Rebecca Beatty

Philosophy Statement
LIS 60607
6 November 2015
School library media specialists take on many roles: supporting students, teachers,
faculty, and administration. Although the task is not an easy one, I agree with Mary E. Hall:
to realize that for four of the most important years of their lives it is the opportunity of the library
to have a real and lasting influence upon each individual boy and girl, gives the librarian a
feeling that her calling is one of high privilege and great responsibility (as quoted in Woolls,
2014, p. 4). The school library media specialists task is both challenging and rewarding.
School librarians give students open access to information and materials from a
diverse and widely varied collection. Students should be free to make their own decisions
regarding which books to read or abandon. The librarian serves as both collection developer,
considering students individual needs (including learning English as a second language,
different learning styles, physical or emotional needs, or other accommodations outlined in an
IEP) in material selection, and role model that promotes reading beyond academic requirements,
as a personal experience that fulfills intellectual and emotional needs (Gordon, 2010). The
ultimate goal of the school library is to put information in the students hands, and students
should not be kept from library resources because of fines or overdue materials.
School librarians model use of technology. They must be aware of new forms of
technology, evaluating them and supporting their use within the school. As the digital world is
constantly evolving, the school librarian needs to be flexible and embrace change. Along with

practice in use of technology, students need to be informed of corresponding ethical and social
issues, such as intellectual property and digital citizenship.
School librarians are information literacy instructors. They scaffold students
research, including skills such as determining authority, evaluating and analyzing information,
and organizing findings. School librarians also model safe, responsible, and ethical ways of
adding to the conversation by recreating existing information and publishing student work.
School librarians create a collaborative learning space where students are safe to
create and share. The facility should be designed in such a way that the space is flexible and
open, the collection is showcased to encourage use of resources, and students are engaged
through active and passive programming.
School librarians collaborate with teachers, communicating and listening supportively
with the goal of solving problems and giving teachers a voice. They also work alongside teachers
as fellow educators, assisting in planning and implementing curriculum and content standards,
compiling text sets, and introducing new teaching methods. As Leslie Farmer (2012) puts it, the
school librarian must find ways to become integrated into every course in the building. Make
yourself the go-to person.
School librarians plan and create goals for the librarys program. Based on the
priorities and goals of the district, they create long- and short-term plans of action, wisely
managing their time and financial resources. They also have plans in place for adding to the
collection and acquiring new technology.
School librarians effectively manage a team. Whether given a small staff, an assistant,
or a handful of loyal volunteers, the school librarian includes these essential members of the

library program in the creation of program goals and plans. The staff understands what is
expected of them and the program is run efficiently.
School librarians are advocates for the role of the librarian and school library program
in students academic success. They step up as leaders, communicating regularly with
stakeholders including the administration, parents, and policy makers. This includes the
successes of the program and ways it can be improved in the future. Instead of bemoaning a lack
of support or understanding, the school librarian takes it upon herself to educate leaders within
the school (McGhee, 2012) and make the library program open and transparent for parents.
School librarians prepare students to become lifelong learners. Rather than simply
imparting knowledge to students, school librarians empower them to become informed citizens,
thinking clearly and critically for themselves. In this, the school library upholds the intellectual
freedom that is the right of every student (AASL, 2012).

References
American Association of School Librarians (2012). Position statement on the role of the school
library program. Retrieved from http://www.ala.org/aasl/advocacy/resources/statements/.
Farmer, L. (2012). Brace yourself: SLJs school library spending survey shows the hard times
arent over, and better advocacy is needed. School Library Journal, March 2012, 38-43.
Gordon, C. (2010). Meeting readers where they are: Mapping the intersection of research and
practice. School Library Journal, November 2010, 32-37.
McGhee, M. W. (2012). A school library work plan. School Library Monthly, 28(6), 32-34.
Woolls, B., Weeks, A. C., & Coatney, S. (2014). The school library manager. Santa Barbara,
CA: Libraries Unlimited.