Every school in the country should be equipped with a specially trained, built-in literacy partner. No matter what your literacy focus might be, there is an educator perfectly positioned to support the literacy needs of all learners.

Some schools are incredibly lucky that a certified school librarian is employed at least part time in their school building, yet schools in many states are missing out on this vital resource. Or in some cases, their unique abilities are not utilized to their fullest.

If you do not have the benefit of a certified school librarian, the following information may inspire you to advocate on behalf of your school community to include this indispensable educator as part of your teaching faculty. If you are lucky enough to have a school librarian just down the hall from you, then these ideas may help them help you support the literacy goals for your learners.

Research in school districts across the country has shown a correlation between strong school library programs and higher standardized test scores – even for more at-risk learners and in districts in lower-socioeconomic areas. In fact, not only has “data from more than 34 statewide studies” shown this connection, but studies in recent years have shown additional correlations with “graduation rates and mastery of academic standards”(Lance & Kachel, 2018, p. 15).

In order for a school library program, and the certified school librarian at its helm, to have this type of influence, they need to be actively engaged not only in instruction but in collaboration with fellow educators in a multitude of efforts that support literacy.

First, it is important to note that school librarians are specifically trained to support all grade and ability levels in all content areas. And, collaboration is deeply embedded in both the American Association of School Librarians (AASL) School Librarian Preparation standards that guide educators as they seek their school library endorsements as well as the Standards Framework for Learners that guides their work with learners.

As such, it makes sense that the AASL Position Statement on the Instructional Role of the School Librarian reinforces that “the school librarian is an instructional partner who creates a culture of collaboration and facilitates the learning of strategies necessary to work effectively with others to increase academic achievement, broaden perspectives, and work toward common goals” (AASL, 2020). School librarians are teachers, and they learn early on that their role is not to teach in isolation but to instead be ingrained into the instructional goals of the school through collaborative partnerships with their fellow educators.

While many people associate reading literacy with school librarians, there are many other types they support in their school communities. In addition to the literacies outlined in the first volume of the AASL National School Library Standards for Learners, School Librarians, and School Libraries, which include “print, textual, visual, information, media, news, and digital literacies,” school librarians can also support audio, health, cultural, financial, mathematical, and coding and computational literacies (AASL 2018). As a bonus, school librarians are typically first responders to educational trends and can be ready to address any new literacies that may emerge.

The bottom line is that school librarians want to work with and support their fellow educators. It is a core principle of their professional practice, and collaboration is something they are keen to engage in. Take advantage of this expert in your midst and reach out to them the next time you are seeking a literacy partner.

Contact your school librarian the next time you need/want:

  • to find print or digital books for a lesson or project.
  • to find articles about a topic at specific or multiple reading levels.
  • to explore and review a new tech tool, but you do not have time.
  • your students to learn about online/digital safety.
  • your students to be able to evaluate information for relevance and reliability.
  • your students to be able to cite their sources of information.
  • someone to show students and other educators the many learner supports available in online databases.
  • help finding new ways to teach the components of research/inquiry.
  • to gamify a lesson using physical or digital means.
  • trustworthy resources with curricular connections that educators can easily use to develop emergency sub plans.
  • to see connections between grade level and content area learning opportunities or goals.
  • a co-teacher to help you support your learners during an in-depth lesson.
  • someone to connect with/collaborate with new teachers.
  • someone to provide either small or large group professional learning opportunities related to a specific type of literacy.
  • someone to be part of your school committees – especially literacy or technology.
  • help planning family literacy or STEAM nights.
  • or any other idea you may have related to learners and literacy

Remember, these valuable partners are just a conversation away from joining you and your learners in your next literacy journey. And, if you are missing out because your school faculty does not include a certified school librarian, talk with your leaders about the importance of adding this vital role to your staff.

Works Cited

American Library Association. (2019). ALA/AASL/CAEP school librarian preparation standards. https://www.ala.org/sites/default/files/aasl/content/aasleducation/ALA_AASL_CAEP_School_Librarian_Preparation_Standards_2019_Final.pdf

American Association of School Librarians. (2018). National school library standards for learners, school librarians, and school libraries. ALA Editions.

American Association of School Librarians. (2020). The instructional role of the school librarian.https://www.ala.org/sites/default/files/aasl/content/advocacy/statements/docs/AASL_Position_Statement_Instructional_Role.pdf

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