So, I've been contemplating the role of the librarian vs. teacher lately. It's a tough line because we do so much classroom teaching. In fact, I believe as school librarians we MUST teach. If we don't, what's the point of being a SCHOOL librarian? Sometimes I wonder if there is a line between our two professions. My current thought is that there must be a line, a flexible line, between Classroom Teacher and Teacher Librarian.
If we, as librarians, take on the role of pure teacher, then don't we negate the need for a librarian in a school? If we take on roles and lessons that can be taught in the classroom, don't we just diminish the need for a library media specialist and create a need for a "keeper of the books?" So, how can we address the curricular needs of our students, while maintaining the distinct role of librarian as a necessary collaborative teaching partner? My answer is media.
My co-librarian and I have been creating a lot of station activities lately in my school. Usually these consist of six or seven rotating stations centered around a central topic-- say, the Diary of Anne Frank. In a 90-minute class students usually get an introduction, a set up and explanation, six to seven rotating stations for 10 minutes each, and a closure discussion.
Is the Diary of Anne Frank taught in the classroom? Of course. Do they discuss elements of plot and a play in the classroom? Of course. Do they discuss meaning and foreshadowing, tragedy, Anne Frank's symbolism of all the children of the Holocaust, and so much more? Absolutely. So what can we as librarians bring to the table that isn't a "classroom" lesson? Again, my answer is media.
Included in our seven library stations, we have a podcast of British rescuers and a media broadcast of the day a concentration camp was liberated. We have pictures of the actual Secret Annex from the Anne Frank House, a video interview with Otto Frank from 1976, and a transcript of an interview with their protector Miep Gies. We present actual stories in books of other children from different groups of people who were victimized during the Holocaust. All this and more. I argue that it is the primary sources, the actual first-person accounts of the time period, and the media which separate our role. Isn't this just as important? Yet different...
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ReplyDeletewithout a provider of these resources, new learning is drab and lifeless. so I would say: yes, your role is different and it is separate but is very necessary.
ReplyDeleteSounds like a great lesson Jen. We do not replace the classroom teacher at all, but we can certainly enrich their lessons with media.
ReplyDeleteThat is why it is so important to collaborate with classroom teachers to show them how we can enrich their lessons for students with media.
We've been giving a lot of thought to these issues lately, Jen, and it's nice to see you articulate some of the pertinent points so thoughtfuly. Your blog is off to a great start, and I'll look forward to reading it! My advice (which I wish I followed for my own blot): set a modest goal for yourself, such as posting short pieces 3 or 5 times a week, with the occasional longer piece when you get time. Regularity works well for the readers ;-)
ReplyDeleteI am SO impressed with the way you have developed stations at the Creek. The concept of stations gives library information specialists, students and teachers 3 crucial elements for authentic instruction: opportunities for collaboration, flexible structure which allows for differentiation, and the integration of extraordinary, engaging resources for our students. It is a practical and effective model for libraries...I can't wait! :-)
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