Guest Poster: Rona Gofstein

It’s always nice to be appreciated. Hopefully you hear from students, teachers and your administrators how important your work is. ALA knows, too. In a recent American Libraries Magazine article, “Thank You, School Librarians,” ALA Executive Director Dan Montgomery celebrates the work school librarians do every day. He recognizes our role in providing equitable access, personalized learning opportunities, technology, digital and print materials, and programming that helps students become lifelong readers and informed citizens.

He also notes a troubling statistic. He states: Too many schools have underfunded and understaffed libraries, even though research shows a positive correlation between high-quality school library programs, with a certified school librarian at the helm, and higher student achievement and stronger literacy outcomes. In 2019, the most recent year for which ALA has data, the US had roughly 90,400 K–12 public and private schools. Of those, 91% had school libraries, but only 61% had full-time librarians.

We know school libraries—and school librarians—matter. ALA knows it. Research supports it. But here’s the question: Do the people in your school know what you do?

Not what they think you do.

What you actually do.

Does your administrator know about the teacher you helped find resources for a new unit? Do they know about the student who finally found a book that made them want to read? Does your school community know you are teaching students how to evaluate information rather than simply find it? Do they know about the technology support you provide, the collaborations you initiate, and all the ways you make the library a safe and welcoming place?

If they don’t (or if you’re not sure), you need to look for ways to change that. I have written about advocacy many times because it is an essential part of leadership. Advocacy is not bragging. It is making people aware of the value of the library program so they understand why it is essential to student success.

And you don’t need a major advocacy campaign to do it. Start small.

Share what’s happening. Use your newsletter, website, social media, faculty meetings, or whatever communication channels are available to you. A photo with a sentence or two about what students were learning can say more than a lengthy report.

Make a connection. What are your administrator’s priorities for the year? Look at your school’s Mission and Vision. Where does the library support them? When you talk about your program, make that connection visible. Reach out and show your administrator what you have to support them.

Invite people in. Is there something happening in your library that your principal or teachers or parents should see? Invite them. Better yet, give them a reason to participate. The more they experience what happens in the library, the better they understand its value.

And make sure you’re connecting with the teachers in your school(s). They can become some of your strongest advocates, especially if they’ve experienced firsthand what collaborating with you brings to their students.

Montgomery describes the school library as the “hub and heart of the school.” It’s a perfect image. But being the heart of the school doesn’t happen simply because the library is there. It happens because of what you bring to it. You know how much you do. You know the many hats you wear and the difference you make.

This week, choose one person who may not know. And show them.