Competing Standards in the Education of School Librarians

Abstract

Education for school librarians traditionally blends elements from the fields of LIS and education. A thorough preparation in both professions is necessary since school librarians hold state teaching certification in K-12 library media. A variety of standards from professional organizations guide school librarians in performing their multi-faceted roles, and accordingly inform the curricula of school librarian preparation programs. However, the plethora of standards may actually make it more difficult to determine what standards to include in LIS curricula, and when to include them in educating future school librarians. The implications of competitive aspects of inclusion of each of these standards in school librarian education programs are discussed. Keywords: AASL, LIS curriculum, LIS education, National Board for Professional Teaching Standards, NCATE, school librarians, standards Introduction Education for school librarians traditionally blends elements from the fields of LIS and education. A thorough preparation in both fields is necessary since school librarians hold state teaching certification in K-1 2 library media. States vary as to the coursework or competencies that are required to attain this certification (Jesseman, Page, & Underwood, 2010). The assumption is made, however, that the new school librarian will have the knowledge, skills, and dispositions that will enable him/her to manage a complex school library program from the first day on the job, usually as the only school library professional in the school. A variety of standards from professional organizations can guide school librarians in performing these multi-faceted roles, and accordingly, inform the curricula of school librarian preparation programs. The American Association of School Librarians (AASL), the International Society for Technology in Education (ISTE), and the National Board for Professional Teaching Standards (NBPTS) all have relevance to school librarians teaching effectively, administering successfully, and growing professionally (AASL, 2007, 2009a, 2010a; ISTE, 2008; NBPTS, 2001). Conversely, the plethora of standards may actually make it more difficult to determine what standards to include in LIS curricula and when to include them when educating future school librarians. In the analysis that follows, a panel of library educators discusses the implications of competitive aspects of inclusion of each of these standards in school librarian education programs. The American Association of School Librarians (AASL) and the School Librarian Guidelines for establishing an effective school library program have been associated with school libraries since the early 1900s (AASL, 2009a). Through the years, these guidelines have provided school librarians with the current thinking addressing the roles they fulfill in the school arena. As early as 1945 the standards reflected a shift in the focus of the school librarian's role from providing resources to interacting with students and teachers (AASL & AECT, 1998). This focus continues today. To understand the role of the school librarian, one must reflect on the current AASL standards and Empowering Learners: Guidelines for School Library Programs (AASL, 2009a). In 1998 the American Association of School Librarians (AASL) and the Association for Educational Communications and Technology (AECT) published Information Power: Building Partnerships for Learning. This work contained the Information Literacy Standards for Student Learning and the guidelines for establishing an effective school library program. The Planning Guide for Information Power: Building Partnerships for Learning with School Library Media Program Assessment Rubric for the 21st Century (AASL, 1999) provided school librarians with assistance in establishing their programs. This document also included an assessment rubric that helped school librarians assess their individual programs and determine how these programs aligned with the principles in Information Power. …

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