Library 101: A Handbook for the School Library Media Specialist

Citation

Ellis‐Barrett, L. (2009), "Library 101: A Handbook for the School Library Media Specialist", Library Review, Vol. 58 No. 1, pp. 81-82. https://doi.org/10.1108/00242530910929013

The term School Library Media Specialists immediately bought to my mind information technology professionals working in school libraries offering support to the librarian. I quickly discovered that in fact these Media Specialists are Librarians and the media to which the job title refers is not just electronic but also print media. This is media in the broadest sense of the word and Library Media Specialist appears to be the job title or definition of what many people may traditionally know as the librarian.

Whilst the job, its title and definition of the role may have changed considerably over recent years the essence of what is done, why it is done and who it is done for does not vary. Schools need qualified staff who are able to support teachers both inside and outside the classroom. The role of the library professional is diverse, it is one of providing service to a variety of users and it requires enthusiasm, knowledge, patience and flexibility. The willingness to learn and embrace change is essential. Library professionals of many years’ standing as well as those new to the profession will benefit from reading this book.

The Handbook has been well organized and it is laid out in such a way that it is possible to dip in and out of it as required. Covering everything – from the day‐to‐day basics of running the library to the role of the library specialist as a teacher collaborator, the long‐term vision of managing the collection and finally equipping the library – the authors ensure that their readers are fully conversant with all aspects of the role they are in or are contemplating taking on. Writing from their own extensive experience, the authors have ensured that their own knowledge is supplemented with that of experts in a variety of fields as well as practising school librarians at a variety of levels. These contributions combine to ensure that the book is pitched correctly to its intended audience without patronising or confusing.

The day‐to‐day basics of setting up and running a library service from the role of the librarian to understanding the way in which a library is organised, with a brief guide to the Dewey Decimal system, as well as circulation policies and management systems are discussed first. Having introduced the reader to these elements of the role the Handbook then moves into a consideration of the philosophies of scheduling access to the library, the staffing of the service and arrangement of the library.

The authors’ text is supported throughout this section with numbered boxes that have been labelled “Sidebar”. Each sidebar provides additional, supporting material that has been drawn from other books or personal experiences of the authors or other contributors. Supplementing this further, there are tables with examples of materials used in school libraries. This supporting text embellishes and clarifies the explanations. It is particularly helpful where the authors are explaining the importance, for example, of having a schedule. The “Sample blended schedule” (p. 43, Table 5.01) clearly shows how busy a week in the library can be and how it is much easier to handle the time by making it clear to staff and pupils alike what the library is being used for at any given time during the week.

After having introduced and explained the basics, the authors move on to explain the role of the librarian as a “teacher collaborator”. By using this job title, they are referring to the fact that much of the work done by librarians will be in collaboration with teachers and bearing this in mind, it is important for the librarian to be fully aware of the standard to which they must work. These standards are both for the school and the library and it is important to be fully aware of them for they cover information literacy and language/reading grades (pp. 76‐7) among others. Knowledge of these standards will ensure that the teaching programme developed will be at the correct level for all students and it will assist greatly in the relationship with teaching staff enabling them to recognise the level of professionalism among library staff. The importance of the way in which teaching takes place and what the focus should be is also considered as well as why continual research is an important part of the librarian's role. Such research could be, for example, to further understand the school curriculum or learn more about developments within the profession.

The long‐term management of the service is considered with suggestions for user surveys and sample collection development plans. The weeding and evaluation of stock are also thought over and provide food for thought for the professional. A useful chapter on budgets provides ideas for librarians about possible places in which to look for funding and the final section on equipment required brings to a close an excellent and highly usable resource. Each chapter has a bibliography of relevant materials so the appendices consist of a list of “National Professional Organizations” that staff may want o make themselves familiar with as well as a longer list of “State Professional Organizations”. Where relevant, contact details and web site information have been included. A brief, half page list of helpful resources is followed by a list of awards and prizes and then a glossary of terms used in the book. Finally, there is an index.

The Handbook is an excellent resource for new and well‐established library professionals, those who are joining existing services or tasked with establishing a service. There is something in it for everyone, with ideas‐a‐plenty for promoting the service and working collaboratively with teachers. Library 101 is a highly usable and useful volume.