one day "if each school library were to have a teacher-librarian who taught children and youth to be effective users of information in all its forms, a powerful mechanism would be in place for enabling Canadian children and youth to be literate citizens, lifelong learners, and contributing adults in a learning society" (Reidling, 2019, p. 5).  

Although I know I can yell from the rooftops and complain until the cows come home I know deep down that yelling and complaining aren't going to help me meet our students' needs.  What needs to be done is advocating and convincing our administration about the importance of the school librarian and the benefits of having one at our school.  (Namely me)
 

As stated in the Achieving Information Literacy (2006) document "if school libraries were to be fully developed, the could be the great cultural equalizer that would give children in every corner of the country access to resources that would enhance their learning, give great personal pleasure, and help them learn about themselves and each other" (p. 3). 

Our school is in such a remote area with limited access to travel and/or field trip opportunities; the school library learning commons can be the place where we can go....in order to go places...as delightfully described by Dr. Seuss in the book "Oh the Places You'll Go."  If we are effective in creating a "Learning Resources Implementation Plan" (ERAC:  Evaluating, Selecting and Acquiring Learning Resources: A Guide, 2008, p. ) then we are more able to justify our needs when we present our "vision statement and strategic plan" (ERAC, 2008, p. )                                                                                                                                    There is a saying, "you will get more flies with honey than vinegar."  Justifying our needs with a well laid out plan will be far more efficient and convincing than "shouting from the rooftops."  Working collaboratively with the schools and the district will benefit everyone involved, especially the students.  We are investing in our school, and in my case, we are investing in my family.  We need to provide them with the skills they need in order to succeed and "take their place in a learning society" (AIL, p.4).                                                                                                                                     

References

Asselin, M., Branch, J.L., & Oberg, D. (2006).  Achieving information literacy: Standards for school                     library programs in Canada.  Ottawa, Canada:  Canadian Association for School Libraries

Canadian Library Association. (2014).  Leading learning:  Standards of practice for school library                         learning commons in Canada.  Ottawa, Canada:  Canadian Library Association.

Education Resource Acquisition Consortium.  (2008).  Evaluating, selecting, and acquiring learning resources:  A guide.  Education Resource Acquisition Consortium.  

Reidling, A.M., Houston, C. (2019).  Reference skills for the school librarian:  Tools and tips.  Santa                        Barbara, California:  Libraries Unlimited.

                                 

https://llsop.canadianschoollibraries.ca/library-learning-commons/

https://bclaconnect.ca/perspectives/2019/06/17/the-british-columbia-teacher-librarians-association-bctla/  

https://bctla.ca/wp-content/uploads/2017/11/points-of-inquiry.pdf

 https://viewfrommyschool.wordpress.com/2011/10/07/from-library-to-learning-commons/