skip to main content

Teachers in school libraries - what does the data tell us? Teachers in school libraries - what does the data tell us?

Short articles
Authors: Pru Mitchell
Teachers in school libraries - what does the data tell us?

Each year, the Wednesday of Library and Information Week is synonymous with National Simultaneous Storytime (NSS) – a time when schools, libraries and playgroups across Australia stop to share the same book at the same time. Hats off to the Australian Library and Information Association (ALIA) for choosing Jol and Kate Temple’s I Got This Hat, illustrated by Jon Foye for NSS 2016.

It is a big week for school libraries with the announcement of the Children’s Book Council of Australia (CBCA) Shortlist last Friday. The shortlist containing the top Australian children’s books published in the past year forms the basis of reading activities in schools leading up to Children’s Book Week in August. This year's theme of Australia! Story Country is rich with possibilities.

I-Got-This-Hat

'I Got This Hat' has been chosen for this year's National Simultaneous Storytime.

No-one needs an excuse to read, but children need ready access to resources to read. They need someone to lead them to texts that are relevant, interesting and worth reading. This is one of the key roles of the school library, and of the specialist teachers who work in libraries.

A 2016 report by Dr Paul Weldon analysed data about teachers working in school libraries. The data were from the Staff in Australia’s Schools (SiAS) surveys carried out by the Australian Council for Educational Research (ACER) on behalf of the Commonwealth Department of Education in 2007, 2010, and 2013. This study provided greater understanding of who is teaching in Australia’s school libraries and, in particular, highlighted two trends that warrant further attention.

Low SES schools lack library specialists

In just three years, a sharp divide has opened up between low SES schools and high SES schools. The 2010 SiAS data showed the proportion of teachers in primary school libraries equally distributed across the three bands of low, medium and high socio-economic status schools (based on postcode). By 2013 we see the allocation of teachers in low SES primary school libraries drop by around 16 per cent, while high SES primary schools experienced growth of over 13 per cent in the same period. Secondary schools followed the same trend but to a lesser degree. The data does not tell us why this gap has developed so strongly in such a short period of time. What are the priorities in high SES schools that lead them to increase the number of teachers in their library? How is it that students in greater need of reading resources and reading support seem to be missing out?

Distribution of primary teachers working in the library by socio-economic status of school

Distribution of primary teachers working in the library by socio-economic status of school

Teaching teachers in school libraries

The survey asked teachers working in the library to indicate if they had undertaken any tertiary study in librarianship. The results show a high proportion of teachers currently working in a school library role with no tertiary training in the area. In 2013 over one-third of primary teachers in the library were not trained, and one-quarter of secondary teachers. In many cases these teachers will be by themselves in the library with no opportunity for mentoring or training from an experienced teacher librarian.

Teachers working in the library, with and without tertiary library study, 2013

Teachers working in the library, with and without tertiary library study, 2013

Click on the link to read more in the full report.

References

Weldon, P. (2016). What the Staff in Australia's Schools Surveys tell us about teachers working in school libraries. Camberwell: Australian Council for Educational Research. Retrieved from http://research.acer.edu.au/tll_misc/25

Each year, the Wednesday of Library and Information Week is synonymous with National Simultaneous Storytime (NSS) – a time when schools, libraries and playgroups across Australia stop to share the same book at the same time. Hats off to the Australian Library and Information Association (ALIA) for choosing Jol and Kate Temple’s I Got This Hat, illustrated by Jon Foye for NSS 2016.

It is a big week for school libraries with the announcement of the Children’s Book Council of Australia (CBCA) Shortlist last Friday. The shortlist containing the top Australian children’s books published in the past year forms the basis of reading activities in schools leading up to Children’s Book Week in August. This year's theme of Australia! Story Country is rich with possibilities.

I-Got-This-Hat

'I Got This Hat' has been chosen for this year's National Simultaneous Storytime.

No-one needs an excuse to read, but children need ready access to resources to read. They need someone to lead them to texts that are relevant, interesting and worth reading. This is one of the key roles of the school library, and of the specialist teachers who work in libraries.

A 2016 report by Dr Paul Weldon analysed data about teachers working in school libraries. The data were from the Staff in Australia’s Schools (SiAS) surveys carried out by the Australian Council for Educational Research (ACER) on behalf of the Commonwealth Department of Education in 2007, 2010, and 2013. This study provided greater understanding of who is teaching in Australia’s school libraries and, in particular, highlighted two trends that warrant further attention.

Low SES schools lack library specialists

In just three years, a sharp divide has opened up between low SES schools and high SES schools. The 2010 SiAS data showed the proportion of teachers in primary school libraries equally distributed across the three bands of low, medium and high socio-economic status schools (based on postcode). By 2013 we see the allocation of teachers in low SES primary school libraries drop by around 16 per cent, while high SES primary schools experienced growth of over 13 per cent in the same period. Secondary schools followed the same trend but to a lesser degree. The data does not tell us why this gap has developed so strongly in such a short period of time. What are the priorities in high SES schools that lead them to increase the number of teachers in their library? How is it that students in greater need of reading resources and reading support seem to be missing out?

Distribution of primary teachers working in the library by socio-economic status of school

Distribution of primary teachers working in the library by socio-economic status of school

Teaching teachers in school libraries

The survey asked teachers working in the library to indicate if they had undertaken any tertiary study in librarianship. The results show a high proportion of teachers currently working in a school library role with no tertiary training in the area. In 2013 over one-third of primary teachers in the library were not trained, and one-quarter of secondary teachers. In many cases these teachers will be by themselves in the library with no opportunity for mentoring or training from an experienced teacher librarian.

Teachers working in the library, with and without tertiary library study, 2013

Teachers working in the library, with and without tertiary library study, 2013

Click on the link to read more in the full report.

References

Weldon, P. (2016). What the Staff in Australia's Schools Surveys tell us about teachers working in school libraries. Camberwell: Australian Council for Educational Research. Retrieved from http://research.acer.edu.au/tll_misc/25

This year's National Simultaneous Storytime takes place on Wednesday 25 May, 2016. For resources and information click on the link.

To find out more about Library and Information Week visit https://www.alia.org.au/liw

This year's National Simultaneous Storytime takes place on Wednesday 25 May, 2016. For resources and information click on the link.

To find out more about Library and Information Week visit https://www.alia.org.au/liw

Kathryn Hopson 09 June 2016

Being a passionate professional Librarian for over 25 years, I wonder at schools and their lack of putting professional librarians into schools. I have worked in schools where I have had to teach the teacher-librarian how to catalogue and the basics on library procedures and library management.

For the last year and a half I have set up a school library Prep to Year 12 for a Day school with over 480 students and also a Distance Education school with over 700 students from scratch. I have designed their library and worked around a very tight budget where I come under administration even though I completed a Masters of Information Technology -Library Major last year through QUT and have been a Library Technician for many years.

I have installed their software, linked their data, got students cards for borrowing up and happening and then started the task of cataloguing, where I am able to not only do the copy with SCIS but also original because I know LCSH. The film library is now up and happening as well. Our students can view Youtube clips or perhaps their shakespeare play on the library catalogue.

Now after just 18 months our Distance education and Senior students are now able to borrow their text books and our day school classes prep to Year 12 are gradually getting to borrow more books as I progress. I don’t have an assistant but I do have volunteers to help with covering and stickers.

Our literacy levels are going off and as I also organise the literacy enrichment programs such as author visits, Book week and NSS programs. Students are enjoying being read to and being able to browse the collection of newly installed books. I don’t have a teachers degree yet I have worked in Councils for many years in students services, and In University and schools. I choose not to have a teachers degree because as soon as you do in schools you are pulled out of the library to relieve for the teachers who are sick or absent.

I could write a book on my experiences as I have also worked in Hospitals and Special libraries such as the Royal Blind Society.

Do I enjoy what I do? absolutely!! do I get dismayed when I hear someone say - “But you don’t have a teachers degree how can you work in a school? “You are not qualified”. There are more professionals and para professionals in the world who understand the needs of our children and teaching staff in schools and with our knowedge, wisdom and experience we are in a wonderful profession and place to educate in the world of literature.

I love working with Teacher librarians and library Technicians and library assistants and have encouraged many a person to go on and complete their degrees. This article will probably not be printed due to the fact I am not a Teacher Librarian but I would like to say that Professional Librarians do exist and we would like to be recognised for our contribution to our current education systems. Thanks.

Leave a comment




Skip to the top of the content.