School Libraries: Applying Innovative Ideas to a Threatened Species

While there are few who would argue that school libraries in Canada are in "good" health, there are even fewer who seem committed to supporting their desperately needed evolution. Those "few" are people who have the power to influence how school libraries are staffed and designed. One of the most powerful hang-ups that most people (parents and teachers, alike) have about school libraries is that they exist to support student reading. Walk into a local school library and you will see a collection of print materials that supports recreational reading for youth. You will see very few non fiction sources including encyclopedias and other reference tools. These are "online" and there seems a pervasive assumption that children can get their research material from the "Web". So, while reading is critically important to student acheivement, this CANNOT BE the ONLY thing school libraries should be focusing on.

It is time for drastic change.

And when I say, drastic...I am not kidding.

Ironically, as school libraries struggle to exist and be staffed, the Web becomes an increasingly tangled mess. For example, Google has recently come under attack because its results focus on paid or "optimized" placement and granular results that provide little meaningful context. The ability to peruse actual information sources has been greatly compromised to serve more lucrative, commercial ventures. Since most grown-ups struggle with finding context specific and ACCURATE information, it is a mystery how children are expected to do what many adults cannot.

This brings me to my suggestion.

I suggest that school libraries need to reinvent themselves as something much more sophisticated than what they currently are. They should not be a simple wharehouse of neatly (if you are lucky) catalogued materials to serve children. They should be "idea centres" where students, staff and faculty can put their ideas together for the purpose of innovation. This is NOT about repackaging a library and renaming it a "Learning Commons". This is about changing the PURPOSE of the library. What it is called is not important. It is what it DOES that is important.

The term "technology" is central to many discussions around the future of libraries and education. However, although learning to use technological tools may have value, the real value is in critical thinking. Critical thinking requires an environment that is conducive to creative thought and what could be more appropriate than a library in providing that environment? It could be an environment where librarians, teacher-librarians, library technicians, students and other staff are able to congrgate, discuss, and share.

A huge area of concern for most people is personal information management - managing the deluge of the information that shapes their decisions and activities. Students and teachers both need help with this. This goes far beyond the need for library to have neat shelves and catalogued books. Although private enterprise has moved into this area, this does not resolve the problem for the majority of people. Indeed, its absence in schools deprives our children the opportunity to become informed citizens. Creating productive, creative and informed adults should be central to the ambitions of our schools. However, by abandoning the school library - watching it waste away as its supply of resources is choked off by school districts - we ignore the future and what our children will need to be successful in it.

Since Canada will rely increasingly on its knowledge base to compete in the global marketplace, it seems bizzarre that school districts would forsake their libraries rather than invest in them. This investment, to clarify, goes well beyond funding collection development and a lonely teacher-librarian or library techncian. This investment should be in INNOVATION by creating spaces where all members of a school can congregate, research, share, problem solve and create. To believe that all of this can be achieved in a single, segregated classroom is misguided. To believe that this can happen without an "idea centre" is misguided. To believe that collaboration and equity among ALL school staff and teachers is critical to student acheivement is on the path to creating new centres of learning for our children. For our future.

I have had the pleasure of working with dozens of folks in school systems, and have learned a great deal about their constraints. Some of it resides in a lack of respect for non-teaching staff and an inability to think outside the proverbial "box". If no action is taken, school libraries and their potential for shaping the future educational outcomes of students will be eliminated. Entirely. If no effort is made then, perhaps, we deserve it.

What we have done in school libraries is simply not good enough and the proof lies in their pallid state. It is the responsibility of our ENTIRE COMMUNITY to fix this. It can start with you.

To solve the school library problem, we need people to think brilliantly and act courageously.

Libraries as a Cradle of Innovation

Having recently finished a book by Frans Johansson called The Medici Effect (2004), January seems like a good time to talk about the germination of ideas. Fresh year, fresh ideas.

Johansson's central thesis is that innovation springs from the intersection of ideas that he calls the Medici Effect. Using a broad range of examples, he illustrates that the most profound innovations have been the result of different fields of study and practice coming together to create an explosive transformation in thinking and problem solving. Through a fairly broad exploration of this idea, the author suggests that people must let go of their assumptions, surround themselves with diversity, and self-educate. In fact, these behaviours are considered important prerequisites for successful innovation.

For months now, I have been mulling over the role of libraries as places where "ideas intersect". It nicely aligns with Johansson's idea of intersectional innovations that are born from interdisiplinary exploration. The unexpected is much more likely to emerge when people of diverse backgrounds collaborate. According to Johansson, the convergence of science, the leap of computational power and the global movement of people are forces that stimulate the creation of unexpected ideas. Indeed, this might help explain the rapid and accelerating state of "innovation" we have seen in recent decades.

If we take a step back from our jobs as library professionals and think about the role of libraries - whether they are public, corporate or academic - we can see that central to their purpose in modern culture is providing a place for ideas to converge. If we look at libraries from this perspective, it becomes much easier for library professionals to adapt to changes in the field of publishing. For example, the rapid adoption of ebooks does not negate the function of the library. It may stimulate change, but it does not lesson the role of the library.

While schools provide formalized educational opportunities, they are not the hub of all innovation. As Johansson points out, most successful innovators share a noteworthy attribute - they are self-taught. Libraries, whether virtually or physically, provide a place for people to come together and share ideas. If innovation is a valued component of our global culture and we look to it to help us solve the myriad of problems that face us, the role of libraries has never been more important. However, it will take some library innovators to push the boundaries of what defines libraries in order to lead the way.

The new Surrey City Centre library in British Columbia provides a relevant example of how libraries can bring people together with the "Human Library" project. People with very specific backgrounds and expertise will lend themselves to others, within the walls of the library. This may be seen as the first step in an exciting movement towards the further development of libraries as the hub of intersecting ideas.

Echoing in my head is the voice of Daniel Quinn's telepathic gorilla , Ishmael, telling his human pupil:

"Your task is not to reach back but to reach forward...but you must be inventive - if it's worthwhile to you. If you care to survive...You're an inventive people, aren't you? You pride yourselves on that, don't you?"

"Yes."

"Then Invent." **




* Johansson, F. (2004). The Medici Effect: breaking through insights at the intersection of ideas, concepts, and cultures. Boston: Harvard Business School.

**Quinn, D. (1992). Ishmael: an adventure of the mind and spirit. New York: Bantam, p. 250

The Real Deal? Continuing Education Certification Project

In an era where "keeping up" has become part of daily life, the idea of certification to validate such efforts has increasing appeal. In May of 2011, the leaders of the Alberta pilot for a continuing education certification program announced that they were planning to expand the project to the national level.   The idea was spawned from the notion that the library community needed a way to document and articulate their continuous efforts in lifelong learning.  Following the lead of the Australian Library and Information Association‟s Continuing Professional Development Scheme , the Alberta pilot determined that their program must be flexible, inclusive, inexpensive, participant-centred, simple, and portable.  These are all very admirable guiding principles but it is deployment where success is critical.

A few concerns over this proposal spring to mind:

1. There is a recommendation in the April 2011 report (Document Reveal) "That the Certification program should be connected more closely with the Education Institute‟s offerings." While there is nothing wrong with supporting the efforts of the Education Institute, such a credentialling program needs to consider its relationship with other organizations and institutions that may offer continuing education opportunities. In doing so, the certification process can be more seamless and more inclusive. This would enhance the experience of the certification candidate by giving them a broader range of access and information about how they can utilize or find formal continuing educational opportunities.

2. Having read the report and participated in an information session at the Canadian Library Association conference in May 2011, I see no mention of an auditing process for certificate candidates. Candidates simply complete their shopping list of professional development activities, submit their paperwork and, having completed the necessary units of time, get "certified". Where is the enforcement? The authority of monitoring compliance?  ALIA's program has an audit process and while it only randomly examines 10% of participating members, there is still a process.  Indeed, even this process is lacking in that it is not likely to have parity with other professions where compliance and auditing is far more robust.  A brief scan of LISTA and Academic Premier databses suggests that there is room for more research into the effectiveness and perception of existing certification programs in the field.

3. Cost. The pilot project cost for participants was around the 30 dollar mark but presenters at the CLA conference admitted that they did not know how this cost actually relates to the cost of a nationwide program and whether this fee reflects any reality for a self-sustaining program. This is a HUGE concern. Presenters were unaware of a similar project, directed at only library support staff, in the United States. The Library Support Staff Certification Program is $350 for non ALA members and $325 for ALA members. Granted, the programs are not precisely the same, it is clear that the cost of a certification program are not insubstantial. If a program has high regard and benefits participants greatly, people will pay. However, if there is no audit process or anyone evaluating the quality and scope of professional development that is submitted, what value would a credential have?

4.  The respondents and particpants of the pilot project were fairly small samples with only 13 participants completing the final survey and only 56 participants in total.  The motivations for participant involvement could have been more fully investigated as this might help in our understanding of who participated and why.  In turn, this would aid in understanding participant comments more fully.  In addition, more work needs to be done with stakeholders who are positioned to encourage certification including employers, boards and educational instutions that educate and train library workers.  In this way, such a program can be more fully developed.

Certification suggests a certain level of professional expertise, with standard competencies at its core.  In the effort to make such a process attractive to library workers, there is a risk of diluting expectations to a point where the certifcation holds little tangible value.  While it is helpful for library professionals to document their professional development activities, from reading to formal coursework, certification must have clearly laid out competencies and standards and a review process that ensures candidates are meeting a minimum level of proficiency. 

In the end, is a cheap certificate of continuing education a satisfactory aid in documenting the maintanence and acquisition of professional competencies? Is this just one more avenue that library professionals can take or will it be a defining tool for the Canadian industry? This is where the measured reflections of those in the information profession are important and necessary. Investigate, consider and comment.

CLA Conference 2011: A Reflection

In the whirlwind of change that defines the library profession, it seemed more than appropriate to attend the CLA Annual Conference at a time when they are making tremendous revisions to their bottom line.  Wearing many hats including that of  a department head for an LIT program, librarian, former technician, and instructor, I ventured to Halifax this spring for an eye-opening experience.

MacDonald Bridge view from the Citadel in Halifax.

Having a library conference against the backdrop of a lovely city, filled with incredible (and often tragic) history and old-world pubs certainly has its allure.  The conference itself was held in a very efficiently designed trade and convention centre in the heart of town.  I could appreciate the no-frills style of the conference in light of the tremendous financial pressures the Association has been wrestling with.  Yet, lunch was provided in the trade show and there was definitely a buzz there as people from across the country enjoyed casual chit-chat and trolled the trade show booths.


CLA made some notable changes to its structure by reducing the executive and eliminating divisions and interest groups to make way for "networks".  These networks are intended to be grass-roots focused where 10 or more members sign a petition for creation, appoint a moderator and develop a terms of reference.  Funding will be based on an as-needed basis for projects and these networks can encompass any area of interest.  Although it will be some time before the results of such changes are measurable, it is an attempt to restructure the organization so that it is more inclusive.  I do wonder, however, if it is enough to garner wider support and participation when CLA has ignored the interests of library support staff and the wide range of library workers for so long.  I do not want to dismiss the significance of the population weight in Central Canada and national issues that require the Association's attention but there is a sentiment that the Association has not spent enough energy tending to the needs of its members or would-be members.  This attitude appears to be shifting as necessity forces the CLA to look at it sliding membership  and revenue issues.

Inside Alexander Keith's Brewery selling the infamous India Pale Ale

The increasingly sophisticated library landscape suggests that national representation and improved communication between provinces, provincial associations, library workers of all types and educational programs is imperative.  At the "town hall" meeting to discuss CLA's changes, one participant noted that the lack of academic discourse through a scholarly journal is problematic.  He voiced his frustration that all CLA has to offer members, by way of publications, is the "gossipy" news and events piece,  Feliciter.  He suggested that resurrecting a more scholarly publication, may give CLA a more credible and weighty standing in the greater library community and foster empirical research from budding library folks.  I could not help but also mention the need for a greater willingness to listen to the needs of non-librarians and, while the new CLA mission statement is more inclusive, there is much work that still needs to be done.

With apprehension, I attended the latest session discussing RDA (Resource Description and Access) and its next steps towards global implementation.  We were also carefully walked through the general practice of cataloguing using all of the RDA chapters.  Three things became abundantly clear to me at that time.  One, there are some interesting and rather worthy changes made to the way one looks at cataloguing.  Two, the task of cataloguing, despite RDA efforts to simplify, will be grossly more complex. Three, no one could tell me WHO was going to EDUCATE the educators (beyond a half day workshop) the intricacies of the new tool or WHO was going to PAY for curriculum re-design and staff training required.  When Chris Oliver, presenter and ardent RDA supporter, responded to my concerns with an admission that it was somewhat of a "miracle" RDA had made it this far, I took it as an omen.  One cannot develop new catalogue practice that drastically transforms the way work is performed on a "miracle".  The complete lack of consultation with those who must actually perform most cataloguing duties will greatly inhibit the success of this endeavor. I walked away from the session intrigued by some of RDA's qualities but also frustrated at not really having any better sense of precisely how one is going to catalogue - the nitty gritty.   As someone who teaches library staff to CATALOGUE, I continue to wonder who is going to teach me?

Another interesting session was that of a plan to take the Library Association of Alberta's Certification of Library Staff to the national level.  Having begun preliminary work with the American Library Association and their certification program for library support staff, I was keen to know if this was  a better solution.  The fact that the coordinators of this program were unaware of the ALA initiative, an ill-defined costing of the program and the lack of auditory control for certification, suggests that there is much work to be done if such a program were to have teeth in Canada.  Again, I wondered why library educators were not included in the discussions around such a program.  Their experience and perspectives could provide valuable insights into such initiatives as we are acutely familiar with the process of program review, outcomes assessment, curricular development and so on.  I am hopeful that questions from participants inspired the developers to investigate some of these issues.

Amidst these sessions, I did have the wonderful opportunity to meet with other LIT program instructors and heads, connect with some of my colleagues from all corners and examine some great poster session presentations.  One noteworthy one was focused on professional ethics.  Since I have been trying to infuse ethic discussions in most courses, I am eager to see what headway is made in this area.   In the end, there was a great deal more for me to follow up on when I returned.

I completed my session activities with a disheartening and mind boggling update on Access Copyright and copyright legislation revisions.  The session was incredibly helpful in re-igniting my concerns for our information freedoms in the not-so-distant-future.  I encourage everyone to keep one eye trained on Access Copyright and the Copyright Board because these two forces have undeniable power and influence with very few reasons to look out for the interests of libraries.  For Access Copyright, the increasing use of databases and other digital media means that libraries are somehow skirting paying for reproduction rights.  Indeed, HYPERLINKING to digital media appears to be a problem for Access Copyright.  The fact that many libraries now provide digital access to licensed databases appears to be a poorly understood practice by Access Copyright and they are seeking blood - well, really, money.  We were cautioned that public libraries may be AC's next target.  I felt chills....

The 2011 CLA Conference provided me with new and interesting insights that frequently surprised me.  While I will continue to observe the effects of the recent constitutional and leadership changes to the organization, I fear that we, collectively, continue to think that simply having good ideas negates the need to perform the often laborious, time-consuming, but incredibly necessary, work of substantiating our projects with evidence-based research and consultation.  On the other hand, library professionals accomplish a great deal with diminishing resources.  Returning to a peer reviewed and professionally minded journal might be the perfect forum for inspiring us to expect more of one another.

Librarianship As An Academic Discipline?

Librarianship has been treated as a practice-based profession.  Programs are designed around the practical applications of "doing" library work.  Yet, in a world where there is increasing emphasis on information as a key to economic, social and political success, there may be a need to pull apart the issues that shape librarianship and examine them from an academic angle. 

There are numerous issues related to the profession of librarianship that are worthy of examination beyond a two year Master's or Diploma program.  Indeed, within those two year programs students can be titillated by the interesting problems and prospects that new technology and information use present.  However, there is little time for exploration.  Certainly, once one becomes a practitioner, there is little time to reflect on the broader aspects of the field.   It is a common complaint among busy librarians and there is great frustration in trying to make informed decisions when there is little time to discuss and reflect on long term consquences.  Greater discourse is needed and although this can occur at conferences, discussion boards, blogs, and lists, there is room for more research and debate in post secondary institutions. In turn, those forums can supply the industry with inspired, engaged and active participants that may be better positioned to move back and forth between academic study and practice.

The current situation is troubling because there is a tremendous amount of change in how people use and manage information and library workers are often the ones who observe these changes.  As a result, they have some valuable opinions, experience and advice that may enhance how the broader community adopts technology and change.  Those who work in information centres have first-hand knowledge of how publishing, emerging technologies, and user search behaviours intersect.  There is a tremendous opportunity to share this knowledge with other disciplines and communities.  As the ground shifts beneath us, it becomes clear that there is a profound interconnectedness between information and change.  There is room for information studies to more actively partake in the discussions held by the academy of higher education.

In other disciplines, there is an avenue where academic discourse can occur and develop through formally recognized academic programs.   Most professions enjoy a continuum of study that can begin at a certificate or diploma level and move through undergraduate, graduate and post-graduate programs.  Librarianship does not enjoy this direct path of observation, exploration, discussion and reflection.  There are programs that look at information management at the undergraduate level but many of these are centred around other, more specific disciplines including business and computer information systems.  While there is nothing wrong with such programs, there is another outlet of study that has not been fully addressed.  Many disciplines will look at ethics, research methods, and even internet searching but there is a large hole where examination of issues around librarianship are not well explored.  And, although many of these issues and themes affect information work, they also have an affect on many other members of society - non "library" types.  For example, course work at the undergraduate level that looks at the nuances of intellectual property is not only compelling because the laws around this are in flux but also because everyone who uses information can be affected by both the laws and conventions around it.  The information studies context looks at such topics through the lens of practice and can offer a perspective that is valuable to students of every ilk.

Charles Sturt University in Australia has one of the few examples of a Bachelor in Information Studies.  Schools like Ontario's Mohawk College go so far as to present this as a viable option for library tech graduates since the program is a part time distance program.  Although this is a respectable option for those looking for a bridge to a Master's program, there is a great deal of room for further academic review.  The Charles Sturt example continues to show a preference for the applied aspects of information work.  While this has value, there is an opportunity for expanding the field into more academic circles.  This, in turn, would spawn new interest in the qualitative and quantitative research behind the use of information, its creation, management, and uses.

The applied nature of librarianship will always be central to those working in information centres but there is also room for more academic discourse at all levels of the post secondary system.  This expansion would provide greater opportunities for discussion and research among other fields of studies to enhance our understanding of our changing world.

Prompting Some Discussion

Recently, the Atlantic Provinces Library Association posted an article that I submitted in an attempt to spurn on some discussion about our future. 

 “Wanting to be a librarian because you like books is like wanting to be a cop because you like guns” is a recent tweet from, David Lankes, Associate Professor at Syracuse University's School of Information Studies and Director of the Information Institute of Syracuse (2010). This simple comment evokes a number of complex realizations and affirmations. Many will agree that to perform the work expected of information professionals, a love of one media format is not a prerequisite...

The discussion continues at:  Changing the Way We Look at Ourselves  APLA Bulletin Volume 74 » Issue 2 - December 2010

Finding Solace in a Stagnant Economy

It is often only when we look back on events that we find clarity. As we wade through a sluggish and uncertain economy, we wonder what prospects our future holds.  Even if we are fortunate enough to have a "secure" job, we are aware of a constant pressure to tread cautiously.  Rocking the boat, might rock our budgets.  Whether it is shrinking resources or expanding ones, the process of working through change is probably more important than the ultimate outcome.

Recently, through casual conversations, students have voiced their concerns about their employment prospects.  Like other support services, information work rarely generates direct and measurable revenue, in the short term.  This has been the source of much angst in the profession as librarians and their staff struggle to quantify the positive impact of their work.  Prospective grads would just like to know if the future is viable.  Unfortunately, it depends on one`s outlook.  This is partly because there are so many interpretations of  "information" work and what it means to be a librarian.

To believe that libraries are quiet spaces, lined with books and reticent staff is to fall prey to fiction.  Those that already work in the field understand this.  What challenges us, as information professionals, is the shifting context that shapes our work environment.  We design, develop and deploy services in a world full of uncertainties and technological change.  When the GDP sinks and people stop making purchases, our confidence in the future ebbs.  Yet, the world does not come to a grinding halt and people continue to have needs, including a need for information that is meaningful and, therefore, useful.

It might be wise to stop wringing our hands fussing about our usefulness as a profession and simply assert ourselves as experts and developing ways of educating members of our communities of what we can do for them.  If we do so, we may have to forgo our titles.  We may actually have to stop arguing about what makes a "librarian" or an "information technician" and focus on the skills and attitudes that we hold as people who work with information on a constant basis. It is also not helpful to make a simple shopping list of what services we provide. Celebrating our accomplishments is a validating and necessary activity but we must be very careful not to think that this assures us of a stable or predictable future. Recently, the Kentucky Library Association published "The Role of Public Libraries and Their Future" by Uma Doraiswamy (2010).  Essentially, Doraiswamy remains optimistic about the role of the public library because of the variety of functions it currently performs.  Unfortunately, today's success is NOT a predictor of future success and, at any time, these services can be undermined by a variety of forces beyond our immediate control.  Our success is dependent on recognizing that change is constant.  The desire to stick to the status quo is one of enormous consequence.  Thus, there is a tension in the field where some folks want what they had and struggle with letting go of past practice while others embrace a future that looks at redefining our roles.
It is possible that library schools and tech programs do not spend enough time examining the actual goal of librarianship.  Is it to provide people with information? Look beyond this.  It is to provide people with the opportunity to learn and become knowledgeable.  In the 21st century, this practice is dependent on technology.  Yet, this technology is rapidly changing.  However, we can not allow ourselves to be distracted from our goal.  James Duderstadt, President Emeritus and University Professor of Science and Engineering  at the University of Michigan, astutely points out that, "It is certainly the case that futurists have a habit of overestimating the impact of new technologies in the near term and underestimating them over the longer term." (p. 223).  In fact, he describes the library as the "poster child of the IT revolution" and they may be an ideal place to observe how people really learn (p. 220).  There is recognition, in some corners of the profession , that despite the changes libraries and information centres must face, there is an interesting future before us.  How we respond to this reality will define our success.  Lamenting over days gone by will get us nowhere.

Although Deborah Jakubs speaks specifically to the situation of research libraries, she makes a valid, broader point when she writes, "Rather than being defensive about "threats" to the traditional position of libraries, we should tout the advantages of the contemporary research library. There may be more than one information "game" in town, but ours has plenty to offer" (p. 244).  In other words, we must accept the fact that the services we offer may not belong only to our profession but we do have an excellent foundation to build our future.  It may be that library schools and other, related programs will have to do more to adapt to the changing demands of our communities but this does not mean that there is not work to be done.

Indeed, from my experiences providing students with experiential learning through field placements, I have discovered that new sites delight in the skills they see from our students.  Many of these would not be described as "traditional" library environments.  Libraries are not the only places where information is amassed, stored, accessed and used.  Media sources, records management offices, health networks, non-profit support services, and corporate offices all struggle to manage the "data deluge".  Students of information studies are in a prime position to guide our communities through the confusing and technologically focused future we face.  The skills required for this may be shifting but this is another challenge many of us are prepared to take on.

So, if you are fearful of our future, don`t be.  Embrace the challenges and take ownership over your future and, most importatnly, get engaged.  Promote your skills, lead and inform those who do not understand the field. Be confident.  Be competitive.  When people aren't out spending their shrinking disposable incomes, they are seeking other ways to better their lot in life.  We help them do it.  We can be powerful. And, in fact, we are.

Cited Sources


Doraiswamy, U. (2010). The role of public libraries and their future. Kentucky Libraries, 74(2), 22-25. Retrieved from Library, Information Science & Technology Abstracts with Full Text database.


Duderstadt, J. (2009). Possible Futures for the Research Library in the 21st Century. Journal of Library Administration, 49(3), 217-225. doi:10.1080/01930820902784770


Jakubs, D. (2008). Out of the Gray Times: Leading Libraries into the Digital Future. Journal of Library Administration, 48(2), 235-248. Retrieved from Library, Information Science & Technology Abstracts with Full Text database.