"Being a connector is like being a weaver of a learning web for students." (Cromartie & Burns, 2019).
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In the past, librarians have been keepers of knowledge, collectors of materials, and enforcers of rules. The AASL standards, and ISTE standards alike, require more fluidity from educators. It is the educator's job to provide tools that encourage inquiry, creativity, and exploration. The ISTE standards for educators are populated with phrases such as "learner-driven" and "inspire students" and "discover and share". One of the ISTE standards for educators is to be a "FACILITATOR":
6. Educators facilitate learning with technology to support student achievement of the ISTE Standards for Students:
- 6a. Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings.
- ....
- 6d. Model and nurture creativity and creative expression to communicate ideas, knowledge or connections
Though the AASL standards are focused on learner outcomes not educator inputs, Cromartie and Burns argue that the AASL standards still require this type of Facilitator mindset. No longer is it enough to be a seeker, who finds facts for our students, we must now be a guide, who teaches students find and interpret their own information. No longer should we be enforcers of rules who dole out fines and silence whispers, we must encourage play and experimenting. And no longer should we have a singular goal in mind for lessons, but a holistic approach that helps students meaningfully connect all they are learning. After years--for many, a lifetime-- of the library having one meaning in our hearts, it may be difficult to make all the changes the AASL standards ask of us. But as Bowie says we just have to "turn and face the strange".
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Cromartie, K., & Burns, E. (2019). Navigating the Library Slopes: Dispositional Shifts in the National School Library Standards. Knowledge Quest, 47(5), 78–83.
International Society for Technology in Education. (2019). ISTE Standards. https://www.iste.org/standards
I love that you explored the changes that are being addressed in the new standards. I am certain that there are some librarians out there that will refuse to face the changes and instead dig their heels in deeper. I have been helping a librarian at my husband's school clean up the mess from a librarian who spent 20 years rushing students out of the library, hoarding books and materials that were outdated, and cultivating an impressive layer of dust on all things related to technology. We have to maintain a growth mindset if we want to continue to see success in our libraries.
ReplyDeleteBeing a librarian can sometimes feel like being on an island alone in the school. There are no other professionals in the building doing what you are doing and meetings with the other librarians in the district may be infrequent and inconsistent. And professional development? Unless you're advocating for it, it may not happen.
DeleteI wonder if that contributed to the perspective this former librarian had. It is a good reminder that though our positions may at times be isolating, we have to make the effort to maintain connections to other librarians and trends in the library community. Also, at no point should we assume we KNOW all there is to know being a school librarian.
As I’ve been working through the MLIS program, I’ve had multiple discussions with friends and family about how different the library field is now versus what they all remember. The idea that we are helping students learn how to find what they’re looking for rather than handing it to them is an important venture, as it allows students to learn the tools they need to be (mostly) self-sufficient and it allows them the freedom to find information on subjects that they may be hesitant to ask for help finding.
ReplyDeleteYour point about making connections between all that students are learning is another important aspect of what we do – it’s easy for students to do the content-area work independent of other content, but as students get older, connections can and need to be made between subjects (math to science, for example). Helping students see and make those connections will allow them to grow even more.
And connections make things more authentic! How many of us have grumbled "When will I ever use [insert least favorite subject here] again?" By connecting their learning, it feels less like useless tasks and more like an opportunity to genuinely grow.
DeleteI have found that it is hard for teachers/administrators to acknowledge the changing role of the librarian. In my school, I only see Pre-k to 2nd grade as a class in the library and the older grades only come in a couple at a time to check out books. I am looking forward to my PD presentation in 2 weeks that discusses all that I can do to help teachers and students. Hopefully after that my role will be thought of differently.
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DeleteWhen I was in an elementary school library, I found that teachers were very happy to learn about how I could help their classes, but it took significant time for them to really *understand* and actually think of using the resources in a different way. We just have to be persistent in asserting our role and how we can be of support.
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