Why do school libraries need administrative support?
As school library media specialists, we know how important the work we do is to the development of the students we serve, but in the age of sweeping budget cuts and No Child Left Behind, we need to be able to prove it quickly. School Libraries Work!, a 2008 report from Scholastic Research & Results, explains, "Across the United States, research has shown that students in schools with good school libraries learn more, get better grades, and score higher on standardized test scores than their peers in schools without libraries" (p. 4). This report goes on to summarize a number of research studies showing how schools with good libraries and library media specialists often have significantly higher academic achievement levels than schools without these essential elements. This cannot be a coincidence. Yet, even with the research available, many people still seem to be unaware of the importance of school libraries. Sadly, this group of people seems to include many administrators. As Toor and Weisburg claim, "...there has been an ongoing disconnect between what you know you do and what administrators and teachers think you do" (2011, p. ix).
This lack of knowledge about our work has led to the closing of school libraries, the consolidation of library positions, and the termination of school library media specialists. In a survey of recent library science graduates, Matta reports, "...that approximately 12.5% of school media positions were part-time where they worked as substitute teachers or in two separate schools or school districts" (2011). Staino describes one school district in California that decided to let go of all of their library staff to meet budgetary shortfalls in 2009. Now, "...students will only be allowed access to the library when accompanied by a teacher, and they will not be allowed to check out any materials" (2009). Though the situation seems rather bleak at the moment, we have the power collectively to make a difference, even if it is done only one school at a time. Toor and Weisburg claim, "In many districts principals are powerful enough to save their own school librarian despite district plans to eliminate the program" (2011, p. 59). Obviously, we need the support of administrators now if we are going to improve this situation any time soon.
This lack of knowledge about our work has led to the closing of school libraries, the consolidation of library positions, and the termination of school library media specialists. In a survey of recent library science graduates, Matta reports, "...that approximately 12.5% of school media positions were part-time where they worked as substitute teachers or in two separate schools or school districts" (2011). Staino describes one school district in California that decided to let go of all of their library staff to meet budgetary shortfalls in 2009. Now, "...students will only be allowed access to the library when accompanied by a teacher, and they will not be allowed to check out any materials" (2009). Though the situation seems rather bleak at the moment, we have the power collectively to make a difference, even if it is done only one school at a time. Toor and Weisburg claim, "In many districts principals are powerful enough to save their own school librarian despite district plans to eliminate the program" (2011, p. 59). Obviously, we need the support of administrators now if we are going to improve this situation any time soon.
Who are these administrators?
From the perspective of a school library media specialist, it is easy to focus on the school's principal as the primary administrator, but it is important to consider other levels of administration as well. On this site, administrator refers to the following people:
- Principals
- Superintendents
- The district's central office
- The board of education
- Instructional coaches
- Team and committee leaders
- Department chairs