Not that COVID-19 will go extinct, but the world is addressing this pandemic and figuring out how to address and live with its aftermath and continued existence at a lower level. Likewise, schools and school libraries need to take this time to reflect on changing practices and how they can most effectively be integrated in the post-pandemic world.
To this end, we need to examine the practices of teacher librarians and other library workers during the pandemic. What practices worked? What factors facilitated the changing delivery mode? In some cases, teacher librarians have been assigned other jobs: either going back to the classroom or taking on technology functions. In other cases, teacher librarians were busier than ever: curating and introducing online resources for classroom teachers, providing technology leadership through broadening online access and offering professional development, offering online programs such as guest authors from around the world, developing alternative ways to circulate library materials, and partnering with other libraries and publishers to provide more access to reading materials.
Teacher librarian educators can read the literature, especially research-based studies, about impactful factors. They can also discuss these issues with their school and public librarian peers: informally and at professional meetings. Furthermore, teacher librarians can participate in this fact-finding effort by observing and interviewing classroom teachers reflecting on the quality of the resources and services. In all of these fact-finding efforts, the core question is: “What knowledge, skills and dispositions are needed to identify, develop and implement alternative library programs of resources and services successfully?”
The answers to this question and other data-gathering efforts can help teacher librarians to review their curricula to identify areas to add, expand or change. They can also take this time to review the curriculum of the entire school, including discussing content and instructional strategies with classroom teachers, to see where library-related resources and instruction can be integrated and boosted. Some other areas to consider include, among others: digital equity, organizational culture and change agents, hybrid and online instructional design, action research, social-emotional learning, open educational resources, ebooks and streaming services, effective outreach, partnerships, mobile resources/services/learning, technology tools and applications such as integrated learning management systems.
Teacher librarians also need to think about how library programs are delivered. While online programs can cast a broader net and reach a broader audience, teacher librarians must redesign their face-to-face lessons to provide an effective sense of community and rigorous learning and performance. For those program that are strictly face-to-face, the pivot to hybrid and online delivery may take more effort. On the other hand, going completely online may disadvantage those students who have unstable Internet connectivity or who learn best when interactive with peers in a common physical space. All of these issues may be mute if the post-secondary institution does not have the capacity or willingness to change – and support new paradigms for school library programs. Therefore, teacher librarians have to continue to advocate for their programs.
Now more than ever teacher librarians can show their responsiveness, flexibility, expertise, and collaborative spirit. At the least, school librarian preparation programs should reflect on their experiences during the pandemic and this this opportunity to improve those programs.
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