speech on role of library in school

Speech on Library Plays an Important Role at School

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Write a speech in 150-200 words on the topic, ‘Library plays an important role at school’. It is to be delivered in the morning assembly. You are Karuna/Karan, Head Girl/Head Boy.

Good morning, Respected Principal, teachers and my dear friends, I Karan, Head Boy, am standing before you to share my views on the topic ‘library plays an important role in school.’

Library occupies a significant place in school and in book lovers’ life. It houses books suited to the interests and aptitude of individuals of different age groups. Not only that, it also includes magazines, periodicals, newspapers. With its calm and tranquil atmosphere it is a special comfort zone to the students who go there to acquire knowledge, sharpen their minds or lose themselves in the fictional worlds of the stories.

At the school library, the students would even find the material, which is not provided to them in the classroom. Here they find an environment which is conductive to the building up of the habit of self-learning. The library is the center of the intellectual and social activities of school. It most certainly has a wholesome effect over the students.

The habit of reading can be cultivated when students get practice in reading, and reading habit in the beginning is made firm when students get the material to read, which interests them and occupies their attention. In the classroom, books that are prescribed may not be sufficient reading material or some students may not be in a position to purchase all books that they want to read, or others may not find books that are of interest to them. A library is the only place, which comes in aid to all.

It is most unfortunate that in a large number of schools, there are at present no libraries worth the name. The books are usually old, out dated, unsuitable, usually selected without reference to the student’s tastes and interests. This situation should be taken care of.

I would like to conclude by saying that the library is an essential instrument for putting progressive methods into practice. It must be utilised well.

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About the Project

School and Public Libraries: Enriching Student Learning and Empowering Student Voices Through Expanded Learning Opportunities

Barbara K. Stripling

Read more about Barbara K. Stripling

I Am  by Brother Poet 

I speak therefore I think,  I think therefore I am,  Being of existence, I am a voice,  A voice in this world that should be heard,  Outspoken yet underspoken,  I have much to say, but nothing to say at all. 

— Reading for Their Life by Alfred W. Tatum (2009)

Our society may have no greater obligation than to ensure that every young person develops the academic, social, and personal attitudes and capacities that will lead to a fulfilling and successful life. Youth follow a journey first to discover and then to develop their own talents, interests, preferences, and personal voice. For some, the path to developing their unique capacities and establishing their distinctive identities and voices is paved with multiple opportunities to read, explore, experience, and pursue interests during the out-of-school-time hours. For others, their voices are stifled by limited access to books, trips, learning experiences, and technology. This lack of access can have dire consequences, leaving our youth with restricted voices and “nothing to say at all.”  

The lack of access is most pervasive for our young people during out-of-school-time hours. The Carnegie Council on Adolescent Development (1992) reported that young people have an average minimum of 1,900 hours of time out of school every year that can be filled by activities of their choice. Libraries, both public and school, have an important role in empowering student learning and voices through expanded learning opportunities after school and during the summer.  

What does the research say about libraries and expanded learning time? 

A major goal of libraries has always been literacy for all people (Lyman, 1977). The impact of participation in library programs and services during afterschool, weekends, and summers is significant. Instead of spending their summer with no books to read, disadvantaged youth who have access to libraries have increased access to books; research has shown that youth who have greater access to books read more (Krashen, 2004). The more that young people read, the better they read (Krashen, 2009). A research study in California found that the number of hours that the school library was open was significantly related to test scores at the elementary, middle, and high school levels (Achterman, 2008). A Massachusetts study found that students at the elementary, middle, and high school levels who have access to afterschool hours in their school library exhibit higher achievement on the state test (Baughman, 2000). In Missouri, research determined that summer reading participation was significantly correlated with achievement on the state test (Quantitative Resources, 2008).  

Expanded learning literacy experiences are particularly important in providing equitable opportunities for learning and reading for disadvantaged youth to prevent the summer slide when, on average, students lose up to one month of instruction, and disadvantaged students lose even more (Cooper et al., 1996). A research brief published by the New York State Library summarizes the critical importance of libraries’ providing rich reading experiences for disadvantaged youth after school and during the summer: “Differences in out-of-school access to books, positive reading practices, and connections with institutions supportive of self-discovery and reading, account for much of the disparity in student academic success” (Balsen & Moore, 2011, p. 2). Two-thirds of the reading achievement gap for ninth graders can be traced to “unequal access to summer learning opportunities” (Balsen & Moore, 2011, p. 1). 

Afterschool, weekend, and summer programming in libraries has positive impacts on communities as well as young people. Many public and school libraries engage the parents in their children’s literacy development through family literacy or parent education programs, including providing parent guides, modeling read-alouds and lapsits, 1 helping parents with their own literacy needs, and guiding them in the selection of books for their children (Dowd, 1997; Cerny, 2000; Kupetz, 1993). Libraries can build their community focus by promoting public discussions (Weibel, 1992), using cooperative and creative play to foster the sharing of cultural practices (Neuman, 1994), and supporting parents who speak a language other than English at home or who have low literacy levels (Celano & Newman, 2001).  

A powerful draw for youth to participate in expanded learning time activities at the library is access to technology. Research has found that higher income children benefit more from access to technology than lower-income children because lower income children are less likely to have strong parental guidance in modeling the use of the computer and, therefore, often resort to simply playing games (Forum for Youth Investment, 2005). The guiding support of a librarian enables all young people to have successful technological experiences. 

What can we learn from examples of library expanded learning  time programming? 

Some libraries maintain expanded learning programming independently, such as the LEAP afterschool program of the Free Library of Philadelphia that is designed to serve low-income youth from 6 to 18 years of age. This is a full-bodied program that includes homework help, access to technology, cultural and educational programming, and even career development activities (Forum for Youth Investment, 2005). The Enoch Pratt Free Library in Baltimore has designed a youth program of community service in which students are trained to work as interns in library branches and learn to conduct library programs for children and youth (Forum for Youth Investment, 2005). Other libraries (both public and school) provide expanded learning programming to youth through partnerships with various community agencies and afterschool and summer programs.  

The Phoenix Public Library’s Teen Central program, for example, partners with a number of city agencies and businesses to provide social support (e.g., a teen hotline) and training in film editing and financial literacy (Forum for Youth Investment, 2005). The After School Matters (ASM) program in Chicago is the result of a partnership among the City of Chicago, the Chicago Public Schools, the Chicago Park District, and the Chicago Public Library. In 2005, this program operated in more than one-fourth of the city’s high schools, offering paid apprenticeships, career exposure, arts, educational enrichment, and a drop-in center (Forum for Youth Investment, 2005). The J. Lewis Crozer Public Library in Chester, Pennsylvania, partners with the 21st Century Community Learning Centers afterschool and summer programs at Chester Community Charter School to sponsor activities throughout the year designed to foster a love of books in children and families ( http://www.chestercommunitycharter.org/21st-century-community-learning-c... ).  

A third approach that libraries have taken to provide expanded learning opportunities is to focus on outreach, especially to the teen community. The Tucson-Pima Public Library has created Teen Centers, offering technology training and career development opportunities, and giving young people the chance to advise the library and provide community service (Forum for Youth Investment, 2005). In New York City, the three public library systems and school libraries have partnered to create a joint summer reading program that includes booklists and activities for all age levels and outreach through an interactive summer reading website (Barber & Wallace, 2006). 

What recommendations will help public and school libraries design successful expanded learning time programs and services and work more effectively with afterschool and summer programs? 

Based on the research and examples of expanded learning time programs in and with school and public libraries, a number of recommendations can be made to enhance the success of such programs. 

Engage the entire community. Encourage a communitywide expectation that afterschool, weekend, and summer programs will work collaboratively with school and public libraries to offer children and youth an engaging set of library-related learning opportunities.  

Form the programs around a youth development vision. Programs should be designed around the principles of youth development rather than the deficit model. Youth development principles include providing youth with choices, ensuring that they have opportunities to develop and express their own voice, strengthening their self-confidence by ensuring that they have successful experiences, providing opportunities for relationship building and socializing with friends, and focusing on learning. 

Commit to funding, staff, and resources. Successful programs are integrated into the regular operation of the library, with a strong commitment to providing dedicated staff, resources, and ongoing funding. Appropriate books, technology, and other resources are important, but most important to participating youth are caring and energetic adults who provide guidance, support, and training and create a safe and welcoming environment. 

Develop partnerships among school and public libraries, community agencies and schools that operate afterschool and summer programs, and businesses. Expanded learning time programs are most successful when they are developed and operated through partnerships because the various entities involved bring different areas of expertise and broader community support. Partnerships with community agencies, especially those operating or coordinating afterschool and summer programs, as well as local businesses, enable school and public libraries to design programs to serve the whole family and to customize aspects to fit the needs and interests of their local community. Programs that reach out to teens as well as younger children often include the teens themselves as partners in operating the program. As a result, teens develop important leadership and collaboration skills.  

Foster innovative thinking that builds on the strengths of all partners. In order to take advantage of the unique strengths of each agency involved in planning afterschool and summertime library opportunities, library and community leaders need to open the lines of communication and creative thinking. Several strategies may help communities establish “innovation zones” where all ideas are welcomed and partnerships are built: Form advisory committees that bring together leaders in school and public libraries, afterschool programs, and community agencies to form plans and design programs; conduct focus groups and town halls to solicit creative ideas from diverse constituencies; provide mechanisms for community organizations to describe and offer their unique programs and expertise; and maintain an active outreach program to solicit new ideas and feedback from potential partners and contributors. 

Provide meaningful activities in structured and welcoming environments. Teenagers enjoy opportunities that are both meaningful and enjoyable and expose them to potential careers, internships, and service to the library or in the community. Afterschool and summer learning programs should therefore be composed of multifaceted, enriching experiences involving reading and sharing, technology, education, the arts, imaginative problem solving, and creativity. By collaborating with youth-serving organizations that offer afterschool, weekend, and summer programs (for example, those that feature the arts, literacy, STEM, or sports and recreation), public and school libraries can add substantive and enriching activities, new expertise, and key resources to the mix for youth. 

Advocate and plan for sustained support. In order to sustain support for expanded learning time programs and services, libraries must implement active advocacy efforts, reaching out to the youth they would like to serve, families in the community, community agencies and partners, local businesses, and government officials with messages about the importance of this programming for the community and the successes that youth have experienced through afterschool, weekend, and summer programs. As part of their partnership, school and public libraries and community-based organizations that offer afterschool and summer programming should align their services, build on each other’s strengths, and promote each other. Library leaders should encourage foundations, local, state and federal officials to expand funding and support to library, school, afterschool and summer collaboration to expand offerings and the number of young people served. 

Conclusion 

Public and school libraries can, indeed, play an important role in providing environments and opportunities for young people to develop their strengths, pursue their interests, and express their own voices. Programs offered by libraries after school and during the summer can help struggling and disadvantaged young people catch up, keep up, and get ahead by giving them rich and meaningful learning experiences during those many hours when they are not in school. Partnerships among all agencies serving youth and their families—public libraries, school libraries, afterschool and summer programs, and schools—build an ecosystem of caring and enrichment that supports high levels of engagement and achievement for our youth. 

For More Information 

For additional examples of the types of expanded learning programs available to youth through school and public libraries, see the following websites: 

Learning Opportunities, Careers  

Chicago Public Library - www.chipublib.org/forteens/teenspoptopics/jobscareers.php  

Grand Island (NE) Senior High - http://www.theindependent.com/news/local/after-school-program-gives-stud...  

Makerspaces in Libraries 

http://www.forbes.com/sites/tjmccue/2011/11/15/first-public-library-to-c...  

http://spotlight.macfound.org/blog/entry/Maker-Spaces-in-Libraries/  

http://theunquietlibrarian.wordpress.com/2012/06/28/makerspaces-particip...  

Denver Public Library: http://kids.denverlibrary.org/fun/afterschool.html  

ASAP Theatre Works: http://www.phillyasap.org/Drama.aspx  

LEAP into Science: http://www.fi.edu/leap/#how  

SciDentity: http://scidentity.umd.edu/  

For two examples of this in action see www.bigthought.org/BigThought/SubNavPages/ThrivingMinds and www.citizenschools.org . ↩

References 

Achterman, D. I. (2008). Haves, halves, and have-nots: Schools libraries and student achievement in California (Doctoral dissertation, University of North Texas). Retrieved from http://digital.library.unt.edu/ark:/67531/metadc9800/m1/1/high_res_d/dis...  

Balsen, K., & Moore, D. (2011). The importance of summer reading: Public library summer reading programs and learning (Research Brief No. 1). Retrieved from http://www.nysl.nysed.gov/libdev/summer/research.htm  

Barber, P., & Wallace, L. (2006). Libraries can serve as key out-of-school time players. American Libraries, 37 (11), 39. 

Baughman, J. (2000, October). School libraries and MCAS scores: Making the connection . Symposium conducted at Simmons College, Boston. Retrieved from http://web.simmons.edu/~baughman/mcas-school-libraries/Baughman%20Paper.pdf  

Carnegie Council on Adolescent Development. (1992). A matter of time: Risk and opportunity in the non-school hours . Retrieved from http://carnegie.org/fileadmin/Media/Publications/A_matter_of_time.pdf  

Celano, D., & Newman, S. B. (2001). The role of public libraries in children’s literacy development . Harrisburg, PA: Pennsylvania Department of Education Office of Commonwealth Libraries. 

Cerny, R. (2000). Family literacy programs: Joint projects of the programs and services departments. Journal of Youth Services in Libraries, 13 (2), 27–29. 

Cooper, J. M., Nye, B. A., Charlton, K., Lindsay, J., & Greathouse, S. (1996). The effects of summer vacation on achievement test scores: A narrative and meta-analytic review. Journal of Educational Research, 66 , 227–268. 

Dowd, F. S. (1997). Evaluating the impact of public library storytime programs upon the emergent literacy of preschoolers. Public Libraries, 36 (6), 346–358. 

Forum for Youth Investment. (2005). When school is out, museums, parks and libraries are in (Out-of-School Time Policy Commentary #9). Retrieved from http://www.forumfyi.org/files/OSTPC9.pdf  

Hartman, M. L. (2011). Out of school and in the library: Connecting with resources in the out of school time (OST) field. YALS 9 (4), 10–12. 

Krashen, S. (2004). The power of reading: Insights from the research (2nd ed.). Portsmouth, NH: Heinemann. 

Krashen, S. (2009). Anything but reading. Knowledge Quest, 37 (5), 19–25. 

Kupetz, B. N. (1993). A shared responsibility: Nurturing literacy in the very young. School Library Journal, 39 (7), 28. 

Lyman, H. H. (1977). Literacy and the nation’s libraries . Chicago, IL: American Library Association. 

Missouri Department of Elementary and Secondary Education, Missouri State Library. (2008). Show me connection: How school library media center services affect student achievement . Retrieved from http://dese.mo.gov/divimprove/lmc/documents/plainenglish.pdf  

Neuman, S. B., & Roskos, K. (1994). Bridging home and school with a culturally responsive approach. Childhood Education, 70 (4). Retrieved from http://www.freepatentsonline.com/article/Childhood-Education/15443839.html  

Tatum, A. W. (2009). Reading for their life: (Re)building the textual lineages of African American adolescent males . Portsmouth, NH: Heinemann. 

Weibel, M. C. (1992). The library as literacy classroom: A program for teaching . Chicago, IL: American Library Association.

About the Compendium

Introduction
I. A Focus on Student Success
II. Expanding Skills and Horizons
III. Recent Evidence of Impact
More Than Just Another "To-Do" on the List: The Benefits of Strong School, Principal, and Afterschool/Community Relationships
Business Leaders: Expanding Afterschool and Summer Learning Opportunities Can Make a Bottom Line Difference
The Afterschool and Community School Connection: Expanding Learning Opportunities and Partnerships
Bringing Universities Into the Mix: New Opportunities for Enhancing Afterschool and Summer Learning Programs
Museums as 21st Century Partners: Empowering Extraordinary "iGeneration" Learning Through Afterschool and Intergenerational Family Learning Programs
Leaf Palaces and Illustration Worlds, or Why the Arts Belong in Out-of-School-Time and Afterschool Programs
Tennis in Afterschool and Summer Programs: A Winning New Model to Expand Fitness and Learning
The Mutual Benefits of Health Care and Afterschool Collaboration
V. Afterschool and Summer Programs as Catalysts for Engaging Families
VI. A Growing Nationwide Infrastructure for Quality, Expansion and Partnerships
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Speech on My School Library

Your school library is a place of wonder and discovery. It’s a treasure trove where books transport you to different worlds. In the next paragraph, we’ll explore its unique charm and importance.

Imagine walking into a room filled with stories, facts, and knowledge. That’s exactly what your school library offers. It’s not just a room; it’s a magical universe of learning.

1-minute Speech on My School Library

Ladies and Gentlemen,

Our school library holds a special place in our hearts. It is a safe haven for knowledge, a treasure trove of books, and a world of imagination. Picture yourself walking into this magical room, filled with books of all kinds. It’s like stepping into a new universe, where every book is a new adventure waiting to be explored.

The beauty of our school library lies in its diversity. Here, you can find books from different genres – adventure, mystery, fantasy, science, history, and much more. Each book is a doorway to a new world, opening our minds to different perspectives and ideas. It is here we learn to appreciate the power of words and the joy of reading.

Our library is not just a place to read books; it is a place of growth. It is here we learn to be patient, as we sit quietly flipping through the pages of our favorite books. It is here we develop a love for learning, as we dig deep into the subjects we study. It is here we learn about respect, as we take care of the books and share them with others.

The library is also a hub of creativity. With every book we read, our thinking expands, our creativity flourishes, and our imagination soars high. It is a place that inspires us to dream, to wonder, to question, and to create.

In conclusion, our school library is more than just a room filled with books. It is a lighthouse guiding us on our journey of discovery. It is a sanctuary where we can seek solace and wisdom. It is a foundation for our growth and development. Let’s cherish our school library, for it is a precious asset, a gift that keeps on giving.

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10-lines on My School Library

2-minute Speech on My School Library

Our school library, the heart of our institution, is a place that paints a thousand pictures in our minds through the power of words. It is a place where our imagination blossoms, and we embark on countless adventures, all within the safety of our school walls.

Our library is a treasure chest filled with a massive collection of books. From captivating fairy tales to exciting sci-fi novels, from historical events to groundbreaking scientific discoveries, it has something for everyone. It is where we learn about courageous heroes, inspiring leaders, and brilliant thinkers who have shaped the world.

Not just books, our library is full of resources like dictionaries, atlases, and encyclopedias that help us understand our lessons in greater depth. With the aid of these tools, we become detectives of knowledge, exploring the vast landscape of learning that lies before us.

Our library is also a place of calm and quiet, a sanctuary that allows us to escape from the bustling noise of the school corridors. It is a place where we can sit in silence, engrossed in a book or deeply pondering the mysteries of the universe. The library provides us with an environment where we can focus, think, and learn without any disruptions.

The library also helps us become responsible and independent learners. It teaches us to respect the resources we have and to share them with others. We learn to take care of the books, to return them on time, and to keep the library clean and tidy. In doing so, we learn to respect the space and the rights of others who share it.

Furthermore, the library is a place that encourages us to expand our horizons. It opens our minds to new ideas, different cultures, and various perspectives. It helps us understand that the world is a diverse place, full of interesting people and exciting possibilities.

Lastly, our library wouldn’t be the wonderful place it is without our librarian. Always ready with a friendly smile, our librarian guides us on our path to knowledge. Whether it’s finding a book, explaining how to use a resource, or suggesting a new read, our librarian is always there to help.

To conclude, our school library is not just a room filled with books. It is an abode of knowledge, a haven of peace, and a workshop for young minds. It plays a key role in our learning and growth. Let’s appreciate this valuable resource, use it wisely, and enjoy the many benefits it offers.

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The importance of having a school library

Chapter Leader Lisa Kent (left) and 6th-grade teacher Charmaine Green-Lewin admire their school's brand-new library at PS/IS 155 in Bedford-Stuyvesant, Brooklyn.

Lisa Kent, the chapter leader at PS/IS 155 in Bedford-Stuyvesant, Brooklyn, has taught there for 22 years. In all that time, the school has never had a working library.

That finally changed this spring, thanks to the school’s current and former principals, community grants and donors, PTA volunteers and the tenacity of art teacher Lisa Ryan. On March 6, the school community gathered for a ribbon-cutting to unveil a library stocked with $10,000 worth of brand-new books.

What will it mean for students and teachers to have access to their school’s own library?

“It’s going to mean everything,” says Kent.

In our politically fraught times, as the rise of social media has made gathering reliable information more challenging, libraries are experiencing a renaissance. In a New York Times opinion piece in September, sociologist Eric Klinenberg declared, “To restore civil society, start with the library.”

Decades of research known cumulatively as the “school libraries impact studies” tell us that schools with strong library programs produce students with better standardized test scores in reading, stronger information literacy skills and higher graduation rates.

This holds true even in schools that have experienced an overall decline in staff or where a high percentage of students live in poverty.

Library impact studies also tell us that school library programs are most effective when certified library media specialists work hand in hand with teachers.

“Library impact studies suggest test scores tend to be higher where administrators, teachers and librarians themselves think of the librarian as a school leader; as a teacher, co-teacher and in-service professional development provider; as a curriculum designer, instructional resources manager and reading motivator,” wrote researchers Keith Curry Lance and Debra E. Kachel in 2018.

But finding space, staff and resources for a well-maintained library can be a challenge. In New York State, regulations require secondary schools — but not elementary schools — to be staffed by certified library media specialists, also called library teachers.

“A certified librarian is someone who’s been certified both as a librarian and as a teacher,” says Nira Psaltos, a librarian at Bayside HS in Queens. “Just like you would see a specific doctor for a specific ailment, a librarian is a teacher who’s been trained and who is coming from a place of expertise.”

Much of what library teachers are trained to do is help students build the information and digital literacy skills they need to conduct research and gather information — especially on the internet. Librarians help students understand how to evaluate information they find online and point them in the direction of resources they can trust.

“We provide knowledge that students need to know about navigating a complex information landscape,” says Michael Dodes, a school librarian who now works as a library operations and instructional coordinator in the city Department of Education’s Office of Library Services. “We focus on three pillars: inquiry, or the process of problem-solving; reading for pleasure and purpose; and social responsibility, or how to use information responsibly.”

Librarians can also be invaluable sources of support to classroom teachers. Librarians can help teachers gather a range of texts to meet diverse student needs. They also work with teachers to spark students’ interest in reading and support students as they evaluate content they encounter in their research.

“Librarians know where the best resources are, they know how to teach and they know how to teach teachers,” says Dodes. “They’re a central point to bringing together pedagogy and resources aligned to students’ needs.”

Most high school libraries are designed to be “open access,” meaning students can visit the library whenever they are free. In addition to the academic resources the library can provide, Psaltos says there’s value in the library as a welcoming space where students can hang out and read for pleasure.

“Every student should have access to the library and the opportunity to go there,” says Dodes. “It’s all about creating a space where students can read, explore information and work with each other.”

The skills students develop in their school libraries — as they learn to compare the merits of Wikipedia with ERIC, for instance — will continue to serve them far beyond the classroom.

“We get information, but we then have to process that information and use it ethically and responsibly — not just in an academic sense, but in a life sense,” says Psaltos. “Social responsibility and who we become as citizens is part of what libraries shape.”

Our Mission

3 Key Roles of School Librarians

While no one can take the place of school librarians, teachers can support students’ literacy skills by understanding librarians’ roles.

Teacher helps student reach library book off a high shelf

In many school districts there’s a push to rebrand, downsize, or eliminate school libraries. The fate of the full-time certified librarian is in jeopardy. As an educator with a library science degree, I care about this issue deeply.

The data is unequivocal: School libraries and librarians are pivotal to the educational and emotional well-being of students. Administrators should make sure that professional librarians are available for students.

Librarians wear many hats, but their role can be broken into three key parts: literacy advocate, resource manager, and research specialist. In the event that your school doesn’t have a librarian, there are ways educators can try to fill in the gaps.

Become a Literacy Advocate

As literacy advocates, librarians make a variety of books accessible to students. They also champion reading, develop strategies to help struggling readers, and draw upon different sources to make reading fiction and nonfiction more enjoyable for students who struggle to read. A classroom teacher probably can never fill all those roles, but there are some strategies any educator can follow to become a better literacy advocate (and you probably do some of these already).

Model reading: I have a big personal library in my room, and I’ll often try to discuss books I’ve read or am reading. Think about showcasing books, and make even a brief book talk a part of your class.

Book recommendations: Try to suggest books that would fit well with the age and interests of the class. Display books on the current topic you’re teaching.

Informal book reviews: Encourage students to share what they’re reading. Maybe they’re reading a book for another class. Ask them to give their opinions about the book to their peers. Respectfully challenge them if their thoughts are ill-defined (e.g., “What makes the characters strong or weak?” or “How could the author have made the conflict more interesting?”).

Read-alouds: Reading aloud helps kids of all ages with pronunciation and fluency. It also allows the teacher a window into how students might be struggling or succeeding.

Reading tips: Recently, I spoke with my high school students about how cell phones can distract us while reading, and I recommended turning them off when opening a book. Little suggestions like that can help students at least think about ways of becoming better readers.

Become a Resource Manager

Librarians manage resources for faculty and students. As the school year gets rolling, it’s easy to forget that there are other teachers in the building who may have effective strategies or resources that could help everyone. In the absence of a librarian, consider becoming the resource manager for your department.

A resource manager doesn’t have to be an official position. It’s someone who collects, curates, and disseminates all the best lesson plans, videos, curriculum, worksheets, activities, and games from their department.

Create a folder and encourage the sharing of resources.
Develop strategies to curate and publicize resources.
Connect: Resource managers from each department can connect with one another periodically to share information. An English teacher may have a graphic organizer that might be perfect for the social studies department.
Designate a location in the faculty room or elsewhere where teachers can place educational materials, such as books.

A few ways to manage resources for students: First, I recommend reaching out to your public library and asking what resources are free. The public library has a plethora of indispensable databases and newspapers that anyone with a library card can access. This may involve a classroom visit by a librarian to get everyone registered.

Second, investigate whether your school or department has the funds to purchase a subscription to a newspaper. Many major newspapers offer digital access for schools.

Third, decide whether purchasing a subscription to a research database might benefit your department. Here is a good beginning list .

Once you have your resources, make sure to organize and present them in a way that students find accessible and intuitive. I sometimes provide digital folders on my learning platform with titles like “Vetting Internet Sources” or “Tips on Writing.”

Become a Research Specialist

Many teachers already are research specialists, skilled in the use of primary and secondary sources, finding quality information, and creating citations. The question becomes: In the absence of a librarian, how do teachers share research knowledge and information with one another?

Maybe you feel very comfortable navigating a particular academic database. Perhaps you have a great list of websites that break down proper citations or a compelling article about using Wikipedia efficiently.

Remember, a librarian collects, curates, and circulates information.

Create a shared folder for teachers to share vetted links on research strategies. Remember to organize this folder in a user-friendly manner.
A great method for sharing research strategies is to produce a short video. I made a 10-minute recording of myself using an academic database and shared it with the staff.

Nothing can ever replace a school librarian. They are crucial to every school, and educators must stand up for them. As their numbers decrease, however, teachers from every field can step up and fill in the gaps.

Elementary Librarian

Library lesson plans and ideas for the school librarian. Lessons incorporate Common Core and AASL standards.

The Evolving Role of School Librarian

Does your district recognize the need for evolving school libraries?

As I've w ritten before , I believe school libraries are more relevant today than ever before... IF they are evolving to meet the needs of 21st Century students. I love this quote from the Mediamorphosis website , "The library, as we once knew it, may no longer be relevant. School librarians, as we once knew them, may no longer be relevant. And, yet, this is undoubtedly the most exciting time in history to be a librarian. For the first time in history we are moving from a time of information scarcity to one of information abundance." I could not agree more.

I also love this article about school libraries from the National Association of Independent Schools, especially the "What's Hot, What's Not" table. I feel like many of today's library debates turn into a finger pointing game. Some librarians want to blame districts for a lack of support, and some districts see librarians as unwilling to change what they've always done. I think it's important that neither side "win" the fight. Students should be the winners here, and that means everyone is going to have to bend a little.

For districts, that means librarians are going to need time for collaboration with teachers, time (and funding) for meaningful and relevant professional development, and up-to-date technology tools. For librarians, we have to forget about the way things were done in the past and be willing to change our instruction to help students navigate an information world that is constantly changing. This may seem like an uphill battle, but it is truly the key to school library success in the world we live in today.

5 Simple ways to make your library the heart of the school

1. Communicate regularly with students and parents. If you have a special event coming up, make sure everyone knows about it! You can send a note home, put it on the school website and/or social media pages, or use an automated call system. I share some ideas about communicating with parents in this post .

2. Find time for collaboration, even if it's passing by another teacher in the hall. Check out this post for more ideas.

3. Make an effort to involve your administration in library-related activities. Did your students create a cool Prezi or FlipSnack ? Invite your principal in to watch the presentation! Better yet, involve your principal in fun reading incentives, like one where students were given a piece of tape for meeting a reading goal and used it to tape the principal to a wall! Local news outlets love these stories, which could give your school library some free positive publicity!

4. Keep displays current, and think outside the library! Find out if there's an unused bulletin board out in the school building, or if that's not possible, decorate the outside library door. These displays remind students of the library even when they're not inside it.

5. Help students stay motivated by offering various incentives throughout the school year. You could offer 10 minutes of extra recess to the class with the fewest late library books, or popsicles for the class with the best behavior for the week. Check out this post for more ideas on behavior management in the library . I like to offer incentives because it reminds students of the library even when they're not there.

How do you make your library the heart of your school? Share your ideas with others in the comments!

July 14, 2021 at 6:03 pm

I like to make my space ‘magical’. Always changing displays, colourful and lots of lights. See my imagaes on Instagram ’coloursofourlibrary’. Student say our library is their ‘happy place’ as I work in a low socioeconomic area. Lunch times the library is packed! Also graphic novels and literacy activity stations for those reluctant readers who don’t even realise they are reading works well for me.

July 8, 2018 at 10:56 pm

I am an elementary school librarian, and I sincerely feel that the biggest part of my job is getting kids excited about reading. I have a very accessible library where kids can check out books almost any time. I read kids books so that I can suggest books for my students. I do my best to make library fun. My 4th grade teachers do a whole term around Harry Potter. I carry that over into the library. At the beginning I start with a HP reader's theater. I make a laminated HP bookmark for each 4th grader and the teachers let me give out house points. If I catch a student using their bookmark I give them 5 points, if they are using it in a Harry Potter book they get 10 points. I also did Harry Potter centers this year. They could have their picture taken with a Sirius Black wanted poster and I turned them into baseball cards they could keep. They could pick their own patronus as well. The most popular center was the magic wand. Using wooden dowels and hot glue my family and I created over 110 magic wands that the kids then painted at school. They loved it! My favorite activity this year was my Valentine's "Speed Dating" and"Blind Dates". I did this activity with my 5th/6th graders. I decorated my library to look like a restaurant with tablecloths, bud vases with a rose, placements etc... I used cheap plastic tablecloths, most of the vases were donated, and the placemats were printed on paper to look like a table setting. Each table was a different genre. At each place setting was a book from the corresponding genre. The kids chose a seat and then had 2 minutes to "get to know" their book. At the end I had a "Rate Their Date card. I used emojis and they could circle Love at first sight, Hmm, maybe, or Not my type. They rotated through the tables three times. After this activity I had a table full of "blind dates", books that I had wrapped with only a teaser clue on the front. They could check out a blind date but they had to commit to reading one chapter and they couldn't open their date until they got back to class. The kids loved it and I will continue it every year for my older grades. For the past two years I have also held a writing contest. I make copies of every story entered and they become an official part of my library collection. I time it to conclude with my spring book fair and use my Scholastic Dollars for prizes. The kids rarely get to write for fun anymore but I have some kiddos with amazing imaginations and this is a good outlet for them. I am lucky that I have a decent budget and a supportive principal. I love Carmen Deedy's quote, "The library is the heart of the school". That is my creed. I'm trying my best to make my library welcoming and a place the kids want to be.

February 19, 2018 at 12:51 am

The library is open during most morning recesses and at lunch. There a cabinet full of Legos, checkers, Kinex, and card games the kids can use at recess. There are art supplies out on a shelf (no paint or pastels) so kids can come color or draw. This has become more popular as there are no formal art classes. On Tuesdays at lunch recess is Games Club, there are board games, legos, etc. It was designed by the counselor to help kids who were quiet or didn't have many friends find a safe welcoming place to connect. It is popular with all the kids. I started a coding club this year, along with the district director of digital instruction. It meets once a week and the library is closed during lunch recess for this. About 17-20 kids come regularly and we work in Scratch learning coding. We have completed 2 projects, are planning a third. The kids work on the Macbooks that we have in the library. (I have Macbook cart with 30 computers for library use). The kids are allowed to play computer games (school approved)at lunch recess on the desktops. I also put up a weekly trivia question and the kids can win a box of Red Vines if they are chosen the winner. The topics are all over the place, most they can look up on the computer, occasionally they have to find a book or a dewey designation. It is very popular. I post all the questions and the winners name on a wall. The library is open before and after school so it draws kids needing to finish homework or a project. It helps that the counselors office is attached to the library. She is a warm sunny person who also draws the kids in. My collaborations with teachers are sometimes the pass in the hallway but end with a good result. We also connect and collaborate through Google sharing, since it is not always possible to meet face to face. I have book suggestion bucket on my desk so students can request books we don't currently have. The kids like having some input into our book choices. Our space has NO windows so I have tried to decorate it and make the displays as colorful and engaging as possible. Most kids say the library is their favorite place in the school. (our school is a k-8 Title 1 school)

August 2, 2017 at 9:35 am

Remind is a great service for getting messages out to parents and families. I use it to send reminders to return books, as well as upcoming events happening in the library or at the school in general. I send reminder texts out over the summer to remind students to head to the library for summer reading!

July 20, 2018 at 8:44 pm

Is there an easy way to add all students at one time or do you add them individually to Remind? Thanks!

July 6, 2017 at 9:59 am

This past school year was my first as a librarian...all my principal asked was to make the library more flexible and he wanted to see change. We implemented free flow time outside of scheduled library time, piloted a small Maker Space, and facilitated Battle of the Books teams and competition. Students could enter a contest for turning in books on time...if their name was drawn the got a class pass to the library...for a scavenger hunt, reading in the dark with finger lights or celebrity read aloud with popcorn. I also started a library and Maker Space blog on Seesaw ...a safe school technology. The result was what I call the "loud library"! There were ALWAYS students in the library and teachers utilized it for positive reinforcement... i.e. whole class MakerSpace reward for everyone turning in homework for a certain amount of time. It was a great year and I look forward to next year...we will implement more student- led technology such as book reviews with QR codes, recorded book read-aloud on Seesaw etc. Libraries rock!

Worth more than I paid!

All the work is done for me, my students are engaged, my principal was impressed.

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Home › Blog Topics › Advocacy/Leadership › Lessons Taught and Lessons Learned: School Library Students Share

Lessons Taught and Lessons Learned: School Library Students Share

By Jennifer Sturge on 01/28/2020 • ( 1 )

tan background with two pieces of paper and a picture of the Maryland flag. Image reads, lessons taught and lessons learned school library students share and to do: collaborate, evaluate, advocate

Learning about School Librarianship

This fall, I was privileged to be able to work with amazing students at the University of Maryland’s iSchool as an adjunct professor in their college of information science. I taught one of my favorite courses, which centers around the nuts and bolts of being a school librarian. While I was teaching these amazing graduate students, they were reminding me through their ideas, assignments, and optimism of why I am a part of this profession and how important school libraries are to a school community. Honestly, in many ways, I am pretty sure I learned as much from them as they did from me. I am humbled and more than grateful to have had the opportunity to be their professor.

In this blog post, I wanted to address what became the class final assignment. AASL published new standards in 2018. In the standards book, AASL relates the new standards to the previously adopted 5 roles of the school librarian: teacher, information specialist, instructional partner, program administrator, and leader. We spent the semester exploring the new standards through the lens of these 5 powerful roles of school librarianship. For a final project, my students were asked to design a podcast, a video, a presentation, or a blog post that intertwined the roles, the standards, their thoughts, and their future careers.

Falling in Love All Over Again

What my students presented to me was honestly something that made me fall in love with our profession all over again, and I wanted to share some of their thoughts with you. I have asked 3 of my students if they would be willing to share what they wrote for their blog post assignment. I would love to share every single project, but this post would be 50 pages long! What follows below is the incredible work of Tina Hughes , Jennifer Pruitt, and Christina Talcott . With their permission, I’m going to share some excerpts from their blog posts here and one very catchy video link.

What Do School Librarians Do?

Jennifer Pruitt had this to say:

What exactly do school librarians do in 2019? Perhaps you’re considering becoming a school librarian yourself or maybe you’re already working in education and are just curious to learn more about what exactly the SL’s role is—or could be—in today’s educational communities.

Regardless of the nature of your interest or level of investment, you should know it’s an exciting time in the world of school librarianship! While it’s likely that you already have a few preconceived notions about this role, it’s important to get the facts, look to research, scan the market, and talk with school librarians to get a fuller understanding of how this profession has shifted over the last several decades. I think you’ll be surprised to discover how comprehensive and integrative the role of the school librarian can be, and how capable and willing trained SLs are to assist teachers and students in their instruction and learning, respectively.

In 2019 school librarians do much more than simply organize collections, check-out books and manage the physical space that is the library. They, of course, still do all of those things, but now, even more is required (and possible!) of this position. This shift is due to advances in technology, the evolution of information, changing demographics and new emerging areas of practice (Cohen et al, 2019); school librarians’ days are comprised of a much greater range of activities than 30—or even 10—years ago. Likewise, this professional skill set has expanded to better serve the unique needs of today’s learners and to encompass the educational opportunities now available.

As an emerging SL, it was this dynamism that first drew me to this profession and continues to excite and inspire me as I complete my graduate coursework. SLs are an integral component of the school community and are in a unique position to assist, teach and monitor the development of vital skills necessary to tackle the demands of today’s information and technology rich world. Apart from these practical skill sets, librarians are also able to build collections and spaces that are inclusive, representative and inspiring for their students. In essence, they are able to see their students and communities holistically and are positioned to build partnerships and create programs that address the unique assortment of needs and interests.

After reading this excerpt from Jennifer, it’s easy to see why the role of the school librarian is integral to the success of school communities! Jennifer encapsulates the role of the school librarian so beautifully: “They are able to see their students and communities holistically and are positioned to build partnerships and create programs that address the unique assortment of needs and interests.” What other job does that like school librarians? None!

Tina says “Advocate!”

Advocacy has long been a component of school librarianship. As librarians, we advocate for our programs, our materials, our students, our teachers, our profession. Tina Hughes had this to say about advocacy:

Advocacy is essential for a school librarian not only to keep her funding, but to be able to promote her programming and to keep her library fully meeting the needs of the school. If a librarian advocates well, she becomes a leader in her community as everyone knows to turn to her and her space to meet their needs.

Advocacy is especially important to a librarian to be able to fulfill her teacher and instructional partner role. What fundamentally separates school librarians from other librarians, and what likely appeals most to you when you chose to pursue this career, is the opportunity to teach students. We all know there is an educational achievement gap in this country and school librarians have a unique opportunity to help reduce this gap by teaching literacy and information literacy skills to all students.

What I love here is that advocacy and instructional partnerships are intertwined! Truly, to be an effective instructional partner, you must advocate for your students and what you know the library can bring to their learning. Tina continues the conversation by also addressing the importance of leadership for the school librarian.

Being a Leader

A school librarian must be a leader. This role is essential as she needs to be a leader and positive role model for the students, but it goes so much further than this. A school librarian must be a leader not only to students, but to the faculty, and to the greater community. The physical library is the center and, hopefully, heartbeat of the school. It is a safe, stimulating place for students before and after school, during class times, and during lunch. As much as it is for students, it is also for teachers to come in to pursue professional resources, administrators to hold meetings, school groups to run additional programming, and a variety of stakeholders to display student work or other valuable collections. She must join the instructional leadership team to promote the school’s vision across the school’s student population. In so doing, she must also share what her library is doing to promote this vision with the community.

How powerful is that? Pretty powerful, if you ask me. It reminds me of Spiderman and the quote “With great power comes great responsibility.” It is the responsibility of the school librarian to be a leader in their building and beyond.

Watch and Smile!

To round out this post, I want to share a Powtoon video that Christina Talcott created for her final assignment. Personally, I feel that she nailed it perfectly. Here’s the link: https://www.youtube.com/watch?v=a8ifXnMB2bQ&rel=0 . Check it out! It is worth a few minutes of your day and will bring a smile to your face.

Final Thoughts

Finally, I want to give a great big shout out to my 741 Fall 2019 students. You know who you are! You are amazing, you are wonderful, and you are going to do great things.

How are you fulfilling the multiple roles of the school librarian? Share in the comments below.

Author: Jennifer Sturge

Jennifer Sturge is a Specialist for School Libraries and Digital Learning for Calvert County Public Schools. She has been an educator and librarian for 28 years and is always looking forward. She is a member of ALA and AASL,was the 2020-2021 President of the Maryland Association of School Librarians for 2020-2021, a 2017-2018 Lilead Fellow, and Chair of the AASL Supervisor’s Section of AASL..

Why are libraries important? Here are 8 good reasons

As part of National Library Week, the American Library Association released its annual State of America's Libraries Report on April 8.

The report doesn't gloss over the fact that 2023 was a difficult year for many libraries, especially in light of a record number of book challenges. In her introduction, however, ALA president Emily Drabinski reminds us that librarians serve a higher purpose, and that for community members of all walks of life, libraries matter:

As we continue to work together toward the better world we all know is possible, let’s remember that we are all in this together. Across party lines and across the political spectrum, the vast majority of people love their libraries for the ordinary and extraordinary work we do each day: connecting people to reading and resources, building businesses and communities, expanding literacy across the lifespan, and making great Saturday afternoons.

With that in mind, let's take a look at eight reasons why libraries — not just the local public library, but school and academic libraries too — still matter to the communities they serve.

National Library Week highlights the role of libraries in our digital age

Public libraries are critical social infrastructure

Unlocking potential: utilizing library space for community engagement and recreation

1. Access to information

One thing that makes libraries essential is that they provide free access to a wide range of information resources, including books, databases and digital platforms such as PressReader , which features thousands of newspapers and magazines from around the world. This is particularly important for community members who may not have internet access or cannot afford to purchase books or other resources.

As the ALA reports, two U.S. lawmakers consider the countless resources offered by school libraries in particular to be of such great importance as to warrant legal protection. In 2023, Sen. Jack Reed (D-RI) and Rep. Raúl Grijalva (D-AZ-03) reintroduced the Right to Read Act in the Senate and House of Representatives respectively.

If passed into law, this bill would ensure every student has access to an effective school library staffed by a certified school librarian and provide a vital infusion of funding for school libraries.

2. Promotion of literacy

Libraries play a vital role in promoting literacy and a love for reading. They offer programs and resources for children, adults, and families to improve literacy skills and encourage lifelong learning.

Literacy rates are important for anyone interested in getting an education or generally participating in society — not to mention enjoying a good novel — the ability to read is also intrinsically tied to economic development .

Literacy rate (in particular, early literacy) and mean education level are both indicators of economic development . Elevated levels of early literacy improve the quality of child care and academic success. Literacy makes a significant difference later in life too by contributing to a greater workforce participation level.

3. Community hub

The local library serves as a community hub where people can gather, interact and engage in various activities. They host events, workshops, book clubs, lectures, and other programs that bring people together and foster a sense of belonging and community.

In recent years, few people have been as vocal in their support for public libraries as Eric Klinenberg.

The Helen Gould Shepard Professor in the Social Sciences and director of the Institute for Public Knowledge at New York University, Klinenberg is also the author of Palaces for the People , in which he advocates passionately for social infrastructure as a means to fight inequality, polarization and the decline of civic life.

In his book , Klinenberg reports on the important role that schools, parks, playgrounds, athletic fields, churches, community centers and barbershops play in keeping citizens engaged. He says it's the public library, however, that has the greatest potential for connecting people.

In an article he wrote for his publisher's website , Klinenberg noted the following:

During my research, I learned that libraries are not only important for providing books, films, internet access, and other vital information, but also for ensuring a neighborhood’s vitality and promoting stronger social ties. Palaces for the People— a term I borrow from Andrew Carnegie, the great sponsor and champion of libraries around the world—reports on all kinds of surprising programs one finds in modern libraries: virtual bowling leagues for older people who might otherwise stay home alone; early literacy programs for bilingual children and families that can’t afford books; karaoke sessions where children with disabilities sing along with elders who are looking for meaningful daily activities; morning tea-times for unemployed men who are striving to find dignity and respect.

4. Digital inclusion

One of the vital roles that public libraries play is in bridging the digital divide , which refers to the gap between those who have access to technology (including broadband internet connectivity) and those who do not.

In 2021, United Nations Deputy Secretary-General Amina Mohammed warned the UN General Assembly, “As the world becomes more digitally dependent, it threatens to exclude those that remain disconnected. Almost half the world’s population, 3.7 billion people, the majority of them women, and most in developing countries, are still offline.”

Even in more developed countries such as the U.S. and Canada, this digital divide persists, particularly for low-income individuals, seniors and residents of rural communities. Fortunately, by offering a range of digital devices and services, local libraries can help visitors access tech tools, improve their digital literacy and computer skills, get on the web and learn to navigate the internet safely.

5. Preservation of culture and history

One way academic and public libraries serve their communities is by preserving cultural heritage and historical materials for future generations. They collect, catalog and maintain rare books, manuscripts, archives and other valuable resources that contribute to our understanding of the past and enrich our cultural heritage.

For libraries in many communities, as we noted in a recent blog post, a commitment to preserving and promoting Indigenous languages is part of an overall mission to reflect and represent the diverse nature of the patrons they serve.

6. Support for education

According to the American Library Association website , "As champions of lifelong learning, libraries are a place to quench curiosity, access technology and explore new ideas, hobbies and careers."

Libraries support formal education by providing resources, research assistance and study spaces for students of all ages. Some branches may also offer tutoring, homework help and educational programs to supplement classroom learning.

7. Equity and inclusion

Libraries promote equity and inclusivity by offering resources and services that are accessible to everyone, regardless of socioeconomic status, age, ethnicity or ability. They strive to create welcoming and inclusive environments where all members of the community feel valued and respected.

According to the ALA's State of American Libraries Report, Penn State University Libraries launched three sensory rooms at its Berks, Brandywine, and University Park campuses in 2023 to support student wellness and belonging through the libraries’ LibWell initiative:

The rooms are designed to provide a safe, inviting space for neurodivergent students who may struggle in traditional study spaces. They are equipped with noise-reducing chairs, specialized lighting, yoga mats, weighted lap blankets, and other features to help reduce stress and anxiety. These sensory-sensitive elements are particularly helpful for students with autism, attention-deficit/hyperactivity disorder, dyslexia, and post-traumatic stress disorder.

8. Information and media literacy

Libraries play a crucial role in promoting information literacy by teaching people how to find, evaluate, and use information effectively and ethically. They offer instruction and support in research skills, critical thinking, media literacy and digital literacy, empowering individuals to navigate an increasingly complex information landscape.

We tend to think of media literacy as a set of skills that are crucial for children and young adults as they grow up in a media-saturated world. It turns out, however, that older generations are also at risk.

If they lack the techniques necessary to spot misinformation online, as McAfee points out , “Older adults can easily fall prey to scams, conspiracies, hoaxes, and false news stories online.” McAfee cites a 2019 study out of Princeton and NYU, which found that, prior to the 2016 election, Americans over 65 were seven times more likely than those under 29 to post articles from fake news domains.

As the New York Times notes, “in a digital age, media literacy also includes understanding how websites profit from fictional news, how algorithms and bots work, and how to scrutinize suspicious websites that mimic real news outlets.” 

The bottom line is that people of all ages could use some help learning techniques to identify so-called “fake news”. Librarians can help stem the tide of online disinformation by including instruction in information and media literacy in their digital-skills programming.

It's just one more way that, more than ever, libraries still matter.

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Libraries Transform: The Expert in the School Library: School Librarian Advocacy Resources

AASL National School Library Standards
PSEL Rubrics
Resources for PSEL Competencies
Articles Aligning 11 PSELs to AASL Standards
Communicate Your Expertise
School Library Infographics
General School Librarian Competencies / Dispositions
School Librarian: Value
School Librarian: Measurables
School Librarian Collaboration with other library types
School Librarian Leadership
School Librarian Advocacy Resources
Committee Membership / Background and Charge

AASL Position Statements

AASL offers these position statements as benchmarks or reference points for practitioners and school library administrators who are working to build campus and district programs of excellence. These include 3 posted new in 2019 to further clarify excellence in school libraries as we work to participate in ESSA planning as well as other funding and staffing plans. American Association of School Librarians. " Appropriate Staffing for School Libraries ." Revised 22 June 2019. PDF file. " Definition for Effective School Library Program ." 11 November 2018. PDF file. " ESSA Updates ." KnowledgeQuest. ALA/AASL, n.d. Web. 1 Aug. 2016. " Instructional Role of the School Librarian ." 25 June 2016. PDF file. " Position Statement on Diversity in the organization ." 8 Jan 2011. PDF file. " Position Statement on School Library Scheduling ." Revised June 2019. PDF file. " Position Statement on the Role of the School Librarian in Reading Development. " AASL. ALA, n.d. Web. 1 Aug. 2016. Revised 9/1/2010. " Position Statement on the School Librarian's Role in Reading ." AASL. ALA, n.d. Web. 1 Aug. 2016. Revised 9/1/2010. " Preparation of School Librarians ." Revised 25 June 2016 . PDF file. " Role of the School Library ." Revised June 2019. PDF file. " Strategic Leadership Role of School Librarians ." 24 June 2018. PDF file.

AASL Advocacy Toolkits

AASL also offers Toolkits that gather resources and method suggestions to advise campus librarians and their communities as they work to strengthen campus and district school libraries. " Parent Advocate Toolkit ." AASL. ALA, n.d. Web. 1 Aug. 2016. " Toolkit for Promoting School Library Programs ." AASL. ALA, 2015. Web. 1 Aug. 2016.

Advocacy Infographics

Infographics offer school library advocates and the larger community great tools to explain what we do and why we work so hard in support of our students.

AASL. " School Librarians Transform Learning ." American Libraries. Sept/ Oct 2014. PDF file.

AASL. " Strong School Libraries Build Strong Students ." 2013. PDF file.

Everhart, Nancy. " 100 Things Kids Will Miss if They Don't Have a School Librarian in Their School ." 2013. PDF file.

Hand, Dorcas. " Advocacy Pyramid ." Sept. 2015. PDF file.

We Need Librarians More Than Ever

School Library Advocacy Videos

Does Your School Have a Teacher Librarian?

Libraries in the Internet Age

School Libraries: Welcome to the 21st Century Classroom

Students need Li braries i n HISD

Promoting Your School Library

School Libraries Matter: The Changing Role of the School Librarian .

Teacher Librarians at the Heart of Student Learning

Advocacy Articles & other Resources

This variety of articles offers advocates both data and methods to demonstrate to administrators and communities why school libraries matter. ALA. " School Libraries: College and Career Readiness = Reading Rigor ." State of America’s Libraries Report, 2015. ALA, 2015. Web. 1 Aug. 2016.

Barack, Lauren. " Study Ties College Success to Students’ Exposure to a High School Librarian ." Digital Shift . Library Journal, 20 Sept. 2014. Web. 1 Aug. 2016. Johns, Sara Kelly. " What Can Teacher-Librarians Do to Promote Their Work and the School Library Media Program? Offensive Formula P+M=A ." Teacher Librarian , Dec. 2008; 36,2; p.30. Kachel, Debra. " Inviting Legislators into School Libraries ." Cover Story. InfoToday , Mar.-Apr. 2011. Web. 1 Aug. 2016. Kachel, Debra, editor. " School Library Advocacy LibGuide . " Antioch University - Seattle LibGuides. Lamb, Annette, and Larry Johnson, eds. " Advocacy: The Teacher Librarian as Advocate ." The School Library Media Specialist . eduscapes , n.d. Web. 1 Aug. 2016. Library Research Service. " School Libraries and Student Achievement ." 2013. PDF file. Little, Hannah Byrd. " Four Steps to Self-Advocacy ." KQ . AASL , 7 Oct. 2015. Web. 1 Aug. 2016. Moran, Mark. " Young Learners Need Librarians, Not Just Google ." Forbes. Forbes, 22 Mar. 2010. Web. 1 Aug. 2016.

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October 30, 2019 Vocab Gal , ELA PD - Literacy , ELA K-5 , ELA 6-8 , ELA Resources - Tip Sheets , ELA 9-12 , ELA PD - Leadership , ELA PD - Other , ELA PD - Vocabulary , ELA Focus - Grammar , ELA Focus - Vocabulary

Role of librarian in schools –seven ways they can help teachers, coaches, & admins, by: vocab gal.

In this article, we'll explore the diverse role of librarian in schools, how librarians can support instruction, and the school library resources often overlooked by teachers, principals, and administrators. Plus, I have a free printable tip sheet that outlines seven ways librarians can help in curriculum planning.

The Role of Librarian in Schools

Having become a teacher librarian myself serendipitously when our school librarian quit, I have learned a great deal from the other side of the checkout desk. I now interact with many more teachers, literally drink the Koolaid, okay really tea, the administrators are serving, and have discovered so many resources I didn’t know our school had.

I’ve realized that librarians are teachers, too, and they have time, money, and knowledge to help teachers, coaches and administrators in their myriad of tasks. Neil Gaiman stated, “Google can bring you back a hundred thousand answers. A librarian can bring you back the right one.” We can do that, and so much more!

Librarians are teachers, too, and they have time, money, and knowledge to help teachers, coaches and admins in their myriad of tasks.

Librarians can provide valuable research instruction, aid significantly in content alignment, create classroom libraries, and provide alternative reading materials for students. Furthermore, librarians can help teachers create projects, special events and even bring in authors-all you have to do is ask!

Download the Let the Librarian Do It! Tip Sheet and share the seven ways the librarian can help faculty at your school with curriculum planning and implementation!

7 Ways the School Librarian Can Help

1.) librarians can provide research instruction.

I desperately want to help make research easier for all teachers and students and would love to teach research all the time, to all of the classes. However, many teachers are anxious about giving up time and control in their classrooms and also worry about looking ignorant in front of the students and/or librarian.

Most librarians don’t judge—they just help! If teachers and coaches provide set parameters about what skills should be taught and a project’s time frame, most librarians will do all the work! I know many librarians who will grade annotated bibliographies and works cited pages, too.

If teachers and coaches provide set parameters about what skills should be taught and a project’s time frame, most librarians will do all the work!

2.) Teacher-Librarians Can Improve Content Alignment

Bringing a certified teacher-librarian into curriculum meetings can improve content alignment drastically as s/he is able to provide instruction to all students! Administrators and coaches who can tap into a librarian’s ability to provide literacy and research instruction can significantly impact student improvement throughout a grade level. Again, the value of the librarian cannot be overstated, as s/he has the time to present the same lesson to all students and the consistency of that instruction makes a huge difference to student learning.

3.) Help Teachers Build Their Classroom Library

I am still astounded by all the money I spent on my classroom library when the same books were on the shelves of our school library, and I just didn’t take the time to bring down my students. Now, I had good reasons for not wanting to send individual students to the library when many of them would circle the school a few times before sauntering into the library and then failing to check out a book. I knew I couldn’t personally hand select books for students in the library if I was also expected to be monitoring the daily independent reading in my classroom.

4.) Enrich Curriculum With Author Visits

Having students meet authors is one of the best parts of being a teacher librarian. I geek out as much as students do about the fantastic people and the stories they create. However, as a teacher I didn’t have enough time to deal with all the logistics of an author visit, nor was I able to get funding easily.

The school librarian often has a budget that can be tapped for author visits, and can often partner with the public library to co-host events and bring authors to your school as well as to their library [1] . Let your librarian provide these unique opportunities and make suggestions on how they can work with the initiatives and books you are already establishing and promoting.

The school librarian often has a budget for author visits, and can partner with the public library to co-host events and bring authors to your school.

Hosting an actual author brings a different level of enthusiasm for the book or theme a teacher or school is focused on, and students remember the visit and the messages long after the exciting day has come and gone.

5.) Promote Audiobooks To Improve Literacy For All

I’m always encouraging our staff to read, but, recognizing the multiple demands put on every member of our building, I have been promoting the use of audiobooks as an alternative to sitting and reading. Staff from our custodian to our principal have embraced this alternative story delivery concept and can now begin to keep up with titles read by students and adults. Research shows that schools where adults are actively reading every day promotes literacy far more effectively than those schools that emphasize reading worksheets.

I have also promoted audiobook usage to our students, and several students who claimed never to have read any of their assigned reading, actually were able to complete their readings because they didn’t have to sit down in order to complete the task. The audiobook-positive culture being created allows students to embrace reading and literacy, no matter what their lexile level, and they actually make major strides in reading instruction when the audio and visual book media are paired.

6.) Execute STEM/STEAM Activities in the School Library

The “Makerspace” movement in libraries has been gaining STEAM (pedagogy pun), and most schools have unique items that can make individual projects come alive. Teachers can work with the school librarian to brainstorm STEAM projects, and also have the librarian help execute the activities.

Two years ago, I downloaded the free app Stop Motion that creates stop motion animation movies. The Spanish Two students made brilliant movies using old toy figurines and Legos to communicate their knowledge of verb tenses and family vocabulary. I also have an entire drawer full of old CDs and keyboards to take apart, scrap fabric, and all kinds of goofy odds and ends that can inspire students’ creativity. These are great resources for teachers to utilize when executing STEM/STEAM activities.

Teachers can work with the school librarian to brainstorm STEAM projects, and also have the librarian help execute the activities.

Finally, the school librarian can help monitor students, be another set of hands to help students with their projects and, overall make an open-ended project less intimidating for educators and students.

7.) Provide Space for Events and Final Projects

As a teacher, I always wanted a unique space for our final projects and celebrations. I often asked my librarian if I could host my events in the library, and she always said yes. I, however, was one of the only teachers to do so. I encourage the library to be used in as many ways as possible; I hosted the NCTE African-American Read-In, TedX talks, Socratic Seminars, the Battle of the Books competition, and more for various teachers this past year.

The library is a welcome, inviting, playful, and scholarly space that shows students that their work is meaningful and their discussions are worthy. Don’t forget to just use the space whenever you can to change up the atmosphere for your students.

So look no further than your school or local library for the extra time, money, and (audio)books that you need. From providing classroom libraries and content instruction, to offering project materials and a beautiful space for events, your librarian is a vital part of your school and should be utilized whenever possible.

[1] Local bookstores also have ways of bringing authors to schools, so I encourage you to befriend the bookstore owners in your area!

Essay on My School Library for Students and Children

500+ words essay on my school library.

A school library is a structure within the school that houses a collection of books, audio-visual material and other content that serves common use to meet the educational, informative and recreational needs of the users. The chief objective of libraries is to meet the academic needs of the particular educational institution which it serves. Besides serving students in their studies and teachers in their research school, libraries aim at creating interest in reading amongst the students who get the best of resources and environment here.

Types of Books

The types of books we can have access to in school libraries are fiction books , non-fiction books, reference books, literature books, biographies, General Knowledge books, Fables and folktales, cookbooks and craft books, poetry books, books in a series, and wordless books.

Get the huge list of more than 500 Essay Topics and Ideas

Importance of School Librar y

It provides us with quality fiction and nonfiction books that encourage us to read more for pleasure and enrich our intellectual, artistic, cultural, social and emotional growth. The ambiance of the school library is perfect for learning without getting disturbed.

This makes it easy for us to learn and grasp faster. It provides teachers the access to professional development, relevant information and reference material to plan and implement effective learning programs.

Thus. School library is helpful to every member of the school community whether its students, teachers or any other staff member. It helps gain skills and knowledge for personal development .

School library has a positive impact on the academic performance of the students. It helps us develop the overall skills necessary to succeed in the modern-day digital and social environment. It is important to develop the habit of visiting the library regularly.

Role of a School Librarian

Librarian has an important role to play in the effective functioning of the school library. Librarian has the essential skills to guide and support the library users learning, and help them develop into independent readers and learners. School librarian mainly performs the role of a teacher, information specialist, instructional partner, and program administrator.

Librarians are not merely the caretakers of books anymore they are the consultants, information providers, instructional readers, curriculum designers, and teachers. They can help students in achieving their goals.

The setup of the libraries has also changed into more like classroom setup. The role of the school librarian is to empower others with resources, information, skills, and knowledge and establish flexible learning and teaching environment .

School librarian is like teaching staff and has a vital role to play in supporting literacy and impact students’ learning in a positive way. School librarian supports the learning of the students and helps them develop into efficient independent learners and readers.

Library and Education are Interrelated

Education and library are interrelated and fundamentally co-exist with each other. Education is the process of gaining knowledge, values, skills, habits, and beliefs. It is the social process in which children are subjected to the influence of the school environment to attain social competence personnel development.

Education is the outcome of the knowledge and experience acquired. Library, on the other hand, is the source and storehouse of knowledge, information, and resources vital for the leap in the advancement of knowledge. Libraries enhance the cause of education and research.

A library plays an important role in meeting the growing needs of people in literacy. The library is essential for self-education, a means of information and knowledge. Education is the complex social process of gaining knowledge and experience formally. In involves a system used for the development of the students. Library provides spiritual, inspirational, informative and interesting reading experience.

The library facilitates each student with access to essential resources and learning material for a smooth learning process. It plays a vital role in a student’s life. The design, modern tools, and strategies of the school libraries change with the changing times. The library is thus a leap in the advancement of the literacy provided in classrooms. Education and library cannot exist alone and are inseparable. The library is an essential part of the educational system.

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Exploring the evolving role of libraries

CLEVELAND — It’s National Libraries Week, and Annisha Jeffries with the Cleveland Public Library takes a look back at the role of libraries over the years.

She first began working at a library in 1996.

What You Need To Know

This week is national libraries week the role that libraries play for a community has evolved over the years, a lot of it due to technology the heart of what a library is for the community remains the same.

“We only had one computer, so technology was slowly coming into our library systems,” she said.

Over the span of almost 30 years, she explained one of the biggest changes she has seen is the use of technology in libraries.

“Over the course, I’ve watched an expansion of technology,” she said.

It's normal now to see multiple computers in a library. There’s also the ability to rent DVDs, use a library streaming service and more. Jeffries, the youth services manager for Cleveland Public Library, said regardless of the changes, the heart of what a library is has stayed the same.

“The materials, the resources have changed, people’s idea of what a library is hasn’t changed,” she said.

The Cleveland Public Library, Jeffries said, stays relevant by catering to the different needs of patrons that goes beyond just the books.

“How can we help our patrons navigate those spaces, like new technology or resources to find a job or resources to learn a skill. We have all of that,” she said.

Jeffries said many people still find libraries to be a necessity.

Battles over California schools’ transgender policies are raging in court. How’d we get here?

Protesters against the transgender notification policy

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Good morning. It’s Tuesday, April 16 . Here’s what you need to know to start your day.

Battles over California schools’ transgender policies are raging in court.
The Biden administration gives California $45 million to help recently arrived migrants.
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How did California schools’ transgender policies end up in court?

State law requires that the attorney general give proposed ballot measures a neutral title when they are presented to the public to gather petition signatures.

But supporters hoping to get one initiative before voters in November took issue with what Atty. Gen. Rob Bonta named their would-be state law: “Restricts Rights of Transgender Youth.”

Under the proposed initiative, schools in the state would be required to notify parents if their child (anyone under 18) changes their gender identification unofficially, such as in conversation with friends or teachers, or in school records, like a roll sheet.

The initiative would also prohibit gender-affirming healthcare for transgender patients under 18, “even if parents consent or treatment is medically recommended,” according to the official summary of the initiative published by Bonta’s office. It also would repeal current state law that allows transgender athletes to participate in sports and use bathrooms consistent with their gender identity.

The initiative’s backers have sued the state over the title, calling it “misleading, false, and prejudicial.”

“They said a title that includes ‘protecting students’ could appeal to voters,” Times education reporter Howard Blume wrote this week. “One that focuses on limiting an individual’s rights might not.”

The pending lawsuit is among “several high-profile legal jousts in California’s education culture wars over policies that have taken hold mostly in a few deep red, inland or rural areas,” Howard noted.

Parental notification and bathroom bans are not the only issues. Restrictions have been placed on library books, as well as curriculum that highlights the nation’s history of slavery, racial inequities and LGBTQ+ issues. That drew the attention of Gov. Gavin Newsom, along with the state’s education department and attorney general, who threatened legal action against school boards in recent months. Some of those threats became lawsuits.

“Now, opposing sides are facing off in courtrooms with broad implications for state and local school policies,” Howard reported.

How we got here

The current legal battles are simply the latest salvo in an ideological battle that’s been playing out in school boards across the state.

The core of the issue is not new; it’s just the latest iteration of the long-running debate over the role of public education and how much influence parents should have over that system.

2023 survey data from Pew Research Center show that these partisan rifts have widened in recent years, with a majority of Republicans saying K-12 education is having a negative effect on the U.S.

Fueled by that dissatisfaction, conservative activists and school board members are focusing on local school boards, raising money to fund candidates who share their views on transgender issues and parental notification. And they’ve seen some political gains.

As Times reporters chronicled last year, the local-level political maneuverings are part of a well-coordinated effort backed by national conservative groups . That includes California Policy Center, Moms for Liberty, the Leadership Institute, Turning Point USA and evangelical megachurches.

But as several school boards passed parental notification policies aimed at gender-nonconforming students, the state pushed back, arguing they violate students’ privacy rights.

Protection or persecution?

One ongoing case is between the state and Chino Valley Unified, where the district’s parent-notification policy was initially deemed discriminatory against transgender students. In response, the Chino Valley Board of Education revised the policy by broadening it so that parents of any student would be notified of requests for a “change to their official or unofficial records.” A hearing for that case is set for May.

Chino Valley district leaders also approved a policy that allows parents to report books they deem unsuitable because of sexual content. The book would then be removed pending a public hearing to decide if it should be banned.

Supporters and opponents of the transgender notification policy face off

Conservatives call efforts like these necessary to protect young children from sexually explicit and profane materials. But what some call protection, others call erasure and persecution. Those opposed to the conservative-led policies say they amount to racism and anti-LGBTQ+ bigotry and will lead to more marginalization and harm for children.

“The people screaming for ‘parental rights’ are trying to take rights away from my kids while telling me how to raise them,” Kristi Hirst, leader of the Chino-based Our Schools USA, told Howard.

Similar battles over transgender student policies and restrictions on books and curriculum are raging in school districts across the state, including in Orange, Riverside, San Diego, San Bernardino, Shasta and Placer counties.

You can read more about some of those in Howard’s reporting .

Today’s top stories

Former President Trump, pictured from behind, from the top of his shoulders up, with a large, out-of-focus room beyond him.

Trump’s trial

Q&A: Yes, Trump could be elected president as a convicted felon .
The first criminal prosecution of a former president in American history began Monday as Donald Trump, the presumptive Republican presidential nominee, stands trial in New York.
Trump’s trial is about more than sex and money . It’s about what presidents ‘can get away with.’

More politics

The abortion debate is giving Harris a moment . But voters still aren’t sold.
People with disabilities love this program. Why are Latinos underrepresented?
California sues Huntington Beach over ‘blatantly and flatly illegal’ voter ID law.

AI abuse in California

AI-generated child pornography is circulating . This California prosecutor wants to make it illegal.
L.A. school district investigates inappropriate images shared at Fairfax High . More AI abuse?
Laguna Beach High School launches inquiry into ‘inappropriate’ AI-generated images of students .

Israel-Iran clash

Analysis: Can both sides declare victory in Iran-Israel clash?
Iran launches airstrikes toward Israel in retaliatory move, boosting chance of wider conflict.
Biden hosts Iraqi leader after Iran’s attack on Israel throws Mideast into greater uncertainty.

Commentary and opinions

Sammy Roth: Red state coal towns still power the West Coast . We can’t just let them die.
LZ Granderson: How can evangelicals like Mike Johnson tolerate Trump?
Harry Litman: Trump’s antics didn’t stop his New York hush money trial . Here’s why he’ll keep them up.
Michael Hiltzik: Are Republicans who got pandemic debt relief hypocrites for complaining about student debt relief? Yes.
Jonah Goldberg: For Israel and Ukraine alike, U.S. support is proving unreliable and inadequate .

Today’s great reads

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‘Self-annihilation?’ L.A. rabbi wants to heal a ‘world on fire.’ Rabbi Sharon Brous is one of the most influential Jewish leaders in America. Since founding IKAR in Los Angeles, she has become a powerful voice on the Israeli-Palestinian conflict, antisemitism and American politics.

For your downtime

🎸🎤 The 15 best things we saw at Coachella 2024 .
🎦 In trying to hedge its politics, ‘Civil War’ — now in theaters— betrays its characters and the audience.
🛒 Beyond Erewhon: Inside the L.A. grocery store where all the cool vegans are flocking.
📖 ‘Alienist’ author Caleb Carr — grieving his late cat — reflects on his life amid battle with cancer .
🧑‍🍳 Here’s a recipe for butternut hommus .
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And finally ... a great photo

Show us your favorite place in California! We’re running low on submissions. Send us photos that scream California and we may feature them in an edition of Essential California.

Michael Solberg & Khoi Pham in the front yard of their storybook cottage

Today’s great photo is from Times contributor Yuri Hasegawa at Khoi Pham and Michael Solberg’s Studio City cottage where their native plant wonderland shows how gorgeous no grass can be .

Have a great day, from the Essential California team

Ryan Fonseca, reporter Defne Karabatur, fellow Kevinisha Walker, multiplatform editor and Saturday reporter Christian Orozco, assistant editor Karim Doumar, head of newsletters

Check our top stories , topics and the latest articles on latimes.com .

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Ryan Fonseca writes the Los Angeles Times’ Essential California newsletter. A lifelong SoCal native, he has worked in a diverse mix of newsrooms across L.A. County, including radio, documentary, print and television outlets. Most recently, he was an associate editor for LAist.com and KPCC-FM (89.3) public radio, covering transportation and mobility. He returns to The Times after previously working as an assistant web editor for Times Community News, where he helped manage the websites and social media presence of the Burbank Leader, Glendale News-Press and La Cañada Valley Sun. Fonseca studied journalism at Cal State Northridge, where he now teaches the next generation of journalists to develop their voice and digital skills.

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US senators’ inquiry about Rutgers law center raises free speech concerns

A group of Republican U.S. senators has launched an inquiry into a Rutgers Law School program they say promotes antisemitism and platforms "terrorist sympathizers,” but advocates say it's a politically motivated attack that threatens academic freedom.

The lawmakers, members of the Senate Judiciary Committee, wrote to Rutgers University President Jonathan Holloway and William Best, chair of the Board of Governors, seeking information about funding for the Rutgers Center for Security, Race and Rights. Referring to anti-terror law, they asked if the university knew about controversial events and speakers and whether it would continue to support the center.

Across the United States, colleges and universities are facing pressure from politicians, political organizations and donors to restrict or punish speech that they deem controversial or discriminatory. Though such campaigns are not new, they have escalated during the Israel-Hamas war. Universities have canceled art exhibits , lectures and film screenings , and students and academics have been investigated for social media comments and protest activity.

As schools respond to concerns about rising antisemitism and Islamophobia, civil rights groups warn they may be infringing on free speech.

The scrutiny of the Rutgers center echoes other controversies, including attempts to ban books and restrict diversity, equity and inclusion programs, said Amol Sinha, executive director of the American Civil Liberties Union of New Jersey.

“Colleges and universities should be places that promote the free exchange of ideas,” said Sinha, who serves on the Rutgers center’s 17-member advisory board. “We should be taking steps to ensure that speech is robust and open. I think targeting schools like Rutgers or centers within it would only chill speech, and it undermines foundational First Amendment principles of academic freedom.”

Controversial speech

The research center, founded in 2018 , focuses on civil and human rights of Muslims, Arabs and South Asians. Lawmakers on the committee, including U.S. Sens. Lindsey Graham and Ted Cruz, alleged in their Feb. 6 letter that the center sponsors events “featuring antisemitic speakers, individuals who justify violence against the State of Israel, terrorist sympathizers and advocates for domestic radicalism.”

They pointed to comments and social media posts that refer to Palestinian resistance as a response to years of Israeli occupation and violence, and that call Israel a settler colonial state — a concept that is widely discussed and debated in academia.

The lawmakers noted that the center sponsored an event with scholar Sami Al-Arian as one of 10 panelists. The Justice Department charged him in 2003 with playing a leadership role in a Palestinian terrorist group. He ended up taking a plea bargain on greatly reduced charges after a jury failed to convict him in the controversial, decade-long case, the Associated Press reported .

They also noted that the center hosted an event, “Psychoanalysis Under Occupation: Practicing Resistance in Palestine," days after the Oct. 7 Hamas attack. The event had been scheduled months in advance. The title of the event was the same as the lecturer's book about clinical psychology in the context of Israeli occupation.

Another speaker, Hatem Bazian, retweeted an offensive Jewish caricature and called for “intifada,” the U.S. senators wrote. The professor used the expression at a 2004 anti-war rally, asking the crowd why the United States had not had its own political intifada to protest war. Critics associate the term with armed resistance, but the term in Arabic, meaning “shaking off,” also refers to nonviolent struggle.

The lawmakers also criticized a lecture featuring Columbia University professor Joseph Mossad, who raised controversy in an Oct. 8 article he wrote describing the Hamas invasion into Israel as “astounding.”

In their letter, the senators requested information on whether the center received federal or state money, or had ever received funds from a foreign government, either directly or indirectly.

Citing anti-terror law, the lawmakers wrote that “it is appropriate to evaluate the organizational and financial backing of groups that seek to legitimize violence and provide platforms to terrorist sympathizers.”

Rutgers officials declined to comment on the lawmakers’ inquiry. “We will reply directly to the members of the committee as requested,” university spokesman Dory Devlin wrote in an email.

Signees of the letter also included U.S. Sens. John Cornyn, Tom Cotton, Thom Tillis, Chuck Grassley, Mike Lee, Josh Hawley, John Kennedy and Marsha Blackburn.

The Republicans, who serve on the Judiciary Committee, turned their attention to the Rutgers center as they evaluated the nomination of Adeel Mangi , a New Jersey attorney, to the 3rd Circuit Court of Appeals. Mangi was a member of the center’s advisory board.

Related: This judicial nominee faced 'hate and bigotry.' Will he make history?

Freedom from interference

Sahar Aziz, executive director of the Rutgers center, said she was “disappointed” by the lawmakers’ letter and that it went against the university’s stated commitment to academic freedom. The American Association of University Professors defines it as freedom “to investigate and discuss the issues in his or her academic field and teach or publish findings without interference from political figures, boards of trustees, donors or other entities.”

The Rutgers AAUP-AFT, the union representing many faculty members, graduate workers and postdoctoral associates at the university, and the Rutgers Adjunct Faculty Union wrote in a statement that the senators’ inquiry was “troubling.”

“We are aware that some political officials on national and state levels disagree with select viewpoints that have been expressed by certain speakers at the Center over the years, and to that we say: Welcome to university life,” the unions wrote.

“At Rutgers, we all — professors and students alike — encounter views with which we disagree, even views that upset us. This is not a flaw but rather an essential component of a successful university. Scholars and students are at our best — and best able to contribute to American society — when we are exposed to a wide range of challenging ideas.”

In the statement, the unions also wrote that the senators had conflated antisemitism with criticism of Israel in their letter.

"Criticizing Israel is not de facto antisemitic, just as criticizing the self-proclaimed 'Islamic' states of Iran and Afghanistan is not de facto anti-Muslim," they wrote. "To conflate ethnic hatred with legitimate state criticism is disingenuous and endangers us all."

Disputes over free speech on campus have long occurred. The Supreme Court repeatedly has said the First Amendment means public institutions cannot punish speech, or exclude speakers, on the grounds that it is hateful or offensive.

There are exceptions for defamation, true threats or speech likely to incite imminent violence, or harassment so serious that it would prevent a reasonable person from receiving his or her education.

Private universities are not bound by the First Amendment, but most have policies that reflect free speech principles.

In free speech debate, roles are reversed

As chair of the Rutgers AAUP-AFT Academic Freedom Committee, history professor Audrey Truschke said she regularly deals with threats to academic freedom, but that it was unusual for federal lawmakers to get involved.

Their letter, she said, was “politicized in nature” and “inappropriate.”

“It's a direct threat to academic freedom to have politicians abuse their power to try to shut down academic work,” Truschke said.

The scrutiny of campus speech is being driven by some of the same politicians who not long ago railed against “cancel culture” that they argued had silenced conservative voices in higher education. They led congressional hearings and introduced bills calling for free speech protections on campus.

Related: NJ legislator proposes bills to define antisemitism, criminalize swatting and doxxing

“College campuses are no longer a bastion of free thought, robust debate or a market of ideas,” Cruz, a Texas Republican, said in 2021 , as he announced the Campus Free Speech Resolution of 2021. The bill called for cutting federal funding to colleges if they restrict free speech.

Blackburn, a Tennessee Republican, who also sponsored the bill, said in a statement, “Free speech is under attack on college campuses. We must fight to ensure that our students are not silenced because of their political views.”

The calls for censorship come as pro-Palestinian protests grip college campuses, sparking a fierce backlash over speech that some groups find offensive or hateful. The First Amendment to the Constitution also protects controversial speech, advocates note.

“The First Amendment doesn’t only apply in times of comfort. The true test of our rights is whether we stand up for them in times of turbulence," said Sinha, of the ACLU of New Jersey.

Scrutiny is not new

Aziz, of the Rutgers center, a professor of law, has been a frequent author and commentator on human rights, civil rights and Islamophobia. Her work on the Israeli-Palestinian conflict has sparked criticism before.

Israel advocates launched a campaign to get Rutgers to cancel a December seminar called “Race, Liberation, and Palestine: A Conversation with Noura Erakat, Nick Estes, and Marc Lamont Hill” that the center organized.

They alleged that Hill, a Black activist and academic, promoted antisemitism because he used the phrase “From the river to the sea, Palestine will be free,” during a 2018 speech at the United Nations. Critics say it is antisemitic, but Palestinians say it is a call for freedom and self-determination. They also alleged that Estes, an assistant professor in American Indian studies and indigenous rights activist, was antisemitic for describing Israelis as settlers and colonialists.

Holloway, the Rutgers president, told the university board of trustees that his office received more than 12,000 emails calling for the cancellation of the event.

The Foundation for Individual Rights and Expression wrote to Rutgers that institutions cannot limit invitations to speakers on the basis of “orthodoxy or popularity of their political or social views." Subjecting invitations to a viewpoint-based litmus test would constitute “censorship in its rawest form," the free speech advocacy group wrote in its letter.

The university did not cancel the event, citing its commitment to academic freedom.

Other universities and colleges have also reported facing coordinated campaigns targeting events and individual speech.

At Ramapo College, administrators received “countless” emails and phone calls protesting a professor of digital filmmaking who posted a political cartoon on her personal Facebook page. It showed a baby on an international law textbook under a cleaver held by a hand in a shirtsleeve printed with Israeli and American flags — a reference to children killed in Gaza.

The college launched an investigation in November. “We are committed to due process and cannot comment further on the investigation,” said spokesperson Brittany Williams-Goldstein.

In November, Hunter College was one of several colleges to cancel screenings of the documentary film “ Israelism ,” about young American Jews questioning what they have been taught about Israel. The college had received more than 17,000 emails opposing the event, The Nation reported. The screening was eventually rescheduled after an outcry among faculty and students.

Last month, Indiana University canceled a retrospective of the work of abstract artist Samia Halaby one month before the opening because of concern over her pro-Palestinian speech. The show had been planned for over three years. Halaby, a Palestinian American and a pioneer in abstract art, was the first full-time female professor at the Yale School of Art. Several artists have withdrawn from an Indiana University art series in protest.

The backlash has followed Aziz outside her job in academia. Last year, a pro-Israel legal group filed an ethics complaint against Aziz in her capacity as a school board member in Westfield. They alleged that posts on her personal Twitter page were antisemitic. They included retweets of articles that labeled Israel as a settler colonial state and as an apartheid state, a view shared by several leading human rights groups .

The posts were critical of Israel and not antisemitic, and they were unrelated to her role on the school board, her lawyer countered. The New Jersey School Ethics Commission dismissed the complaint in December.

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School Based Speech and Language Therapist

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September 2024

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22 April 2024 at 9am

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17 April 2024

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Full-time equivalent salary, school based speech and language therapist job summary.

Job Title: School-Based Speech and Language Therapist

Location: The Forest School, Knaresborough, Green Meadows Academy, Leeds (Flexibility is needed as travel may be required between locations)

Company: Wellspring Academy Trust

Post Title: School Based Speech and Language Therapist

Grade M : FTE Salary range £44,428.00 to £48,475.00

Equivalent Hours: Full time 37 hours per week (term time only ) plus 20 days

Responsible to: Executive Principal

Responsible for: Communication and Interaction Team and therapists within the team

The Forest School is an exciting and warm school. The children are exceptional and are supported by a hard-working staff body who want the very best for the children. We have very positive relationships with our parents, a stable and supportive governing body and we are proud partners of Wellspring Academy Trust. Progress for our children is at the heart of what we do and if you are looking for a role where you can make a difference and be valued for your contributions then this is a great place for you to look.

Wellspring is an established and growing Multi-Academy Trust with a difference. We operate Primary, Secondary, Special and Alternative Academies across Yorkshire, Lincolnshire and the Humber. We are committed to making a difference to the lives and life chances of the young people and the communities we serve.

As the Trust continues to grow our roles offer pathways for ambitious and dynamic individuals who are determined to make a difference. We value our people; collegial working at all levels is central to our culture. High quality induction training and ongoing professional development support are guaranteed. There will be a broad range of opportunities for you to realise your professional vision and ambitions within the Trust.

We are seeking a dedicated and experienced Speech and Language Therapist to join our team at Wellspring Academy Trust. As a School-Based Speech and Language Therapist, you will play a crucial role in supporting the communication and language development of our students.

You will work collaboratively with teachers, parents, and other professionals to assess, diagnose, and treat speech, language, and communication disorders in children.

Competitive salary commensurate with experience.

Term time only, plus 20 days (42 working weeks per annum)

Professional development opportunities to support continued growth and learning.

Collaborative and supportive work environment within a dynamic educational community.

Commitment to safeguarding

Wellspring Academy Trust is committed to safeguarding and promoting the welfare of our pupils. All posts are offered subject to enhanced DBS checks. References will be requested and an online search carried out for shortlisted candidates, prior to attendance at interview. Further pre-employment checks, including prohibition from teaching, childcare disqualification and section 128 checks, if deemed relevant for the role, will be completed for the successful candidate upon acceptance of the post.

Applying for the job

Using the application form.

This school accepts applications through their own website, where you may also find more information about this job.

About The Forest School

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