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Relationships First: Exemplary School Librarians

By Laura Panopoulos

My philosophy of an Exemplary School Librarian stems from two main values:

“school Librarians create sanctuaries for our students” and “school librarians protect students
right to information” (Martin & Panter, 2015). An exemplary TL promotes intellectual
freedom, finds, and advocates for resources that will reflect the diversity of the school
community and the broader world. These resources will help create a space where students
and teachers feel safe, welcomed, and valued by providing voice to an array of perspectives
and ideas. The library should be a place to ask thoughtful questions, seek answers and dig for
deeper learner (Levitov 2014).

In the reading, Exemplary School Libraries in Ontario, the study discusses using the
pronoun “we” to talk about the students (including themselves the librarian) as a team, this
way of thinking as a collective, adds to the community, helping to foster the idea of a
community of learners (Klinger, Lee, Stephenson, Deluca, Luu, 2009). An exemplary TL
would encourage the idea of freedom to read and the discussion on censorship. Making the
room more inviting will encourage students and staff to frequent the space; what is the easiest
way to make a room more inviting? Highlighting student achievements and exhibiting it in
the library; whether athletic achievements from the school paper, artwork, or photography.
Showing genuine care and appreciation for students’ accomplishments and showcasing
regularly and proudly (Martin & Panter, 2015).

Levitov states, “there is much more to the Information Specialist role, characteristics
that are often overlooked (e.g., evaluating and determining appropriate and curriculum-
related acquisitions, linking resources to learning and teaching needs, and promoting ethical
use of information with a focus on intellectual freedom)” (Levitov 2014). While an
exemplary TL will teach students to evaluate sources of information, it is also understanding
that how we access information is constantly changing. Staying up to date with how best to
accommodate the learners is a student-centred approach and one I aim for in how I teach
whether in the classroom or in the “community heart and hub” the library (Klinger, Lee,
Stephenson, Deluca, Luu, 2009).

I believe being a leader is important, but being a leader is not about demanding
respect, it is about earning it. By modelling behaviour of encouragement and nurturing
relationships this will create a lasting respect towards the TL. In New on the Job Weisburg
and Toor state, “No matter what you consider the challenges of your job, your first thoughts
should always be about your students” (Weisburg & Toor, 2015, 74). I believe sharing new
titles that would interest students or teachers is a great way to foster these relationships.
Collaboration is important, but it is equally important to put the time into the relationships so
when you have the opportunity to collaborate lessons are not just a “side lesson” but are
valuable to the interests and needs. The Teacher Librarian at New Canaan High School,
Luhtala states, “My whole job revolves around trying to shift the way we think to meet the
needs of millennial learners and not to force them into a box of learning that fits another
model entirely” (Will 2016).
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In addition to the emotional intelligence, enthusiasm and genuine care of TLs, TLs
should also be active agents continually striving to enhance library programs and maximizing
time usage. Exceptionally organized information specialists will be successful and have more
time for inquiry-based learning by completing clerical tasks with efficiency and ease
(Klinger, Lee, Stephenson, Deluca, Luu, 2009). Being an active agent is positioning oneself
as an instructional consultant and partner, which has been an ongoing role from 1918 to
present (Martin & Panter, 2015). These active roles can be team teaching activities,
promoting information literacy and inquiry and teaching comprehension (Tilley, 2013). One
way to achieve teaching comprehension for example, is modelling on how to make
predictions with prompting questions. The ways in which one collaborates do not have to be
grandiose lessons but can begin with the small and meaningful additions to gain trust and
appreciation.

What are some additional ideas you can share which would create a library space that is a
sanctuary for students and teachers alike?

What are some programs you would hope to establish in the school library to help promote
the space as multi-use and encourage the students who ‘don’t normally read’ to use the
space?
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References

“Exemplary School Libraries in Ontario.” Klinger, D.A.; Lee, E.A.; Stephenson, G.; Deluca,
C.; Luu, K.; 2009

Levitov, D.D. (2014). Getting Beyond Superficial. School Library Monthly, 31(3), 4.

Martin, A. M., & Panter, S. L. (2015). The Paradox of our Profession. Knowledge
Quest, 43(4), 55–61.

Tilley, C. (2013). Reading Instruction and School Librarians. School Library Monthly, 30(3),
5-7.

Weisburg, H. K., & Toor, R. (2015). New on the Job: a School Librarians Guide to Success,
Second Edition. Chicago: American Library Association, (64-80).

Will, M. (2016). As Media Landscape Changes, Librarians Take on New Roles. Education
Week, 36(12), 25-28.