My Professional Philosophy

School librarians have a major role in reading. Before a school librarian can begin
teaching reading, he/she has to engage the student by creating a safe, inviting space
for students. This holds true to many school librarians because their “core values are
integral to teaching the whole child” (Martin & Panter, 2015, p. 56). Once students
feel safe and welcomed in the library is when the learning and relationship building
can occur. As stated in the Position Statement Role of the School Librarian in
Reading, “School librarians are in a critical and unique position to partner with other
educators to elevate the reading development of our nation’s youth”
(PositionStatementontheSchoolLibrarian’sRoleinReading, 2021). Basically, school
librarians take on a shared responsibility with teachers to teach reading
comprehension strategies. One of the school librarian’s duties as a school librarian is
to assist teachers in teaching reading comprehension. According to Moreillon,
“School librarians make a measurable difference in learning outcomes when they co-
teach”. Co-teaching between a classroom teacher and a school librarian provides tons
of opportunities to collaborate, model, and monitor student progress which potentially
benefits the learners and educators (Moreillon, 2017, p. 8). 

One role of a school librarian is to be a reading teacher. Not only do they

introduce reading to students by “bringing reading alive”, school librarians teach
students to love books (Paradox of our profession). Once this love is acquired, school
librarians help students research deeply to show mastery, participate in public
conversations, and debate over current issues, thus preparing them for their futures as
lifelong readers(Martin & Panter, 2015, p. 56). “School librarians help learners
become independent, effective, and critical users of ideas and
information” (Moreillon, 2017, p. 6). This is one way a school librarian acts as a
reading teacher. Another way is by actually teaching reading comprehension
strategies along with the classroom teacher. School librarians should partner up with
classroom teachers, specialists, and other literacy colleagues to help make decisions
about reading initiatives and reading comprehension instruction (Moreillon, 2017, p.
6).  
In today’s world, the word “traditional” refers to life without a mask and without
social distance. I am not sure if we will ever go back to that “traditional” school
setting when students are in an actual school building. With that being said, I
somewhat agree that there is a place for the “traditional” reading promotion and
guidance, but it looks different. A librarian can still engage students in reading by
reading a book aloud. Instead of face-to-face, it would be through a virtual meeting or
on a YouTube video. A librarian can still collaborate with teachers on reading
comprehension lessons and co-teach, just through the computer instead of face-to-
face.
A practicing medias specialist should definitely guide their practice to being a
Read4Life librarian. With most students attending school virtually and not having
access to a brick and mortar building, reading online has become the norm. In order to
prepare students for this, a media specialists needs to do their homework and research
evidence-based practices and base their strategies on this research (Moreillon
read4life). Media specialists need to jump ahead of this new normal and take on a
leadership role in ensuring that students achieve intellectual access to digital texts by
making it accessible and assisting teachers with it was well (Moreillon, 2009, p. 17-
18). I am a big fan of professional development; therefore, I feel in order for media
specialists to prepare themselves, they need to not only research, but ask other media
specialists, attend professional development webinars and conferences to learn
different ideas. Then, based on what he/she believes will work for their school,
implement it.
 
References:
Martin, A. M., & Panter, S. L. (2015). The paradox of our profession. Knowledge
Quest Education Evolution, 43(4), 55–61.
https://go.view.usg.edu/d2l/le/content/2207896/viewContent/41213349/View

Moreillon, J. (2009). Reading4Life @ your library. School Library

Monthly, XXVI(2), 17–20.
https://go.view.usg.edu/d2l/le/content/2207896/viewContent/41213351/View

Moreillon, J. (2017). Reading comprehension at the core of the library

program. School Library Monthly, 29(7), 5–8.
https://go.view.usg.edu/d2l/le/content/2207896/viewContent/41213350/View
PositionStatementontheSchoolLibrarian’sRoleinReading. (2021). Go.View.Usg.Edu.
https://go.view.usg.edu/d2l/le/content/2207896/viewContent/41213346/View