The Changing Role of the TL

An article in Teacher Librarian (October 2009) recently caught my eye.  At the end of our course, the  role of the teacher librarian was briefly discussed.  This is a topic that never dies among teacher librarians.  We are constantly discussing and debating the aspects of our evolving positions that we see as critical, as well as those aspects that get thrust upon us. An article by Elizabeth Marcoux and David V. Loertscher ,  The Role of a School Library in a School’s Reading Program ,discusses the ‘ideal’ situation for a teacher librarian, one that is less of a book manager and more of a fundamental professional in the development of reading initiatives in an elementary school.   Marcoux and Loertscher challenge us to delve into the ‘ideal’ elements listed in their article, and to think deeply about how we can incorporate these ideals into our individual, less-than-ideal daily working situations. 

Perhaps what stands out most prominently in this article is the need to have a full-time, credentialed teacher librarian in each school.  As a full-time staff member, the TL could best contribute to reading initiatives and collaborative planning between reading professionals and classroom teachers.  It should also be noted that the authors supported having a full-time qualified support personnel working in the library to best prepare, catalogue, repair, and organize materials.  As full-time TLs, the ideal situation would be  for us to be part of a ‘reading leadership team,’ assisting in the planning and decision making  of a school’s reading program(.  As part time librarians who do not work in the schools every day, it is easy to be ‘left out’ of this reading equation. 

Marcoux and Loertscher further emphasize the importance of the TL to be a visible member of the staff who can see the bigger picture by reaching out to community groups, parents, and even national and international organizations through the Internet.  These activities help to minimize the old belief that the library is a warehouse of books, waiting for customers to visit.  Overall, the authors challenge us to expand our isolated role into that of visionary and leader.

Marcoux,  Elizabeth and David V. Loertscher (2009). The Role of a School Library in a School’s Reading Program  Teacher Librarian, October 2009.

"The Boy Problem?" Librarians, moms, and their boys...

I just finished reading an excellent article in the School Library Journal titled The Boy Problem.  As the mother of a baby boy, I read with personal and professional interest.  As my husband and I are both avid readers, we naturally assume that our son will also turn out to be one.  We’ve filled his room with tons of books - cute and tactile board books along with our favourite classics for him to grow into.  We could never possibly have a ‘reading problem’ with our son, could we?  Leonard Sax sets out to discuss in this article the much discussed and researched issue of boys lagging behind in reading achievement and enjoyment.  As one boy claims in this article, “I’d rather be burned at the stake that read a book!”   How can librarians – and parents – start to change this gender gap in reading?

It was interesting to note, according to Sax, that video games have played a significant role in replacing boys’ leisure time pursuits.  Forget the hand-eye coordination excuse!  Video games and hand held digital devices are taking up too much time.  I recently observed my 12 year old nephew with fascination as he worked with his iphone.  It is so full of ‘apps’ and digital activities that he was happily content to sit with it for an hour, oblivious to the world around him.  He was ‘lost’ in it, like many of us get lost in a good book.

 More importantly, I found Sax’s point about the changing role of masculinity interesting.  Sax claims that popular culture has transformed role models for boys.  Look at some dads of television that our boys are watching:  Family Guy, American Dad, The Simpsons.  None of them are ever portrayed pursuing reading, or even anything that does not follow a laugh track.  Goofiness, laziness, stupidity, and slacking off are funny and are constantly represented on TV.  On all of these shows mentioned, it should be noted that it is the female figures – the moms and sisters -  who are often the smarter voices of reason and stability.  Talk about entrenched gender stereotyping in every episode!

Back to the question of “what can we do?”  Sax suggests that we aim to meet the needs of squirmy, talkative boys.  For example,  librarians could  institute a “Noisy-Time Storytime” wherein students are invited to not sit quietly, but rather  to actively participate in the story as it is read, making comments, sit, stand, and lie down, and tap, click and rock as needed. 

Sax also suggests and revisiting of the curriculum in general to meet the needs of boys at their developmental level.  A five year old boy, for example, in Sax’s opinion, is possibly not ready to be taught to read.  He equates this with trying to teach a three year old girl to read, for instance. 

Myself, I will continue to make quality book purchases that I think are best aimed at their hard to please readers.  Moreover, as librarians, we should be enlisting the help of boys when looking at print and online catalogues.  The more involved  they are in the process, the more likely they will become active participants in the school library. 

Lastly, despite the foreboding nature of the research on this topic, my husband and I will quietly and doggedly continue to read to our toddler each night, and ply him with books at each stage in his developmental years!

Sax, Leonard (2007).  The Boy Problem.  School Library Journal  September 2007.