How many students visit our website, use our databases, ask us reference questions, check out a book, make a recommendation, email us a question, etc.? How many classes do we teach in the library or computer lab areas? How often do we go to a classroom to work with students? What committees are we part of that are part of school leadership? All important areas for evaluating.

(While I think our nonfiction use is declining moderately, students are still highly engaged in reading literature and fiction. And we see more “in house” use of nonfiction.)

And just as most of us would want a bookstore to carry the most current items, students would want our libraries to.

However, I agree that we need to be showing a wide variety of information on our statistics to reflect our current best practices.

Many students obtain “information” from online databases and websites so we know it is more important than ever to make sure students are being taught how to access and evaluate information. But I am not sure if educators, principals, and parents are aware of what certified Teacher-Librarians teach unless they are in the same room with us. We need to share our strategies with them. How many schools are using research models or inquiry-based questioning techniques to promote critical thinking skills among their students? — Do we share these models with parents? Do they know how to extend the learning at home? Regardless of how the students contact the librarian (e.g. email, IM, chat, Skype, or in-person), the interaction is still a key piece to student achievement. Keep letting your principal know about your interactions with students and teachers! Give them reasons to keep you as a valued employee. We can’t leave any stone unturned right now because our jobs are on the line. Positive, insightful working relationships with our colleagues, administrators, and students help motivate transfer of knowledge and teach self-direction.

As for the comment about still reporting the age of the book collection, this too is still important to report. It looks pathetic at a national level to have the average age of books in Colorado collections at over 15 years old. Books are not going away any time soon. There are different learning styles to address and books meet the needs of many individuals. Also, how often do our students still print what they read online? We still have a need for print-based materials. Also, when we go to book stores (more popular than ever) do we want current books or out-of-date books to read? It is the same principle. If we want students in our space — called the library — The potential “Learning Hub of the School,” we need to attract them with a current collection.

Speaking personally, even though I am an online learning advocate and have a Ph.D. in that area, I still buy books all the time. I choose to have several books in an electronic and print-based edition so that I can access the information in different ways depending on my current need and location. Several reference vendors are offering copies of the same book in both print and electronic forms. Give students the choice.

And the sad truth that we cannot ignore is that NOT all students have access to computers, let alone internet connectivity, and not all students can get to a public library in the evening. We still need to address the inequity issues surrounding information access. What are we doing to promote access of information for all students? This is a whole other topic of conversation.

While you may not agree on what to tell your administrators, my hope is that you are at least talking to your administrators and colleagues, providing the data and the evidence, and making sure they know your value!

- Laura L. Summers, Ph.D.
University of Colorado Denver; Director of School Library Program