A rose by any other name....

Today, a teacher-librarian colleague from another district shared a recent blog column by Joyce Valenza (my idol) entitled "Do I really have to leave the library to do the work of a school librarian?" Even though I had course work for my Masters degree I needed to attend to, I made the time to read the article. You see, I transferred from a Teacher Librarianship program into a Masters in Education Technology program. I have been a huge advocate for the thoughtful use of technology in school for learning and teaching. I believe my role, as a teacher librarian, should include expertise in technology for educational purposes. I definitely don't believe that my role as a librarian is obsolete, though.
   Just before Christmas, students at my school completed the Tell Them From Me survey, a survey of student perception of academic achievement, social engagement and responsibility. Under the open-ended question asking what would make our school better, I was pleasantly surprised to see the response "have more books in the library" not once or twice, but several times. The students at my school are relatively well-off in a socio-economic measurement, so to have requests for books surprises me. I'm often told that our students will buy their own books rather than wait for us to get new titles on the shelves. Yet, for the first time in a few years, I'm seeing a rise in circulation statistics in fiction. Non-fiction - that's a different matter, but a topic for a different blog post. Students are reading and want paper books, audio books and digital books. They want to read! My reader advisory work is paying off!
   That's not my only role, though. I am the technology trouble-shooter for staff and students. I am a co-planner and finder of resources for staff who will allow me to assist them. I would love to do more of that work, but it is difficult to convince my colleagues that I am a resource for them. The silo mentality looms large in my building. I am a curator of resources, digital and physical. I am a demonstrator of new teaching strategies which incorporate technology. I could, if asked, demonstrate how I evaluate which technologies are best suited to certain learning environments and pursuits as I plan lessons and units. I manage the limited budget for resources as capably as I am able and advocate for more resources and apply for grants when I can. I am a professional development leader, a website builder and designer, a course designer and am working hard to develop a culture of professional learning and collaboration, as well as a culture of formative assessment and inquiry. All of these are what I consider to be part of my job as a teacher librarian.
    Despite this, there are administrators who do not see the value of the title or the role. Is it because they have never had the experience of working with strong, capable, positive teacher librarians? Is it because they see technology as a way to make a personal mark in their own career paths and will shape programs to differentiate themselves from other administrators? I don't know.
   I know that I am proud to be a teacher librarian who is a strong advocate for thoughtful education reform and use of technologies in support of sound teaching and learning strategies. Ultimately, it is people who make learning and teaching happen. Eighty years of research has demonstrated that media and technology make no significant difference in learning. Achievement and student success are the result of asset building, good mental and physical health, socio-economics and people who actively care about and interact with young people to build them up by challenging them and supporting them. School libraries can be at the heart of a school community if given the opportunity and the resources (people and artifacts) to help students and staff. I hope I get to continue in that role as a teacher librarian, but I'll do that no matter what my title is! Shakespeare (as always) got it right.