A significant factor in getting children to read is providing access to books—mountains and mountains of books. But regular access to books is beyond the grasp of many children in America. Considering research findings from numerous studies, we could rename the achievement gap the library gap. Students in poverty have the least access to books because of poorly funded and staffed school libraries, limited public library use, and fewer books at home.

Most educators agree  that students of all ages need regular access to a diverse collection of books.   Thanks to the efforts of AASL and grass roots groups such as the “Washington Moms”,  more attention is being given to the problem of  underfunded and understaffed school libraries across the nation.  Studies from Keith Curry Lance and others show a strong correlation between strong library programs and student achievement.

Miller argues that federal monies would be better spent on actual books rather than test prep materials or reading incentive programs; she poses the question, “Wouldn’t this federal windfall be better spent on providing real books, an endeavor proven to work?”  Most literacy educators and school librarians would readily agree with her assertion.

However, rather than calling for these federal (or local/state) monies to be used for purchasing more library books that could be used by all students in a building, Miller would like to see these funds used for stocking classroom libraries.

Unfortunately, instead of money for books flowing into our classrooms from district, state, and federal education funds, this money frequently runs in the opposite direction—we subsidize our own [classroom] libraries. If you walk into a classroom with a well-stocked library, I guarantee that the teacher purchased most of those books with his or her own money.  While the absence of political will or clear priorities deny access to books for our students, many teachers put their money where their beliefs are.

Many of us who are school librarians took time via the blog and Twitter to applaud Miller’s passion and efforts to put books into the hands of students.    However, many librarians  raised concerns about federal, state, or local monies being used to purchase books for classroom libraries rather than the school library;  most people who commented supported the existence of classroom libraries.  However, many who commented discussed why funding school library collections would be a better use of monies than funding classroom libraries.  Some of these reasons include:

• As a librarian, my view is that it is more cost effective to have a well maintained library with a flexible schedule allowing classes and individual students to visit often for book selection. Perhaps I have missed it but you don’t seem to mention the role of the library in the reading program. This seems more feasible than creating 2000 volume mini-libraries in all classrooms. Also visits to the library create the opportunity to get reading advice from another reading advocate other than their own teacher.  ~Debbie Hall~
• No classroom collection can duplicate the depth of a great school library collection. (In my library, if I didn’t have something, that often meant it just hadn’t been written yet.)  Why do we keep trying to reinvent this wheel? Parents and teachers and kids should be up in arms when their school does not have an exemplary (or any) school library. It’s a service a school can’t function without.  I’ve met lots of spectacular, dedicated teachers like you who work in schools without a functioning school library and they’re functioning under an unnecessary and harmful handicap. It’s just not right and it’s just not practical or efficient to run a school without a great library.  ~Judy Freeman~
• Classroom libraries are great, but if we’re going to get the most for our limited funding, it’s best to have an exciting central location where all teachers and students can browse. They can browse with their teacher as a class – or even browse individually at any time.  ~Lindy Pals~
• But I am really bugged about an investment that has no real accountability. I’m also concerned that the books put in the classroom library through methods outlined above may or may not be in alignment with district selection policies or provide a balanced and unbiased selection of materials. Do these books support all curriculum areas as well as diverse interests of students? That is what the school library offers. Are teachers ready to deal with a book challenge? Most probably are not. It’s wonderful to see so many advocates for reading out there, but please recognize the benefit of a open flexible library staffed with a trained school teacher librarian. ~Cathy Nelson~
• In addition I seriously have to question the value of filling a classroom library with half price, discounted and/ or discarded books – they are that way for a reason…..It is important to expose children to a variety of reading materials that not only support curriculum but ALSO represent all cultures and viewpoints. In addition, the children deserve a balanced collection of materials suitable for all reading abilities and interests. A school library AND a school librarian are invaluable in providing this to a school and its community. In our school we have classroom libraries, but many teachers choose to utilise library resources instead – they keep their classroom libraries fresh and interesting by changing them out for different books on a regular basis. This provides the students with lots more choice and the teachers are utilising the librarian’s skills in choosing appropriate resources.  ~Leanne Windsor~
• In these times of economic struggles in education accountability is the key to effective management of resources.  ~Dianne McKenzie~
• I’d also like to comment on classroom libraries. I think all of us are working towards the same goal. But, isn’t it redundant to spend money on classroom libraries when you and the students can go get books from the school library for free?  ~Juliette Abate~
• I agree that surrounding students with books (library, classroom, home) is a wonderful goal. I just don’t think it should be at the expense of the school library. Teachers spending their own money for classroom libraries is THEIR CHOICE, and I applaud them for doing so. I would just be in tears if my school/district/state decided to spend money that should go toward the school library (and ultimately access to ALL student in the school) and spend it instead on classroom libraries. ~Heather Loy~

On Twitter, Elizabeth Gleeson Friese, an educator and  doctoral student studying Children’s Literature at the University of Georgia, shared this concern:  “The idea of a collection built from garage sales & Scholastic scares me – so many biases there.  It’s limiting, paradoxically.”   Anne Robinson, a librarian from the United Kingdom, reflects, “Scouring garage sales lets administrators off hook re proper funding for new books!”   Many librarians, including Pamela Hill and Laura Pearle, wondered what, if any role, the school librarian played in Miller’s work as a literacy educator.

In her original post, Miller tells us about her 2000+ classroom library collection:

I am known around my school as the teacher with the huge library. With over 2,000 books, our class library holds mythic status among my students (both current and former). They often conduct tours, leading friends and younger siblings through the stacks, proudly showing off our books and making recommendations. These tours usually end with our guests filling out library cards and checking out books to read. My willingness to share our books with any child who wants to read them is well-known, too.

In response, I asked her if this was not the exact same mission as her school library.  While I respect her passion and willingness to share her materials, I would think that managing this collection would be time-consuming.  If the school library is well stocked, why not point parents and students to the school library?  What school librarian would not jump at a chance to show off the collection and check out books to patrons hungry for books?

On April 25, Miller responded to concerns raised by the librarians on her blog.  While she stated she did have a “well stocked” school library and certified library staff, she restated her value of her classroom library, asserting, “When four children want to read the same book and share it with their friends, when a child wants to check out six books in a series so he can read them all in a weekend, when a teacher needs to pass a book to a parent or sibling in order to promote family reading– classroom libraries can fulfill this role.”  I ask, “Why can’t the school library provide the same service?”

While Miller is not proposing federal/state/local monies designated for school library books  be diverted for purchasing classroom library books, she doesn’t seem to understand that is exactly what will happen if those monies are used to buy classroom books.  Those monies that could have been used to bolster school library collections would be used in a piecemeal fashion for classrooms, limiting who would have access to those books.

I believe the comments  on Miller’s blog reflect a common interest in providing students as much access as possible to books.  However, I’m not sure if classroom teachers understand that school libraries around the country are fighting for their lives and that the fight for funding is one that affect an entire school, not just the school librarian.   Pamela Hill shared similar sentiments on my Facebook while, maintaining, “There are still many places that are in danger of losing their school libraries and/ or librarians- any outcry for funding should be to KEEP those libraries. If a teacher chooses to buy 2000 books for her classroom – fine – I’m all for that, I just don’t think we should start diverting public funds there.”  Jeff Johnson, Technology Coordinator for the Glendale-River Hills District in Glendale, Wisconsin, asks, “Imagine what your school would be like without your school library?”

The absence of a conversation from classroom teachers regarding collaboration with their school librarian is also troubling to me.    Collaboration is one of the hallmarks of 21st century learning; we should no longer be in the mindset of “them” or “us”; our paradigm should be “we” in which all educators are working together to maximize the resources and access to those resources for all students.  In this instance, it seems logical that buying more books for the school library will reach more students than books in a single classroom.  Through collaboration, school librarians can find out what classroom teachers need for their readers and provide those materials through flexible and open access.

Miller concludes her April 25 comments with these statements:

By all means, continue your outcry to promote funding for school libraries– I agree with you. But let’s not lose sight of the fact that more books in more places serves kids best.

In my mind, the outcry should not just be from school librarians—every stakeholder—teacher, student, administrator, librarian, parent—should be taking up this banner and fighting for school libraries.

What do you think?  Should federal, state, and/or local funds be used to fund classroom libraries?  What strategies have you used to support the literacy needs of your classroom teachers?  How can we as school libraries somehow be in more places within our buildings?  How do foster a collaborative relationship and environment within our schools so that teachers and media specialists are working together rather than seeing each other’s efforts as separate endeavors?  How do we help teachers perceive the library whose mission is to help all stakeholders and as an essential component of the school that belongs to everyone?   How do we better position libraries as the “information and learning commons” within our schools?

Buffy Hamilton, Media Specialist
Creekview High School, Canton, Georgia

Comments»

1. New AASL Blog Post « The Unquiet Librarian - April 26, 2009

[...] Blogroll and Issues Tags: AASL, classroom libraries, collaboration, school libraries I have a new post on the AASL blog this evening in which I outline a debate regarding funding for classroom libraries vs. school [...]

2. Carolyn Foote - April 26, 2009

I find myself over a barrel here. I agree with Miller that more books in more places are important for student literacy–that excitement about books carries a lot of influence with students.

And as a former English teacher, I can relate with her desire to have a well-stocked classroom library. My belief is that her students probably also continue to “check out” books whether from the library or her room, and they are reading, which is our ultimate goal. And I also wouldn’t think to imply that as an English teacher she wouldn’t necessarily be selecting excellent titles for her students, because I myself remember scrounging for great young adult books for my students (though I also used my school library a great deal.)

Now, as a librarian, I too am troubled by the sometimes lack of connection between the classroom and libraries/librarians. Sometimes we aren’t all working in concert with one another, and that is unfortunate. I think perhaps we need a better understanding of how to support teachers’ needs. But we have to remember that we keep the entire school and curriculum in mind–and that is part of our purpose.

I don’t perceive that Miller was arguing to replace one kind of funding with another, though of course that could happen. And I don’t really love that some see her interest as competing with the interests of the library.

But I do think that in terms of the entire curriculum and entire student body, the excitement and support that a library can provide for students in terms of reading is significant and important.

Buffy asks some excellent questions that are worth serious consideration. How do we encourage more of a “joint mission”?
How can we be in “more places” in our buildings so we take ourselves to the students?

I’ll be taking this conversation to my own blog as well. Excellent post, Buffy!

3. What does a library look like? | Not So Distant Future - April 26, 2009

[...] a recent post on the AASL blog, Buffy Hamilton discusses a debate that has been raging about an article in Teacher Magazine about [...]

4. elisabeth abarbanel - April 26, 2009

I think we can be in more places in the school. My library is 4 stories up from the 7th-8th grade classrooms. I have set up “moblie libraries” in all the Middle School English classes (4 classrooms). I put about 30 books on each cart and checked out the carts to the classrooms. This is a new program, so I am not sure how many books we will lose, but I am hoping the benefits outweigh the costs, as the students use the self check out method responsibly. Evey few weeks I switch the books around, using a laptop with the library software installed. I am working with my English teachers to surround the students with all different types of books.

5. Anne Robinson - April 27, 2009

Great, thoughtful and thought-provoking post, Buffy. So many of the issues you face are similar to those we have in the UK.

And thanks for the mention!

6. Tiffany Emerick - April 27, 2009

As a former elementary school [now high school] librarian, I would support my teacher’s literacy efforts several ways. First, I would become familiar with their curriculum, sometimes even knowing exactly what they were teaching what day, so that I could reinforce literacy skills through my lessons in the library. I also went out of my way to seek teachers out and offer my help in purchasing materials they needed for their curriculum. I developed a strong professional collection that included childrens titles that were heavily used in the curriculum so that teachers would have them at the ready. [For example, I might have 3 copies of a title in my library collection, but then 2 more copies in my professional collection just for teacher use.] I also met with teachers before and after school and even during my lunch break to plan collaboratively. I went into the classroom to co-teach as much as possible, and sometimes even sacrificed MY curriculum to help a teacher last minute by using my lesson time to introduce a research project – this last event happened often because I did NOT have flexible scheduling. In fact, in my 4+ years there, I lost more and more ‘free’ time each year – and by ‘free,’ I mean time to work collaboratively and time for weeding, collection development, and other important parts of my library job. My schedule became so fixed and crowded that I ended up spending my entire day teaching and prepping for teaching [5 minutes in between classes, which ended up usually being more like 2 minutes]. The problem here was my fixed schedule…. teacher/librarian collaboration cannot happen on a fully-fixed library schedule! In fact, I don’t think classroom teachers can fully appreciate a library unless there is flexible scheduling. I know most teachers at my elementary school looked at me as their ‘reliever,’ they dropped off their kids for 40 minutes and had their time off. I often felt like a babysitter. This is not how a library should be used, but sadly this is how many/most elementary libraries and librarians are being used. I think school librarians that have flexible schedules can better foster collaborative relationships and support classroom literacy…and once these occur, they can use this support to get funding for their libraries.

7. Floyd Pentlin - April 27, 2009

Unless the book collections are funded by the teacher him/herself, there is only so much money for materials in a district. If material is siphoned off for classroom collections, that means there is less money for the library collection. By its very nature, classroom collections are restrictive.

I agree that the nature of the collaborative relationship needs to continuously be evaluated. We need the classroom teachers to advocate for strong, accessible libraries.

8. Doug Johnson - April 27, 2009

Hi Buffy,

Great post and a difficult topic. While most of the points have been covered, my take on the issue is here:

http://www.doug-johnson.com/dougwri/common-sense-economy.html

As budgets get tighter and student performance issues highter, this will become an increasingly volatile subject – where to best spend resource dollars!

Doug

9. Pamela Hill - April 27, 2009

First of all, awesome article Buffy! I think your main concern is that libraries seem to be left out of the loop in that outcry for funding for books. This seems to indicate that at least in the mind of that teacher, librarians aren’t crucial to the whole issue of student literacy. (which is absurd) As a former LA teacher, I think having a classroom library is important. But a teacher with 2000 books really can’t seriously be asking for more! All the issues you brought up about selection are so true. Plus, the time to manage all that – seriously – that is what the library is for.
I think Doug makes some good points too. As resources get smaller, we have to really think about where to get the most bang for our buck. A professionally selected & maintained library really does give you the most for your money.
Again, I’m not knocking classroom libraries, but really, they are an added bonus. If a teacher wants to spend her money there, fine. But I’m against diverting funds there. I’m also concerned about having discarded & garage sale books there. Our kids deserve new books – from the library!

10. Anne Robinson - April 28, 2009

Just an additional thought. In the UK, teachers are always complaning that they do not have enough time to plan, prepare and assess. They have been given more time to do this, with many tasks now delegated to support staff and teaching assistants. What I cannot understand, after reading a lot of US teacher blog posts about classroom libraries where they are discussing cataloguing rules(!), is how do they find the time to do all of this? What are they not doing so that they have time to spend thinking about the management of a huge classroom library? Should they become teacher-librarians instead?

11. Susan Daugherty - April 30, 2009

This is an attitude I have faced many times in my 30 years of school librarianship. I believe it stems from the basic need that many humans have to be in control and be in the center of their world. Understandable but wrong-headed when it comes to books and libraries. I have never been able to talk a teacher with this attitude out of keeping her large classroom library. Only the truly enlightened get the concept of a school library for all the reasons you have elucidated. I follow this practice in my private life as well, buying very few books, unless they are reference books that I think I will need to look at again and again, or possibly books that will go out of print. Do not despair. Libraries have arisen because centralized resources make sense to most people. They are the way to go!

12. bhamilton - May 2, 2009

I would like to thank everyone for their comments here—the dialogue is energizing! I think this conversation will help us to continue to advocate for flexible scheduling that helps foster our partnerships with our teachers and their students. I agree that the issue of where to best spend those increasingly precious dollars in one that will definitely get more attention as districts are forced to make decisions about how to get the most “bang for the buck”. I know that we will all continue to reach our to our classroom teachers to support their literacy efforts both inside and outside of our libraries!
Buffy