*Position Statement on the Confidentiality of Library Records
The members of the American Library Association,* recognizing the right to privacy of library users, believe that records held in libraries which connect specific individuals with specific resources, programs or services, are confidential and not to be used for purposes other than routine record keeping: i.e., to maintain access to resources, to assure that resources are available to users who need them, to arrange facilities, to provide resources for the comfort and safety of patrons, or to accomplish the purposes of the program or service. The library community recognizes that children and youth have the same rights to privacy as adults. Libraries whose record keeping systems reveal the names of users would be in violation of the confidentiality of library record laws adopted in many states. School librarians are advised to seek the advice of counsel if in doubt about whether their record keeping systems violate the specific laws in their states. Revised on 02/06/12
10 Tips for New School Librarians! – Don't Shush Me!
So you’ve been hired as a school librarian? Congratulations! What an exciting moment! I was hired for my first school librarian position 3.5 years ago, and I vividly remember how excited I was. If you’re anything like me, you’re probably already dreaming about all of the things you’ll do, ways you’ll decorate, books you’ll purchase, etc.
Thinking Outside the Bin: Why labeling books by reading level disempowers young readers
Illustration by James Steinberg A child enters the library, looking for something to read. She wanders the aisles, glancing at book spines, running her finger along the shelf, and lingering at a display of new titles. “Can I help you?” asks the librarian, following with more questions about her tastes: What was the last book you read? What was your favorite part?
Position Statement on the School Librarian's Role in Reading
Rationale: Reading is a foundational skill for 21st-century learners. Guiding learners to become engaged and effective users of ideas and information and to appreciate literature requires that they develop as strategic readers who can comprehend, analyze, and evaluate text in both print and digital formats. Learners must also have opportunities to read for enjoyment as well as for information.
Heart of the School
Share17 Have a look at some of these reports, all of which stress the importance of reading for pleasure and educational achievement. A well run and professional school library can address these difficulties. (Most recent reports first.)
*Position Statement on Digital Content and E-books in School Library Collections
Today’s twenty-first century students must be able to discover, analyze, evaluate, interpret, and communicate ideas, information and knowledge in a variety of ways. Because school library programs are instrumental in teaching these skills, their collections must include a wide variety of formats beyond printed books. These multiple formats, including e-books and other forms of digital content, should be accessible by the school community physically and virtually as indicated in the mission statement of AASL’s program guidelines, Empowering Learners: Guidelines for School Library Programs (2009). School library programs should provide access to materials in all formats, provide students and staff with current resources, and anticipate changes in technology. Presently, in 2013, there is no single device that will access all e-books. Consequently, school librarians face a confusing investment decision.
Beyond the Collection Diversity Audit: Inclusion is More Than a Book, Why we should be auditing all of our library services for inclusion and best practices - Teen Librarian Toolbox
When I first began doing collection diversity audits, I had no idea that was what they were called. It was actually SLJ editor Kathy Ishizuka who gave me a name for what I was doing. I had Tweeted out pictures of me trying to figure out how inclusive my collection was and she said, “Oh, you’re doing a diversity audit”. And I thought, “Yes! That’s what I’m doing.” Doing diversity audits has radically changed how I approach and think about library services.
Position Statement on the Value of Independent Reading in the School Library Program
The following position statement is currently under review to align with the National School Library Standards. In an information age, literacy demands not only the ability to read and write, but also the ability to process information and communicate effectively. Research suggests that reading proficiency increases with the amount of time spent reading voluntarily.
Fountas and Pinnell Say Librarians Should Guide Readers by Interest, Not Level
Our recent article on reading levels and the dangers of using strictly prescribed leveling systems in libraries for young readers sparked much dialogue and debate. One of the most popular and widely used reading systems is the “A to Z” gradient, developed by Irene C. Fountas, professor in the School of Education at Lesley University in Cambridge, MA, and Gay Su Pinnell, professor in the School of Teaching and Learning at Ohio State University. Both researchers have been adamant that their leveling system was designed as “a teacher’s tool, not a child’s label.” We caught up with Fountas and Pinnell, who jointly gave their perspective on leveling, libraries, reading comprehension, and what they say to districts mandating leveled collections. The system you developed to assess student reading ability and comprehension involves more than just a leveling system for books.
Trelease Brochures on Reading
"Do you have a free handout about reading that we can give to parents?" o many teachers and administrators asked Jim Trelease that question, one of his first retirement projects was to create a series of such free handouts. Based on his books, lectures, and films, the tri-fold double-sided brochures are aimed at parents, teachers, librarians—even future teachers and parents. Written in an uncomplicated, to-the-point style, along with some of the charts and statistics Jim has used in his books and lectures, the brochures are free for downloading and may be easily duplicated by nonprofit institutions dealing with parents and community members. More than 750 school districts and libraries world-wide have downloaded them in the last two years. The subject matter includes:
*Intellectual Freedom
Intellectual Freedom Brochure Brochure created by the AASL Intellectual Freedom Committee available for download, duplication, and distribution. It describes why intellectual freedom is important in a school library program, the difference between selection and censorship, what to do before a challenge occurs, where to obtain assistance during a challenge, why schools filter and how it affects students intellectual freedom, and how the ALA Code of Ethics affects school librarians. Material Challenges
Don't overlook your school librarian, they're the unsung heroes of literacy
When talking about teaching and learning, most people don’t immediately think of librarians. But in a school where the librarian or learning resource centre manager is valued and properly made use of, we can teach important skills. Librarians are in the privileged position of being able to work with teachers across all subjects and students of all ages, observing the inner workings of a school from a slight distance. One thing I’ve noticed is that the belief that students are adept at using the latest technology to find the information they need is simply not true. Students turn up in the library with the ubiquitous task of researching a topic and they don’t know where to start.
