All materials in this journal subject to copyright by the American Library Association may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address FEATURE usage requests to the ALA Office of Rights and Permissions.
AASL at 65: A Reflection on and Affirmation of Enduring C ore Values that Sustain Us
Susan D. Ballard [email protected]
26 Knowledge Quest | AASL’s 65th Anniversary All materials in this journal subject to copyright by the American Library Association may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address usage requests to the ALA Office of Rights and Permissions.
AASL at 65: A Reflection on and Affirmation of Enduring C ore Values that Sustain Us
Susan D. Ballard [email protected]
Volume 45, No. 1 | September/October 2016 27 All materials in this journal subject to copyright by the American Library Association may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address usage requests to the ALA Office of Rights and Permissions.
ocrates is said to have noted Core Values of Librarianship spectrum of resources and Sthat “the unexamined life is not In its online policy manual (2009) services to the communities we worth living.” As AASL celebrates and as a separate webpage (2004) serve. sixty-five years as a division of the within its section on advocacy, the American Library Association, American Library Association, our Education and Lifelong it is wholly appropriate for us to parent organization, identifies the Learning—ALA promotes the examine the life of our organiza- Core Values of Librarianship as creation, maintenance, and tion as we contemplate what the follows: enhancement of a learning future holds for school librar- society, encouraging its ians. At the very heart of why we The foundation of modern members to work with educators, choose to cast our lot together are librarianship rests on an essential government officials, and the understanding of our past and set of core values that define, organizations in coalitions our abiding certainty and steadfast inform, and guide our profes- to initiate and support com- adherence to a set of guiding sional practice. These values prehensive efforts to ensure principles, core values, and beliefs. reflect the history and ongoing that school, public, academic, This adherence to core values also development of the profes- and special libraries in every explains why AASL is the standard- sion and have been advanced, community cooperate to bearer and undisputed leader in the expanded, and refined by provide lifelong learning ongoing commitment to excellence numerous policy statements of services to all. in school librarianship and school the American Library Associa- library programs. tion. Among these are: Intellectual Freedom—We uphold the principles of intel- What Are Professional Core Access—All information lectual freedom and resist all efforts to censor library Values? resources that are provided directly or indirectly by the resources. Core values are those essential library, regardless of technology, guiding principles that form format, or methods of delivery, The Public Good—ALA the basis for how we go about should be readily, equally, and reaffirms the following funda- conducting our personal and equitably accessible to all library mental values of libraries in the professional lives. Despite an ever- users. context of discussing outsourc- changing world, the influence and ing and privatization of library sway of socioeconomics, politics, Confidentiality/Privacy—Pro- services. These values include culture, and technology, and tecting user privacy and that libraries are an essential the unrelenting nature of K–12 confidentiality is necessary for public good and are fundamen- education, core values keep us intellectual freedom and funda- tal institutions in democratic grounded. For AASL they serve mental to the ethics and practice societies. as our organizational compass of librarianship. to ensure we are heading in the Preservation—The Associa- right direction. Our professional Democracy—A democracy presup- tion supports the preservation core values are the ever-present poses an informed citizenry. The of information published in and unwavering foundational First Amendment mandates the all media and formats. The elements upon which librarianship right of all persons to free expres- association affirms that the is constructed—part of our sion, and the corollary right preservation of information professional DNA, so to speak— to receive the constitutionally resources is central to libraries and we are defined and identified protected expression of others. and librarianship. by them. They underlie our The publicly supported library communications and interactions provides free and equal access to Professionalism—The American with one another and with our information for all people of the Library Association supports various constituencies. Our core community the library serves. the provision of library services values are the basic elements of how by professionally qualified we go about our work. And though Diversity—We value our nation’s personnel who have been time may pass, they endure. diversity and strive to reflect educated in graduate programs that diversity by providing a full within institutions of higher education. It is of vital impor-
28 Knowledge Quest | AASL’s 65th Anniversary All materials in this journal subject to copyright by the American Library Association may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address usage requests to the ALA Office of Rights and Permissions.
tance that there be professional These additional core values education available to meet the include such areas as: social needs and goals of library services. • instructional responsibilities • collaboration Service—We provide the highest level of service to all library users. • design of meaningful and We strive for excellence in the relevant learning opportunities profession by maintaining and • continuous improvement enhancing our own knowledge through evaluation and skills, by encouraging the • standards-based practice professional development of co-workers, and by fostering the • integration of new resources aspirations of potential members and technologies of the profession. • advocacy Social Responsibility—ALA • leadership Despite the march recognizes its broad social • research and evidence-based responsibilities. The broad social practice of time and the responsibilities of the American Library Association are defined Roots and Pioneers passing of the baton in terms of the contribution that “We understand now, we’ve been librarianship can make in ame- made to understand, and to liorating or solving the critical embrace the understanding… from generation problems of society; support that who we are is who we were.” for efforts to help inform and These are lines from the 1997 to generation of educate the people of the United movie Amistad, based on actual States on these problems and events surrounding the uprising practitioners, these to encourage them to examine by a group of Africans against the many views on and the facts their enslavement. These words values continue to regarding each problem; and represent the eloquent remarks the willingness of ALA to take of John Quincy Adams during motivate us and a position on current critical his Supreme Court appearance issues with the relationship to in defense of the captives and have a profound libraries and library service set underscore the importance of forth in the position statement. heritage and the contributions of (ALA 2004) those who have come before. The influence on proposition that who we are is who I think we would all agree that we were is a compelling one as we our day-to-day these values do form the raison reflect on how we came to be and d’etre of the profession. However, how we intend to continue. efforts and our among the ranks of youth-serving librarians—especially school Looking back at our history as collective vision librarians—additional core values an association, four remark- are at the very heart of our endeavors. able pioneers stand out, people for the future. Despite the march of time and the who, early on, gifted us with their passing of the baton from generation insight and intellect to articu- to generation of practitioners, these late the theoretical base of what values continue to motivate us and constitutes excellence in our field. have a profound influence on our It’s worth reviewing, remember- day-to-day efforts and our collective ing, and honoring the journey vision for the future. they embarked on to get us under way and to guide us as we have developed, grown, and prospered.
Volume 45, No. 1 | September/October 2016 29 All materials in this journal subject to copyright by the American Library Association may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address usage requests to the ALA Office of Rights and Permissions.
Mary P. Douglas points to ensure meaningful and influential in the future” (Kester As noted on the AASL website relevant learning experiences. and Jones 2004, 955). There- (2016), AASL had its early roots after, Henne persisted in efforts in the ALA School Libraries Douglas was acknowledged as a to periodically update and revise Section formed in 1914; in 1941 firebrand who took on fellow ALA standards to reflect research, best this section was incorporated Councilors whose objections to practice, and the importance of into the Division of Libraries for establishing standards for school incorporating and integrating new Children and Young People. The libraries “ranged from frivolous to and emerging resource formats name American Association of ignorant. She incisively disposed and technologies into collections School Librarians was adopted in of each, approval was voted and and instruction (Kester and Jones 1944. Shortly thereafter, in 1945 School Libraries for Today and Tomorrow 2004). a major development in advancing became a reality” (Miller 2003, 47). the field occurred when Mary How many of us have felt the fervor Henne was also instrumental in P. Douglas along with others, and perhaps a bit of the fury that establishing principles and criteria including the legendary Frances Douglas experienced in her quest to for the selection of materials, and Henne, worked to establish the help educate the uninformed about The Bulletin of the Center for Children’s first set of national school library our work? Quite a few, I suspect, Books, which she founded in 1945, standards: School Libraries for Today and we can call upon her example remains a leading review medium. and Tomorrow (Douglas 1945). These to continue to inspire us when the It’s no wonder that the American standards helped to delineate and going gets tough. Library Association’s publication distinguish the responsibilities of American Libraries recognized her school librarians, and they encour- Frances Henne influence by including her in a list of the one hundred most important aged school librarians to work with After AASL achieved recognition as library leaders of the twentieth teachers “to include library skills a separate division of ALA in 1951, century (Kniffel, Sullivan, and education in the context of subject- Frances Henne coauthored A Planning McCormick 1999). based learning” (Kester and Jones Guide for the High School Library Program, 2004, 954). Sound familiar? Of the first evaluative guide for school Henne’s aura continues to inspire, course it does, because this concept library programs (Henne, Ersted, and when we follow her lead in was the cornerstone that provided and Lohrer 1951). “The Planning seeking continuous improvement the foundation of our essential Guide provided a pattern for devel- of our practice and revision of teaching role and the importance oping school library evaluation our standards, we know that such of collaboration. These 1945 materials, including those used for periodic evaluation and reflection standards also acknowledged the self-studies for regional accredita- lead to helping our students more need to identify curriculum access tion of schools, that continued to be effectively.
It’s worth reviewing, remembering, and honoring the journey they embarked on to get us under way and to guide us as we have developed, grown, and prospered.
30 Knowledge Quest | AASL’s 65th Anniversary All materials in this journal subject to copyright by the American Library Association may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address usage requests to the ALA Office of Rights and Permissions.
Mary Virginia Gaver Another force in advancing school librarianship and the concept of the school library as a unique innovation to empower learning was Mary Virginia Gaver. In 1958 when ALA published her ground- breaking work Every Child Needs a School Library, she established one of the fundamental core values that has sustained and guided the efforts How many of us have felt of school librarians ever since: our belief in equity and access, both physical and intellectual. Like the fervor and perhaps a Henne, Gaver was an advocate for standards and, in fact, worked with Henne on the 1960 standards. bit of the fury that Douglas
The World Encyclopedia of Library and Information Services notes that the experienced in her quest to enormous success and influence of these particular standards are help educate the uninformed directly attributable to a national promotion campaign conceived and executed by Gaver (Wedge- about our work? Quite a worth 1993). She provided us with an outstanding example of advocacy and leadership in action. few, I suspect, and we can Her study on the school library program’s positive impact on elementary reading scores (1963, call upon her example 1964) remains a pivotal work in the evolution of evidence-based practice (Dickinson 2005). to continue to inspire us
She also stressed the importance of ongoing professional development when the going gets tough. and led early efforts to work with state affiliates to improve leadership capabilities among school librarians in the field.
Gaver exemplified the competencies and dispositions that our core values help us to develop. She also is an exemplar of the value of being strategic and planning accordingly.
Volume 45, No. 1 | September/October 2016 31 All materials in this journal subject to copyright by the American Library Association may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address usage requests to the ALA Office of Rights and Permissions.
Gaver exemplified the competencies and dispositions that our core values help us to develop. She also is an exemplar of the value of being strategic and planning accordingly.
Cora Paul Bomar Bomar, then director of the a whole corps of distinguished With the 2015 passage of the Every Division of Educational Media for researchers have followed the path Student Succeeds Act (ESSA), at the North Carolina Department that pioneers established. These long last school librarians and of Public Instruction, ensured researchers have provided us with libraries are once again on the that significant progress and ample evidence of the need for national radar because of their implementation in North Carolina access to inquiry opportunities, inclusion in a number of provisions led to the development of robust resources, programs, and services. in the legislation. We have longed model programs and services and Today’s pathfinders represent the for this recognition since 2002 collected data to document impact. scholarship that we connect to the when we were not mentioned and, development of a knowledge base therefore, by default left out of any As the Knapp project wound down, that contributes to our understand- consideration in No Child Left Bomar, working with the U.S. ing of why we do the things we do: Behind (NCLB). Not since our Office of Education (then in the inclusion in the Elementary and Department of Health, Education, • Academic Achievement: Keith Secondary Education Act (ESEA) and Welfare), testified in support of Curry Lance, Deb Kachel during the Johnson administration federal legislation before House and • Action Research: Carol Gordon have we had such an opportunity to Senate committees on six occasions. • Advocacy: Ken Haycock demonstrate that we make a positive This testimony was instrumental in impact on student achievement and the passage of dedicated funding for • Assessment: Violet Harada the creation and expansion of school on instructional design, delivery, • Causality: Gail Dickinson, Sue libraries in Title II of the 1965 Ele- and assessment. We owe a great debt Kimmel, Jody Howard to school library advocates like Cora mentary and Secondary Education Paul Bomar for their perseverance Act (Woolls and Loertscher 2013). • Collection Mapping: David and dedication to ensuring a golden Loertscher, Blanche Woolls age of school library development. As we gear up for implementation • Critical Thinking: David of ESSA, Cora Paul Bomar’s legacy Loertscher of determination, advocacy, and In 1962 AASL received a grant from • Curation: Joyce Valenza the Knapp Foundation to provide use of data looms large. As we for school librarian education and strive to ensure the future of school • Data Utilization: Marcia Mardis, support the development of model library programs, we must follow Kristin Fontichiaro programs across the country. The Bomar’s example and demonstrate • Digital Youth: Joyce Valenza first objective of the five-year to stakeholders and decision makers • Evidence-Based Practice: Ross project was “to demonstrate the that we are essential for student Todd, Carol Kuhlthau, Carol educational value of school library success. Gordon programs, services and resources” by upgrading their materials and Today’s Pathfinders • Information Literacy/Problem developing qualified personnel. We certainly owe a debt to Douglas, Solving: Mike Eisenberg, Bob Grant funds were used to expand Henne, Gaver, and Bomar as Berkowitz, Joyce Valenza and renovate hundreds of school champions of the value of the work • Inquiry: Carol Kuhlthau, libraries across the United States. we do in empowering learning at Barbara Stripling The project was guided by the every stage. They informed their AASL learning standards adopted • Instructional Intervention: practice with evidence and research. Carol Kuhlthau, Violet Harada in 1960. As the project developed, Throughout the succeeding years
32 Knowledge Quest | AASL’s 65th Anniversary All materials in this journal subject to copyright by the American Library Association may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address usage requests to the ALA Office of Rights and Permissions.
• Knowledge Construction: Ross All have helped to move our work Susan D. Ballard, Todd and our profession forward, and the AASL President 2012– • Leadership: Ken Haycock, Nancy list goes on, as do the continuing 2013, is director of the Everhart, Ann Carlson Weeks efforts of the next wave of research- ers and the advocacy of emerging M.S. in School Leadership • Learning Spaces: David Loertscher practitioners in our field. All are with School Librarian • Management and Supervision: invaluable as they help us seize the Certification program at Granite State College, Blanche Woolls opportunity to demonstrate that part of the University System of New Hampshire. we make a difference and that the • Motivation/Engagement: Ruth core values of school librarianship She serves on AASL’s 65th Celebration Task Small remain solid, relevant, and ready to Force, is a member of AASL’s Standards and • Multiple Literacies: Joyce Valenza sustain our profession in taking the Guidelines Editorial Board, and cochairs the • Professional Development: Carol next steps forward. School Libraries Working Group within ALA’s Gordon, Violet Harada Todaro Initiative Steering Committee. Recent honors include being an invited scholar at the 2014 CLASS Summit and Research Institute jointly sponsored by AASL and the Institute As we strive to ensure the future of of Museum and Library Services, receiving a school library programs, we must follow 2010 Thinkfinity/Allison Zmuda Challenge Grant, and having an article selected by LIRT Bomar’s example and demonstrate to (ALA’s Library Instruction Round Table) as one stakeholders and decision makers that of the Top Twenty Library Instruction Articles published in 2009. Her “Coming This Fall to a we are essential for student success. School Library Near You: The Challenged, the Banned, the Filtered” was published in the May/ June 2015 issue of Knowledge Quest.
Works Cited: Douglas, Mary Peacock. 1945. School Kester, Diane, and Plummer Alston Libraries for Today and Tomorrow: Functions Jones, Jr. 2004. “Frances Henne American Association of School and Standards. Chicago: ALA. and the Development of School Librarians. 2016. “It’s in Our Hands.” Library Standards.” Library Trends
Volume 45, No. 1 | September/October 2016 33