Volume 8, Number 1 (1989) /57 Cooperation between Teach ers, School Librarians, and Public Librarians: Improving Library Services for Children and Young Adults

Shirley Fitzgibbons Associate Professor School of Library and Information Science Indiana University-Bloomington

Introduction Developments and Trends In the literature on library coop­ which Mandate a Need for eration, there is a great deal of Cooperation rhetoric about the importance of First, let's consider several socie­ cooperation and tremendous "lip tal factors. Library services to service" to the concept, as well as children and young adults have some interesting success stories. eroded since the late 1970s, largely Recent events have convinced me due to economic problems, with that cooperation may be the only decreased materials, budgets and solution to providing adequately for less professional staffing in both the library needs of children and school and public libraries. The young adults. What is important is closing of schools resulting from that the best library services be lower enrollments in public schools provided for children and young in the 1970s and early 1980s has adults - library services which will created a situation where more meet their total needs including librarians share several schools for education, personal information, part-time service to students. The recreation, personal interests, and information explosion adds to the career needs. problem in two ways: libraries can Areas which will be covered in buy and store less of the available this overview of cooperation between information; yet the changing and school and public libraries include: expanding curriculum demands a developments and trends which greater diversity and depth of mandate cooperation (societal, information. It is apparent that no historical, and current events); one library can provide for all of the barriers and conditions for success needs of students. The new tech­ in cooperative efforts; a planning nologies, especially computers, have model for implementing cooperation; had a major impact on libraries: and some specific suggestions for they are costly in terms of hard­ types of cooperation. ware, software, and the training required. Both school and public libraries are becoming involved in the technology: it is the most likely area for cooperation in terms of compatibility of equipment, in 58/ Indiana Libraries providing the programs and services student demands on public library that students need to fulfill educa­ services during the late 1950s and tional and informational needs, and early 1960s led to an ALA confer­ in providing computer literacy. ence on the theme and the 1964 Also, the 1980s have been a crisis report, Student Use of Libraries. 5 period for education as described in Who should serve the children several national reports such as A became the question again in the Nation at Risk, and responded to by early 1970s after a report submitted the library profession in Alliance for by a committee appointed by the Excellence, and Realities. I New York Commissioner of Educa­ From a historical perspective, tion recommended that school age cooperation between schools and children should be served solely by public libraries began with the school libraries. 6 earliest public library. As early as 1876, in an influential report Professional Standards and entitled, Public Libraries in the Federal Monies U.S.A.:., William Fletcher contributed a section on "Public Libraries and Standards and legislation play an the Young" which conveyed the important role in this historical message that public libraries were perspective. Even in the first set of auxiliaries to education.2 In 1897, national school library standards in 1945, cooperation between the two John Cotton Dana, then president 7 of the American Library Association institutions was recognized. It will (ALA), urged the National Education be interesting to review the newest Association (NEA) to appoint a AASL/AECT guidelines as soon as 8 committee to study the interrela­ they are released. Federal aid to tionships. That committee's report education and to libraries was a recommended cooperation between phenomenon of the late 1950s and the school and the public library.3 1960s through the National Defense School libraries were almost nonex­ Education Act, the Elementary and istent at that time, so public librar­ Secondary Education Act, Title II, ies began to support the schools and the Library Services and Con­ and teachers and students' needs. struction Act (LSCA). Cooperation Eventually several models of public has been mandated in LSCA's Title library services were established III funding for interlibrary coopera­ including public library branches in tion. Both the standards and the schools. A 1941 report of a joint legislation led to development of committee of NEA and ALA, School school libraries. and Public Libraries Working to­ Today public library standards gether in School Library Service, gave have been replaced by a planning the responsibility of school library process with an emphasis on meas­ services to boards of education but urement. The 1970s The Public still emphasized the importance of Library Mission Statement (PLA) school and public library coopera­ emphasized cooperation. 9 The two tion. 4 By 1951, school libraries PIA 1960s guidelines, one each for were fairly well-established, and children's service and young adult public libraries complemented services, made a strong plea for rather than substitued for school total community library service. Io library services in most communi­ Community library service has ties. emerged as a new trend in library Controversy over the pressure of sevices. However, PI.A's new inter- Volume 8, Number 1 (1989) /59 est in more standards and a new in the introductory statement, is manual on "role setting" indicates that it is essential that we have an some rethinking of the role of the alliance of home, school, and library public library vis a vis other com­ in order to attain excellence in munity libraries such as school education and a Learning Society. libraries. Many public libraries The report recognized that the again have a "student problem" role of the contemporary school characterized by latchkey children, library media center has changed, single parent families, home school in terms of types of materials, in training, and other societal trends. personnel, and in function within the school. Despite the ideal role National Developments the report presented, it acknowl­ edged that in reality the strength of There have been several develop­ school library media centers has ments since the late 1970s which been hurt in the last few years. For mandate a fresh look at cooperation example, fifteen percent of our and patterns of library service for public schools have no library youth. The need for interlibrary media center; almost three million cooperation was addressed in both public school students attend the 1975 national planning schools with no library media document, Toward a National center; there has been an erosion in Programfor Library and Infonnation qualified personnel; and people in 11 Services: Goals for Action and the the schools-teachers, administra­ final report of the 1978 White House tors, and students- are confused Conference on Libraries and Infor­ about the role of the librarian and 12 mation Services. the library media center. This is A most influential change agent of magnified at the elementary level the 1980s, the report of the National where the library media center has Commission on Excellence in Edu­ never established itself as a basic cation, sponsored by the Depart­ ingredient needed in education. ment of Education, A Nation at Risk, Several recommendations are made was very critical of public education in the report; several have implica­ and included recommendations for tions for cooperation between school change. Since this report, national and public libraries. attention has been focused on To summarize the value of these education. The library world, reports, A Nation at Risk recom­ appalled by the report's lack of mends that an alliance of home and inclusion of the importance of school is needed to bring about library servces, reacted through the educational reform and excellence, Department of Education's center while Alliance for Excellence builds for Libraries and Education Im­ on this by suggesting a third dimen­ provement, by a project called, sion to the alliance-libraries work­ "Libraries and a Learning Society" ing with the home and school for with a final report, Alliance for both excellence in education and a Excellence. ' Learning Society. This recommen­ The report specifically deals with dation for a coalition of all types of school libraries but also recognizes libraries in a community needs to be education for all citizens and for a considered in planning for changes. total Learning Society. The basic Networks of libraries will be needed premise of the report, as summa­ to provide total library services rized by the Secretary of Education including those for children and 60/ Indiana Libraries young adults. rigidity. The highest priorities for A third reaction statement was both institutions [school libraries prepared by a committee of the and public libraries] are self-preser­ American Library Association, in a vation and protection of territory Realities. 13 [while] cooperation is [viewed as] an publication named The 14 report delineates four realities for implicit threat to autonomy." It effective educational reform: learn­ would appear that attitude is the ing begins before schooling; good greatest barrier. An additonal schools require good school librar­ attitudinal problem is that of the ies; people in a learning society need youth user-toward both the school libraries throughout their lives; and and public library. Students form public support of libraries is an attitudes as they interact with investment in people and communi­ librarians and libraries; these ties. attitudes stay with them when they become adults voters and decision­ These three reports and sets of makers. recommendations are a mandate for action by the library profession Part of the institutional rigidity is itself, not alone, but with those caused by the sincere opinion of the people also concerned and involved librarians themselves that the users with education- school personnel, of their libraries are the most impor­ especially teachers and administra­ tant, and that their types of library tors, the parents, and other re­ must be preserved over others. In sources in the community. fact, respect and understanding of each others' roles and the goals of each institution are essential to Barriers and Conditions cooperation. This is also true with teachers and librarians - a mutual for Success respect for the importance and Several factors can be identified value of each role must be devel­ that present barriers to cooperative oped. efforts. For example, articles in the Factors that seem to affect suc­ literature have suggested that legal cess, based on the above premises, conditions such as those of a fiscal include: careful planning by all and formal nature are often used as involved constituents including the barriers to cooperation even when users; the need for some formaliza­ they are not formidable, can be tion of the cooperative process; the changed by state legislatures and/ need to establish continuous ave­ or governing boards, and are more nues for communication including in the minds of librarians than periodic meetings, written commu­ actual. Most formidable are both nication, and liaisons to pertinent those attitudinal aspects of people groups; and ongoing evaluation (librarians, administrators, and efforts to monitor effects of change. governing boards) and the institu­ In addition, a basic principle of tional rigidity of the structure of successful cooperation is the sup­ many libraries' and schools' set­ port of top leaders, both administra­ tings. In a study which assessed tors and governing boards, of each such people's attitudes toward coop­ cooperating institution. eration, Esther Dyer concluded: ''This investigation constitutes a refresher course in institutional Volume 8, Number 1 (1989) /61 Implementation and the school librarian, and between school administrator and school librarian Planning Process for in gaining a better understanding of Cooperative Efforts each other's role. Communication is the first step Before efforts are formally initi­ in the process of cooperation. It ated, it is necessary to secure may be better to have informal support from top administrative sharing and planning sessions of levels of the library and educational several constituencies before official world. It is clear that librarians planning bodies are formed. Next it must take more of an initiative. is important to establish an advi­ One way to initiate specific coopera­ sory group in the local community. tive projects is to become involved in The committee should represent the development of the state teachers, administrators, school library's five year plan, mandated librarians, public librarians, par­ for state libraries that receive ents, students, and community funding through the Library Serv­ persons. ices and Construction Act. Ideally, state libraries should coordinate A community analysis/assess­ their plans with state education ment is needed as soon as possible. departments and school library Each community may choose a people. Usually these state-wide different pattern to meet needs for plans will include: objectives, library services, based on the cur­ priorities, funding, and recommen­ rent state of library services and the dations of responsible libraries and needs identified. After establish­ agencies for the implementation of ment of the advisory committee and specific objectives. Joint statements the needs assessment, the most of state library agencies and state important step in the process is the education agencies are the most joint planning, with the involvement influential in lobbying for legislation of diverse constituencies and user or additional monies and as plan­ groups. Wholehearted commitment ning documents for actions. and continued communication throughout the ongoing process are Goal setting by the advisory essential to success. A plan for committee is an essential early evaluation, both at intervals and activity. Common goals of school when specific programs are com­ and public libraries which might pleted, is also necessary to deter­ form the basis for cooperative action mine success and problems. include: 1) creating an awareness of the importance of reading to suc­ The roles of both the school cess and quality of life; 2) meeting library /media center and the public information needs of children and library need to be carefully deline­ young adults; 3) providing informa­ ated and understood. One sugges­ tion and library skills to children tion in the literature for better and young adults for self-learning understanding of each other's role is and life-long learning; and 4) intro­ for the school librarian to work with ducing libraries to children and the public librarian over a typical young adults in ways that will make day or a typical week and vice versa. them life-long users as well as Even the communication during supporters of libraries as adult this period leads to better under­ citizens. standing. Perhaps, the same idea would work between teacher and To summarize, the planning 62/ Indiana Libraries process for cooperative efforts which is different from a teacher. In between school and public libraries their teaching of library and infor­ should include: mation skills. they teach a content 1) communication on an informal which is coordinated with the basis curriculum and in cooperation with 2) formation of an Advisory the teachers. They advise and Committee consult with teachers on reading 3) obtaining formal support from materials for individuals at certain administrators and governing grade levels. They work directly boards. with individuals and small and large 4) a needs assessment of the groups of students to encourage community (with a focus on and motivate reading and provide youth needs) literary experiences. 5) consideration and redefinition Information skills and literary of the current roles of both skills are equally important in school and public libraries school library media centers. 6) assessment of current library Teachers, parents, and school and services public librarians working together 7) development of a plan of can meet both the information and services with specific the reading and literary needs of responsibilities children and young adults. Just as 8) continuing formal and informal research has shown the importance communication of parents as literary models for 9) ongoing evaluation process preschoolers, classroom teachers, public librarians and school librari­ ans can serve as literary models for Types of Cooperation school-aged children. No librarian or teacher can do this alone; they Teacher/Librarian must work with the parents and the Cooperation community library. School librari­ Teacher /librarian cooperation ans should work with teachers in may be the most important success the following areas: selecting factor in accomplishing both the quality, worthwhile literature to be educational goals of the school and used in group activities; providing those additional goals of the school booklists that are appropriate to library media center which may specific grades and curricula, and to extend beyond the narrowly-defined specific themes and subjects; term, education, but which enhance providing information about book­ learning the quality of life. related media to entice nonreaders One of the most difficult problems into literary experiences; providing in developing such relationships displays and information about seems to be the rather murky area cultural community events and of whether school librarians define television programming which is themselves as teachers or not. related to literature; and providing When school librarians claim to be the materials which will "sell" books teachers Oust like the art or music such as posters, bookmarks, visu­ teacher) they neglect a considera­ als, toys and artifacts, and puppets tion of their total role. Although and materials for creative dramatics school librarians do teach, they and storytelling. The curriculum have a unique role as a librarian and information needs are equally but not more important; the role of Volume 8, Number 1 (1989) /63 the school library media specialist and Summer Achievement". Her in working with teachers to provide major finding which relates to this support has been adequately library use is- "The single summer documented elsewhere. activity that is most strongly and A great deal of time is spent on consistently related to summer 18 teaching reading skills and the learning is reading." Whether technical aspects of reading. Yet we reading is measured by the number have schools full of children and of books read, by the time spent young adults who have difficulty reading, or by the regularity of reading, and /or who do not care for library usage, it increases the reading and do not develop the vocabulary test scores of children. reading habit. A large body of Her conclusion, that "at least one research is available which shows institution, the public library, us that if children are not told directly influences children's read­ stories, nor read to, nor shown that ing," was the basis for her recom­ reading is a valued individual mendation that "educational policies pursuit, they have little reason for that increase access to books, wanting to learn to read. This is perhaps through increased library one of the areas in which teachers, services, stand to have an important librarians, and parents need to impact on achievement, particularly 19 cooperate. for less advantaged children. " Be­ cause so few school libraries are open in the summers this is an School Librarian and Public important area for school library/ Librarian Cooperation public library cooperation. Besides public school children, those at­ There are several research studies tending private schools should be which are particularly pertinent to incuded in these summer library school and public libraries coopera­ programs. tion. The 1973 survey by Woolls of public libraries, school libraries, A valuable resource in this area is and fifth grade students in elemen­ Philip Baker's book, School and tary schools in Indiana 15 and the Public Library Media Programs for in 16 Children and Young Adults 1977 survey by Aaron Florida 20 are summarized elsewhere in this (1977). In the book's preface, j oumal. Both studies reported little Augusta Baker argues that children progress during the 1970s in such and youth must have wider access cooperation. However, a study that to information and develop the proves the worth of the public ability to use it. In her view, the library and of library service during artificial lines between what is the summer (and consequently the considered enjoyment and culture need for cooperation between (the main role of the public library schools and public libraries in in some people's minds) and what is summer programs) is the study by learning and instruction (the school Heyns in 1978, Sum1J1er Leaming library's responsibility) should be and the Effects of Schooling. 17 eliminated. The school librarians Heyns tried to determine what must work cooperatively with public factors most influence learning of librarians, both children's and 6th and 7th graders when schools are closed. A whole chapter in her book is titled, "Reading, Libraries, 64/ Indiana Libraries reference librarians. importantly, better communication of needs, problems, and ideas. A study of schopl library /public Cooperation library cooperation in New York, through Networks funded by LSCA funds and released It is useful when library leaders in 1978, found that public library in positions of some authority in interloan service to schools is national, state, and regional agen­ feasible and provides better ac- cies begin the initiative with long­ cess. 23 Some state library agencies range plans. Some examples of this have a consultant in library services do exist such as the 1976 statement for youth who plays a leadership of the Wisconsin Department of role in coordinating services. At the Public Instruction, "Public Libraries regional levels, many large public and School Library Organizational library systems have a person Relationships and Interlibrary designated as outreach person or as Cooperation: A Policy Statement. "21 school services liaison. For ex­ In other cases, professional organi­ ample, in the late 1970s, the Subur­ zations representing the two con­ ban Library System in Illinois stituencies have joined in the initial received an LSCA grant in support effort. In 1978, both the Minnesota of experimental children's services/ Educational Media Organization school service liaison consultant position to act as a catalyst and to and the Minnesota Library Associa­ 24 tion endorsed a statement on public develop cooperative projects. library/school media center rela­ tionships, with the state board of education adopting the statement.22 Cooperative Efforts at Specific cooperative efforts at the the Local Level systems/network level might in­ Local efforts are the most impor­ clude formalized contracting for tant level of cooperation in terms of services in such areas as: process­ direct services and benefits to ing, sharing staff, joint purchasing, students. joint collection development efforts, If there is no one at the state or interlibrary loans, and reference/ regional levels, a committed referral services including data-base children's librarian in the public searching. library and/ or a reference librarian Many states now have state-wide should take initiative, working with networks of cooperative library school librarians in public and agencies. Formerly, not many private schools. Many public library public schools were members of youth librarians visit school classes such networks. Increasingly, they with book talks, give talks about are, and so are many private public library services, and publicize schools. The networks' main pur­ special programs such as summer poses have been: shared resources reading programs. When the initia­ through interlibrary loans and tive is not taken by the public reference services; inservice training library, the school librarian should in new areas such as technology invite the public librarian to visit a and management; cooperative faculty meeting at the beginning of summer reading programs; shared each year, to visit classrooms, to review of materials including com­ come to meetings of school librari­ puter software and media; and most ans, and to provide and share Volume 8, Number 1 (1989) /65 special booklists, pathfinders, and by the public libraries from the resource lists of serials, films, school libraries to provide a larger microfilm, etc. number of popular titles. Providing service to handicapped children, now mandatory in all Introduction to the Public public agencies, can best be done through cooperative efforts to Library support such networks as the Visits of classes to the Public Library of Congress's National library on a regular schedule-such Library Service program of braille as all first, sixth, and ninth grade and talking books and some state classes-might be a beginning to and regional libraries' efforts to ensure that students are aware of provide large print materials. Pro­ resources, services, and helpful viding services to gifted children personnel. In addition and/ or if not also demands cooperative efforts to feasible due to busing problems, the provide the variety and meet the public reference librarian and/ or demanding levels of materials not children's librarian can have a always found at the school library regular schedule of school visits to level. the above grades as well as accept invitations from individual classes. For primary grades, storytelling, Summer Reading Programs book check out, and talking about One of the most often described the library might be the focus of a cooperative projects is the summer thirty minute time period; while for reading program. When school middle and high schools, booktalk­ librarians and school teachers have ing either new titles or titles around demands from parents for summer a general theme and an introduction reading lists, and for college prepar­ to the public library might be the tory reading lists, the public library program. Curriculum book talks collections are waiting to be used. and displays might be arranged with An example described in 1976 in social studies or English classes Shaker Heights, Ohio,25 began with through the teachers and school April meetings of school and public librarians. Personal contact with librarians; it involved public librari­ both teachers and students would ans using the club approach with encourage their use of the public students reading and reporting on a library as the need arises. minimum number of books. School librarians publicized the program, recruited support of teachers and Meeting Curriculum and parents, and encouraged students Information Needs to participate. In addition, school Curriculum and information librarians and teachers shared their needs can best be met by assign­ knowledge of each child's reading ment alert sheets from teachers level and interests by helping stu­ either directly to the public librari­ dents plan their reading lists before ans or through the school librarian school ended; they also designed the who knows what needs cannot be pamphlet that would serve as a fully met by the school library's contract. The result was greater collection. Timeliness, actual use of participation which pleased parents these sheets for all major papers, and teachers. In some situations, and specific requests such as books are borrowed on summer loan reserves, setting up homework help 66/ Indiana Libraries clinics, or special hours of reference guiding students to better use of service on evenings and weekends public libraries. In addition to help make this cooperation a suc­ assignment alert sheets coming to cess. Forms should be developed by the public libraries, some public the public librarians, and distrib­ libraries have tried a troubleshoot­ uted at faculty meetings and by ing sheet sent back to school librar­ school librarians throughout the ies and/ or teachers giving reasons year. Data base searching of expen­ why the library was not able to sive bibliographic networks might successfully help the student (mate­ be done in public libraries for both rials all checked out, student did students and teachers, with com­ not understand assignment, etc.). pensation from the schools, if Some public libraries have estab­ necessary, or from special-funded lished homework hotlines which are projects. Montgomery County, partly supported by classroom Maryland was doing this at one teachers working after school hours, point in the late 1970s. 26 If college or homework dines when major libraries do not exist in the commu­ papers are assigned. If assignments nity, this might be an even a more are distributed throughout the important service. calendar so that all schools are not Studies such as the Mancall studying the same topic at the same work27 have shown repeatedly over time, public libraries might better time that students use the public supplement and augment school library for specific reference work; library collections. Many public many public libraries have more libraries have set up career informa­ extensive resources, such as back­ tion centers or have career weeks files of journals, microfilms, and with both information and people to adult reference tools, which are help students choose colleges or necessary for term projects - careers. whether written papers, science projects, or timely topic reports. School librarians and public librari­ Sharing Media ans could jointly prepare bibliogra­ One of the most desirable coop­ phies, booklists, and pathfinders erative efforts is in the area of which would include titles from sharing of films and video. Al­ both collections. Shared union lists though this is sometimes set up as of serials, microfilms, films and part of a state or regional coopera­ videos, and computer-produced tive, often local schools and public acquisitions lists would expedite on­ libraries cooperate in the purchase going sharing. Borrowing from the and dissemination. School library public library of materials on a media centers often have more particular subject for short term materials in nonprint formats that loan by a classroom teacher might could be avilable to users of public be the best method if transportation libraries, to parents, to private to the public library is a problem. schools in the community, and to Public libraries should be provided day care centers. This type of with the curriculum guides from the resource sharing, including the local schools including private hardware to support the media schools. presentations has not been exten­ The public library might prepare sively implemented. Large public pamphlets as tips for teachers in school systems often have equip­ ment repair service people; they Volume 8, Number 1 (1989) /67 could extend this service to public such as censorship attempts, and libraries and private schools in planning for cable TV programming, return for other services or on a and could avoid duplication and contract basis. expense in addition to improving Teacher Services communication. Special services to teachers might be provided by the public library if Taking the Initiative the school system is small or inade­ quately staffed and funded. There As important as any of these has been a long history of teachers' above ideas might be to an individ­ libraries in public libraries before ual community and to students, school libraries were adequately probably none will be successful or funded. Professional books, j our­ even started if there are not formal nals, and access to interlibrary mechanisms established for com­ munication and planning. The key loans might be publicized as special services. These same materials ingredient to success in cooperation could also be used by parents, other is communication. The chain of personnel in child services, and by communication needs to be estab­ college students for coursework. lished by someone initiating the These services would depend on cooperative activity; but everyone local community needs. should be aware that if it is not happening, it is because they have not taken the responsibility of Special Events initiation. Whose job is it? It is the respon­ Joint or coordinated program­ sibility of many groups- teachers, ming might evolve from events administrators, school librarians, during special weeks such as public librarians, as well as state Children's Book Week, Black His­ education and library agencies and tory Week, Disabled Persons Week, professional organizations. Some­ the Week of the Child, etc. Special one needs to initiate the effort. speakers, booklists, displays, and Often extra funding is necessary, visits between libraries might be whether it's from the school board, featured at these times. In addition, the public library board, federal or public library programming around state funding, or local community school vacations, parent confer­ organizations. In these cases, at ences times, and kindergarten least a year and often more time is orientation sessions could be coor­ needed for the planning, the project dinated on a regular basis. description, and meeting the time­ Displays of students' work and lines for budget or funding deci­ student presentations-whether sions. It is necessary to be aware of artistic, literary, or theatrical­ legislation at both state and na­ make the public library truly more tional levels which affects funding of a cultural center and a showcase priorities and programs. Working for the talent of various age groups. through local, state and national Continuing education for teachers professional organizations to moni­ and librarians might include joint tor legislation and funding for and cooperative workshops involv­ library services is essential. ing new technology, evaluation of It is also important to capitalize materials, specific local problems on movements such as the current 68/ Indiana Libraries

National Coalition on Literacy and library profession, Alliance for the 1975 Education for all Handi­ Excellence and Realities. capped Children legislation; on There will never be a better time; research such as the findings of the and each of us needs to become Heyns study on learning during involved in the effort. Though summers; and on the impact of cooperation is important, the first national reports such as the Nation step is communication. at Risk and the responses from the

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