It is no secret that school libraries and programs can vary greatly from school to school. The funding, space, scheduling, and staffing all contribute to the way in which the school library program maximizes its potential impact. Principals have the unique ability to amplify student success and staff efficiency through use of the school library and librarian.

The role the school librarian fulfills is largely determined by the principal’s vision. Without it, the school librarian may be viewed as a teacher prep placeholder, IT support, impromptu substitute, or simply the keeper of the books. The absence of vision for a school librarian and library program can leave principals without one of their more valuable educational assets.

If you are a principal not already benefiting from your school library, it is time to examine how it is currently functioning and realize the ways in which it can further support your school’s mission. Consider what a professionally staffed school library could do for your school.

Helene Murtha. PHOTO COURTESY OF HELENE MURTHA

National Standards

The American Association of School Librarians (AASL) released the “National School Library Standards” in 2018. The goal was to create a uniform national framework that could easily be adapted locally and be integrated with other national learning standards that focus on preparing K–12 students for college and career. While the standards have assisted in highlighting the importance of the school librarian position, they have not been adopted by all states. This lack of consistency has unwittingly led to a general lack of knowledge of the strong positive influence school libraries have on student achievement and the school workplace environment. When prompted, educational leaders are quick to voice their support for libraries as an institution. However, a lack of time and understanding can contribute to a form of benign neglect. Principals that are aware of the AASL standards can more readily move the library into the framework of the whole school curriculum to the benefit of both students and teachers.

Staffing, Scheduling, and Educating

Budget cuts often call for an unstaffed library or a part-time clerk/paraprofessional manning the space as teachers and classes use the facility independently. Inappropriate staffing of a school library leads to underutilization and a subpar library program. Clerical and operational support are necessary to move the librarian beyond the manager of the facility to contributing to the overall academic achievement of the student body.

Not providing planning time for school staff and the librarian is one of the biggest stumbling blocks to successful incorporation of a library program. A nonprofessionally staffed library risks becoming nothing more than a meeting room housing materials irrelevant to the curriculum and disconnected from student achievement. The entire school benefits when a licensed school librarian heads the program with adequate support.

Additionally, the library’s physical space and the librarian provide a great training ground to introduce staff to new technology and materials. Make time for school librarians to provide professional development to colleagues and provide mentorship to new teachers. School librarians can also share reading materials and online resources of curricular interest.

Frequently include the school librarian in grade-level or departmental meetings. School librarians provide continuity and consistency as they work with students from year to year. They can also reinforce certain skills annually and continually develop a way for students to deepen their understanding of academic content.

Remember that a school librarian with full credentials is also a certified teacher. In elementary schools this is often acknowledged, and the librarian may be expected to complete report cards and participate in parent teacher conferences. However, at the middle and high school level, the school librarian may be relied on more for supervising large groups of students rather than educating them. During lunch periods and before and after school, the library may appear more like an annex to the cafeteria rather than a place for faculty and students to work and study.

Compounded with an inadequately staffed library facility, the ability for librarians to collaborate and co-teach with colleagues is greatly reduced. Besides negatively impacting the unsupervised students, it makes the library less available to students and teachers to use authentically. Consider adding teacher coverage to the library during lunch periods as “assigned time” (part of contractual faculty workload that is not populated by a scheduled instruction of students) for teachers with schedule capacity to assist with library supervision. The librarian is then available to work with students for academic support and to lead or co-teach classes.

Reviewing School Library Data and Policies

Collecting data from your own library program is a useful way for you to assess impact. Encourage teachers from various grade levels and subject areas to draw the librarian into their curricular planning. Collect statistics on this type of collaboration and seek qualitative feedback on how this work impacted teachers and students in the classroom. Reflect on that data in conjunction with other established benchmarks.

Also, ask your school librarian to gather and share library statistics and relate them to your identified school goals. A principal should understand how library funds are allocated across broad categories. Make sure your school community is able to navigate the landscape of fake news and confirmation bias by working with an information professional that provides access to vetted resources and imparts inquiry skills. In this time of frequent book challenges in libraries, principals should be aware of what professional tools the school librarian is using to select materials. Make sure the librarian has a formal library collection policy in place that includes the process of requesting a review of library materials.

Conclusion

Actively incorporating the school library and librarian into the overall school framework maximizes time spent on authentic student engagement. As a result, reading, studying, collaborating, and teaching for inquiry and discovery become aligned with educational goals. When you as a school leader widely communicate a library vision supported by scheduling and staffing, you activate one of your most economical and versatile tools to promote school success.

Helene Murtha, EdD, is an assistant professor of information and library science and the school library media program coordinator at Southern Connecticut State University.

References

American Library Association. (2024, March 14). American Library Association reports record number of unique book titles challenged in 2023. ala.org/news/2024/03/american-library-association-reports-record-number-unique-book-titles.

Lance, K. C., & Kachel, D. E. (2018). Why school librarians matter: What years of research tell us. Phi Delta Kappan, 99(7), 15–20. doi.org/10.1177/0031721718767854.

Wang, L., & Forman-Katz, N. (2024, February 7). Many Americans find value in getting news on social media, but concerns about inaccuracy have risen. Pew Research Center. pewresearch.org/short-reads/2024/02/07/many-americans-find-value-in-getting-news-on-social-media-but-concerns-about-inaccuracy-have-risen/