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School Librarians As Technology Leaders: an Evolution in Practice Lois D

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School Librarians As Technology Leaders: an Evolution in Practice Lois D School Librarians as Technology Leaders: An Evolution in Practice Lois D. Wine Darden College of Education, Old Dominion University. Email: [email protected] The role of school librarians has a history of radical change. School librarians adapted to take on responsibility for technology and audio-visual materials that were introduced in schools in earlier eras. With the advent of the Information Age in the middle of the 20th century and the subsequent development of personal computers and the Internet, the American Library Association (ALA) recommended schools and colleges begin inte- grating information literacy into students’ learning (1989). Today school librarians are entering another period of Radical Change as they combine their information specialist roles with technology integration. This leadership role in technology integration is at times in conflict with a new role in K-12 schools, that of an instructional technology specialist. This new role is also charged with integrating technology into classroom instruction by working with faculty and students. School librarians and instructional technology specialists have complementary roles that would benefit students and staff through a collaborative team approach to support. When educating future school li- brary practitioners LIS educators need to be aware of this evolution in practice and adjust curriculum accordingly. Keywords: collaboration, school librarians, instructional technology specialists, tech- nology integration, LIS education Introduction Change as expressed by Dresang. School librarians adapted to take on responsibil- hen Eliza Dresang coined the term ity for technology as audio-visual materi- WRadical Change she was referring als were introduced in schools. This was to literature for youth that have digital age a Radical Change in their roles. With characteristics: connectivity, interactivity, the advent of the Information Age in the and access (Dresang, 1999). Connectivity middle of the 20th century, and the sub- refers to both connections to books as well sequent development of personal comput- as sense of community provided through ers and the Internet, the American Library books. Interactivity refers to the reader’s Association (ALA) recommended schools interaction with books, regardless of their and colleges begin integrating information format. Interactivity may be in response to literacy into students’ learning (1989), an- digital formats or may be mental interac- other Radical Change. tion as a reader responds to a book. Access Today, school librarians are enter- refers to breaking barriers through access ing another period of Radical Change to diverse opinions and perspectives pre- as they combine their information spe- viously unavailable to youth. While Dre- cialist roles with technology integration. sang’s theory is directed toward the digital This literature review traces the Radical age, it also applies to the development of Changes that have affected the role of the the school librarian profession. The role of school librarian. This paper begins with school librarians has a history of Radical a general overview of changes occurring J. of Education for Library and Information Science, Vol. 57, No. 2—(Spring) April 2016 ISSN: 0748-5786 © 2016 Association for Library and Information Science Education 207 doi:10.12783/issn.2328-2967/57/2/12 208 JOURNAL OF EDUCATION FOR LIBRARY AND INFORMATION SCIENCE in the field of school librarianship. This Information Literacy and is followed by a more detailed focus on Technology the role of the school librarian now that technology integration leadership is more It was in this atmosphere of change that often shared with instructional technol- the role of school librarians was about to ogy specialists. Forming a collaborative change again. In 1974 Paul Zurkowski partnership between school librarians and first mentioned the term “information lit- instructional technology specialists may eracy” while advocating for government be the next Radical Change for school li- training programs to achieve universal brarians. information literacy by 1984 (Zurkowski, 1974). Zurkowski, a lawyer, was address- Development of the School Library ing the National Commission on Libraries Profession and Information Science as the president of the Information Industry Association, In the first half of the 20th century, high an organization which had grown from 12 school libraries were collections of content companies at its establishment in 1968 to related publications that students could use 70 companies by 1974. Zurkowski recog- for research. The school librarians cata- nized the need to expand access to infor- loged, organized, and assisted with access- mation tools to the entire population, not ing these materials. The school librarian’s just the approximately one-sixth of the role was limited to that of “keeper of the population who were “trained in the ap- books”. By mid-century many elementary plication of information resources” (p. 6) schools also had libraries but only a few of and identified by Zurkowski as “informa- these had qualified school librarians. tion literates.” Zurkowski described infor- Several major events precipitated the mation literate as “being able to find what first Radical Change in school libraries. In is known or knowable on any subject” to 1960 the American Association of School solve a problem within the vast amount of Librarians (AASL) published standards for information available (p. 23). These infor- school libraries with recommendations for mation literates had been trained with the equipping qualified school librarians with techniques and skills needed to use infor- quality literature and non-fiction books, mation tools to develop solutions to their films, filmstrips, slides, and other audio- information problems. Zurkowski called visual equipment (AASL, 1960). The for “The top priority of the Commission second event was the release of ground- should be directed toward establishing a breaking research on the impact of a cen- major national program to achieve uni- tralized school library staffed by qualified versal literacy by 1984” (p. 27). In order school librarians on students’ learning at a to support this idea ALA issued a white time when there were few school librarians paper recommending schools and colleges (Gaver, 1961). Furthermore, the Knapp take on the role of integrating informa- School Library Project provided funds and tion literacy into their students’ learning support for model school libraries follow- (ALA, 1989). ing the new standards developed by AASL In 1988 the AASL collaborated with (Boardman, 1994). The fourth event was the Association for Educational Com- federal funding through the Elementary munications and Technology (AECT) & Secondary Education Act (ESEA) of to publish school library media program 1965 that helped increase the number of guidelines that incorporated information school libraries and the inclusion of cer- literacy, Information Power: Guidelines tified school librarians (Sutherland, 1970; for School Library Media Programs Michie, Holton, & National Center for (AASL & AECT, 1988), responding to Education Statistics, 2005). rapidly increasing access to new sources School Librarians as Technology Leaders: An Evolution in Practice 209 of information provided through the use of school library programs using three broad instructional technology. These guidelines concepts of collaboration, leadership, and identified three roles for school librarians technology to guide school librarians in in their schools, as information specialists, creating a student-centered program. Col- teachers, and instructional consultants. laboration with teachers is required in or- The role of information specialist was der to create authentic opportunities to in- seen as vital in preparing students and staff corporate information literacy in learning. for success in the next century through the Leadership is advocated through school development of the ability to access, eval- librarians “exerting strong curriculum and uate, and use information. While recog- instructional leadership” by promoting nizing that school librarians had long been information literacy and its importance responsible for providing access to infor- in developing twenty-first century skills mation and resources to the school com- (AASL & AECT, 1998, p. 52). In the munity “the importance and complexity of concept of technology, school librarians this function have increased dramatically are described as “a primary leader in the in recent years, in part, due to the revolu- school’s use of all kinds of technologies— tion in information and instructional tech- both instructional and informational—to nologies” (AASL & AECT, 1988, p. 27). enhance learning” and acting as technolo- As teachers, not only were school librar- gists to collaborate with teachers to inte- ians directly teaching information literacy grate learning with technology (p. 54). skills to students, they were also expected to work cooperatively with teachers and Standards for Today’s School administrators to ensure that these in- Librarians formation skills were integrated into the school curriculum. As instructional con- In light of these initiatives and the ex- sultants the guidelines address the school plosion of technology in our society, the librarians’ role of responsibility to take role of school librarians was again trans- leadership roles in the incorporation of formed by Radical Change. With the ever technology in the school’s instructional
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