Canada’s current crisis in cuts to teacher librarians and school libraries is endangering the development of intellectual freedom and social responsibility in our society. Teacher-librarians promote cultural diversity, advocate for human rights, and work to support the development of children’s ethical foundation as global citizens. Teacher-librarians, through their development and management of school libraries, provide a unique support to teachers and students in the promotion of literacy (in all its forms) and thus effective critical inquiry.
“Freedom and democracy are not easy roads, nor are they permanent states. They are constantly renewed in our minds, hearts and conscious efforts” (Barron, 2003, p. 49). Freedom is a condition of democracy. Democracy cannot happen if those that live in the democratic state are not free. However, “even in Canada, a free country by world standards” (Samek, 2005, p. 44), there may be stumbling blocks that hinder our enjoyment of these freedoms. How do we embrace these freedoms, how do we celebrate cultural and human diversity and how do we help our children to develop into informed, caring, and sharing citizens who actively and freely participate in our so-called democracy?
Libraries, both school and public, make important contributions to freedom and democracy. In the rhetorical words of the American Library Association, libraries are “cornerstones of the communities they serve … [They] are a legacy to each generation, offering the heritage of the past and the promise of the future [and] contribute to a future that values and protects our freedoms in a world that celebrates both our similarities and differences, respects individuals and their beliefs, and holds all persons truly equal and free.” (http://www.ala.org/ala/oif/statementspols/americanvalue/librariesamerican.htm)
In the early twenty-first century, librarians face innumerable challenges to their core values. Although we as teacher-librarians may believe very strongly in these foundational principles, circumstances that shape and limit our school communities may negatively impact school libraries and teacher-librarians. Today, both face trends that greatly affect student learning and our commitment to these values and principles. These trends include: declining library budgets, new sweeping and centralized curricula, culturally diverse student populations, monopolies in educational publishing, issues of Internet and child protection, and cuts to teacher-librarian positions throughout schools. Knowing these challenges, how does our current crisis in Canadian school libraries impact democracy and intellectual freedom in our schools today?
Statements on Intellectual Freedom and Social Responsibility
Many professional groups have developed statements on intellectual freedom and social responsibility. Having a solid awareness of these policy statements can help us as teacher-librarians to negotiate the issues we face. The United Nations’ Universal Declaration of Human Rights, states "Everyone has the right to freedom of opinion and expression; this right includes freedom to hold opinions without interference and to seek, receive and impart information and ideas through any media and regardless of frontiers” (http://www.ifla.org/faife/art19.htm).
The International Federation of Libraries Associations and Institutions (IFLA) states, “it is a fundamental right of human beings to access and express information without restriction” (http://www.ifla.org/faife/policy/iflastat/gldeclar-e.html). “Intellectual freedom is the basis of democracy. Intellectual freedom is the core of the library concept” (http://www.ifla.org/faife/index.htm).
The American Library Association (ALA)’s Intellectual Freedom Committee, developed in
1940, declared:
intellectual freedom is the right of every individual to both seek and receive information from all points of view without restriction. It provides for free access to all expressions of ideas through which any and all sides of a question, cause or movement may be explored. (http://www.ala.org/ala/oif/basics/intellectual.htm)
In 1974, the Canadian Library Association (CLA) developed a “sister” intellectual freedom statement. This statement has been amended twice and now reads:
All persons in Canada have the fundamental right, as embodied in the nation's Bill of Rights and the Canadian Charter of Rights and Freedoms, to have access to all expressions of knowledge, creativity and intellectual activity, and to express their thoughts publicly. This right to intellectual freedom, under the law, is essential to the health and development of Canadian society.
Libraries have a basic responsibility for the development and maintenance of intellectual freedom.
It is the responsibility of libraries to guarantee and facilitate access to all expressions of knowledge and intellectual activity, including those which some elements of society may consider to be unconventional, unpopular or unacceptable. To this end, libraries shall acquire and make available the widest variety of materials.
It is the responsibility of libraries to guarantee the right of free expression by making available all the library's public facilities and services to all individuals and groups who need them.
Libraries should resist all efforts to limit the exercise of these responsibilities while recognizing the right of criticism by individuals and groups.
Both employees and employers in libraries have a duty, in addition to their institutional responsibilities, to uphold these principles. (http://www.cla.ca/about/intfreedhtm)
Canada’s 1982 Charter of Rights and Freedoms document guarantees all Canadians intellectual freedom stating we have “freedom of thought, belief, opinion and expression, including freedom of the press and other media of communication” (http://www.efc.ca/pages/law/charter/charter.text.html).
In my home city of Winnipeg, the Public Library’s intellectual freedom statement dovetails the CLA statement, but also specifically speaks to “the freedom of the individual and the right and obligation of parents and guardians to develop, interpret and maintain their own code of values within their family” (http://wpl.winnipeg.ca/library/libraryservices/materials/statement.asp#intellectual).
In addition, our school division’s statement on intellectual freedom “recognizes that in a democracy, free inquiry in an essential ingredient of education” (www.retsd.mb.ca) Collectively all documents present the same ideals, promote the same principles, and honour a democratic society where intellectual freedom and social responsibility are embraced. What constitutes a democratic society in today’s world? Are democratic ideals embraced? To what extent is democracy limited in the Canadian education system? Where do the intellectual freedom statements find place within our schools? To answer these questions, we need to explore the status of their presence (if any) in our schools.
Value of School Libraries and Teacher-librarians
The United Nations statement on the Rights of the Child speaks to the child’s right to an education and points to the “existence and utilization of the school library” (www.iasl-slo.org) as critical to development of the whole self or free development of personality. Large bodies of research “reaffirm the value of school libraries staffed by professional teacher-librarians” (www.osstf.on.ca/www/pub/update/vol31/lja/ljaalib.html). School librarians play a vital role in promoting intellectual freedom. The collections they develop and manage support both teachers and students in their pursuit of learning. It is critical that students learn how to identify, locate, access, analyze, interpret, and contextualise information in order the develop knowledge. Many studies in the United States have pointed out the correlation between library staffing and student achievement, namely that a well-staffed, well-stocked, and well-funded school library makes a significant difference in student achievement (Lance & Loertscher, 2003). Here in Canada, the Ontario Library Association’s study (http://www.accessola.com/osla/site/showPage.cgi?page=advocacy/research.html) offers Canadian data to support this same finding. School libraries function as an integral part of the school’s programming and student learning. They also “have a powerful opportunity to become cultural conduits because they provide the connecting link between student readers and an informed book selection process” (Feret, 2006, p. 24). When literature is proactively selected, for example, children are able to make emotional connections with characters that assist them in valuing an increasing diverse culture. These connections to literature create higher levels of critical thinking in children, thus fostering an increased responsibility for their own learning that, in turn, allows them greater intellectual freedom.
School Library Support – Impact on Learning
Since the late 1960s, school libraries in Canada have received support from our provincial governments. In the 1970s numerous studies (Haycock, 2003, p. 17) demonstrated that students attained higher academic performance when professional library services were available. In 1974 Greve found that one of the greatest predictors of success in a school was the number of volumes the library held (Haycock, 2003, p. 18). The strongest variable related to achievement, other than socioeconomic status of the community, was expenditure for library books per student. In 1984, the presence of library media programs was found to be directly related to achievement in specialized skills areas and educational curriculum. Further studies in the 1990s (Haycock, 2003, p. 19) found that the better funded a school library was, the higher was the academic achievement of its students. Improved funding provided students with access to more staff and to a larger and more varied collection of materials better suited to meet their needs.
The role of teacher-librarians is integral to the instructional process. Since 2000, however, because of the prevalence of technology, the role of the teacher librarian has shifted (Haycock, 2003, p. 20) with more emphasis being placed on helping students and teachers find, access and synthesize information. Studies have continued to show the positive impact that teacher- librarians have on student achievement in mathematics, science, English language arts, and social studies. The biggest impact, though, appears in students’ development of information literacy and research skills, that is, the skills needed to “develop ideas, form questions, gather information, locate and assess information for quality, authority, accuracy and authenticity”) http://www.lib.retsd.mb.ca/literacy_doc/literacy_doc.pdf and the skills necessary for success in the information rich world in which many of us live. Adequate funding along with professionally trained staff are the two components that definitively affect both information literacy and student achievement in the subject areas. Access to a diversity of information in all media by students has been found to be integral to the success of school library programs in supporting student achievement. Information literacy and problem solving skills are enhanced with the presence of a teacher-librarian in the school library (Haycock, 2003).
School Library Support – Impact on Reading
Studies in the 1970s and 1980s found that students had increased use of newspapers and increased access to school libraries when a teacher-librarian was present (Haycock, 2003, p. 27). A greater love of reading for pleasure and recreation was seen in schools where libraries were represented. By the 1990s, significant differences in reading levels between children who borrowed books versus those who did not was evident (Haycock, 2003, p. 27) and emphasis was placed on the role of teacher-librarian in the promotion of reading. Teacher-librarians have a unique education in “placing [the] right books into right hands at [the] right times” (Haycock, 2003, p. 27). They connect books to children with an emphasis on relevancy. Children find comfort in getting personal, private, and non-judgmental help finding specific information that meets their abilities, interests, and needs. Research shows that reading proficiency is linked to student achievement and also to reductions in school drop out rates. Students need access to current materials, relevant materials, and interesting materials that promote independent and necessary life long skills for reading. When children are motivated to read, their interest in literature and their academic achievement increase. Children need large collections of books to choose from. Choosing books from a large collection creates a greater positive impact on children’s love of reading for pleasure and on their reading for inquiry. Funding to create print-rich learning environments in our schools and school libraries is critical, and classroom collections cannot substitute for library collections. Creating a safe haven for enjoyment of literature in many formats—graphic novels, informational books, magazines, DVDs, plays, or dramas--is another contribution of school libraries to creating life-long learners. Especially when these collections complement, rather than reproduce, curriculum resources.
School Library Support – Impact on Cultural Identity
School libraries provide opportunities for children to learn about themselves and one another. Manitoba’s new social studies curriculum addresses identity and cultural diversity in ways to promote life long value and intercultural understanding for students. It seems clear that “in a democratic society, the importance of a citizenry equipped with a good understanding of the country and a refined appreciation of its character can hardly be overestimated” (Haycock, 2003, p. 31). “Canadian publishers can provide ample evidence of teacher-librarians selecting and promoting Canadian books for Canadian children” (Haycock, 2003, p. 31).
School libraries are special places where children can explore culture and identity through literature. Literature can introduce children to the values, social norms, cultural norms, dreams and aspirations of our society. Providing access to Canadian materials allows children to see how what it is to be Canadian is evolving --what we look like, how we act, what we value both today, in the past, and into the future. We need library materials to help our children understand the importance of civic identity, national identity, and cultural heritage. Teacher-librarians are trained to identify and select excellent materials. However, this task is becoming more difficult because many of the professional journals used to review children’s books have disappeared, making it even harder for Canadian publishers to market their titles. Only two publications completely devoted to reviewing Canadian children’s remain–Resource Links: Connecting Classrooms, Libraries and Canadian Learning Resources and CM: Canadian Review of Materials.
Current Crisis - Cuts to Teacher-librarian positions
What should worry us about cuts to teacher-librarian positions? Teacher-librarians are leaders within our schools, working with teachers implementing new curriculum and working with students to provide the best resources, supports, and guidance for life long education and learning. Samek (2005) believes “the greatest threat to intellectual freedom [in schools] is cuts to teacher-librarian positions” (http://web5s.silverplatter.com.login.ezproxy.library.ualberta.ca/webspirs/start.ws?customer=uofalberta&databases=Y3). She asserts that intellectual freedom is deeply connected to democracy and social responsibility. Samek (2005) states, for example, that “the theory and practice of intellectual freedom are essential underpinnings of critical inquiry and informed citizenship, both important goals of our education system” (http://web5s.silverplatter.com.login.ezproxy.library.ualberta.ca/webspirs/start.ws?customer=uofalberta&databases=Y3) Teacher-librarians advocate for intellectual freedom through implementing curriculum and through selecting resources. When teacher-librarian positions are cut or reduced, many advocates for intellectual freedom and social responsibility are lost (i.e., silenced).
In 2004, Manitoba was the only province that maintained school library funding for staffing, operating and collection development (Haycock, 2003, p. 20). That is shocking, especially given that many other provinces in Canada have seen the consequences of cuts as reading proficiency scores continue to falter. (Haycock, 2003). Full time teacher-librarians are currently represented in only 2% of Ontario’s elementary schools. These real crisis level cuts to teacher-librarian positions throughout Canada have created concerns in three specific areas: curriculum-based inquiry, access to resources, and informed citizenry.
Inquiry
“Inquiry is the dynamic process of being open to wonder and puzzlements and coming to know and understand the world. Inquiry-based learning is a process where students are involved in their learning, formulating questions, investigating widely and then building new understandings” (Alberta Learning, 2004, p. 1). Inquiry actively involves students in the learning process through their engagement with questioning. As long as we continue to wonder, to ask questions and to inquire, we are learning. Children “need to learn not only how to answer questions, but also how to generate them along with strategies to help them find answers. Children need to own their questions … to build on what they already know and come to a deeper understanding of the concepts” (Donham et al., 2001, pp. vii, 1). Ownership of inquiry by the student produces the “most successful curriculum inquiries” (Alberta Learning, 2004, p. 15). Freedom is expressed through students’ generation of their own questions and information gathering. Students are able to connect to the outside world where life-long learning occurs.
Inquiry-based learning “encompasses the habits of mind that promote learning and the processes that can be woven through all classroom activities to enable students to broaden and deepen their understanding of the world” (Alberta Learning, 2004, p. 15). Intellectual freedom gained through learning is student driven through their thought processes and personal experiences. Students need to understand “inquiry as the process of using information to satisfy their own interests and to develop their own knowledge” (Alberta Learning, 2004, p. 8).
Cuts to teacher-librarian positions hinder the inquiry process within our schools. Teacher-librarians are well versed in inquiry-based approaches to learning. The inquiry process allows students freedom to choose what they need to know to learn and to discover how they best learn, and then what choices they have about the knowledge they acquire. Cuts to collection development can also hinder the inquiry process. “Collections are very tangible and visible” (Everhart, 1998, p. 91) and “must meet the needs of all students, not perpetuate one dominant culture” (Shirley, 2004). Collections must observe and attend to curriculum, ability and achievement levels, learning modes, learning styles, ethnic and cultural background, language differences and interest levels (Everhart, 1998, p. 92). Teacher-librarians must build inclusive, diverse, multilingual, multi-format collections that promote cultural democracy and that encourage students to think critically (Shirley, 2004). With a declining number of qualified personnel purchasing materials for school libraries, collections are not as current or diverse as they should be. Schools suffering from cuts to teacher-librarian positions often will see decreased use of professional selection tools to aid in collection development. It is critical that trained individuals support the library collection through the use of selection tools because individual and isolated selection practise can result in biased or irrelevant collections.
With the increasing diversity of students in our schools, it is very important to build collections that celebrate and reflect cultural diversity and human rights. As leaders in our schools, teacher-librarians must accept the challenges involved in developing collections that represent different people and their different ways of being and knowing, that demonstrate how important intellection freedom is to democratic society. The development of a collection that discourages biases, such as racism, and instead “reflects cultural diversity and the pluralistic nature of contemporary society” is best undertaken by a professional teacher-librarian (Hopkins, 2006).
“Without a wealth of relevant, current resources, learning will not be as meaningful or accurate” (Donham et al., 2001, p. 59). Inquiry-based learning requires current, age appropriate, interesting, attractive and relevant materials in a variety of formats (Donham et al., 2001, p. 60). The decline in teacher-librarians has resulted, in many instances, in depleted collections that are lacking in Canadian materials, current resources, and information that is of interest and relevance to today’s students.
Access
Access means more than choosing. Teacher-librarians must be mindful that “selection is liberty of thought” and “censorship is control of thought” (http://eduscapes.com/sms/cdfreedom.html). Teacher-librarians must be mindful that one of the cornerstones of democracy is the right to free expression. How teacher-librarians view and what value they place on intellectual freedom influences collection development. Both intellectual and physical accesses are critical to intellectual freedom. The American Library Association (ALA) defines intellectual access as “the right to read, receive and express ideas and the right to acquire skills to seek out, explore and examine ideas” (http://www.ala.org). No longer is one textbook adequate to support children’s learning. This notion has “now been replaced in many learning environments with a resource-based teaching approach” (Hopkins, 2006). As teacher-librarians, teachers, and students together recognize the specific learning styles of students, access to a wide variety of resources becomes even more important. In schools, teacher-librarians through their work with classroom teachers integrate a variety of resources into everyday work.
Physical access as defined by the ALA “includes being able to locate and retrieve information unimpeded by fees, age limits, separate collection or other restrictions” (http://www.ala.org). Two important factors in nurturing positive attitudes toward school libraries are attractiveness of the area and the amount of space. These areas in schools need to be inviting, centrally located, safe havens. Comfort, involves attention to proper lighting, to sound barrier walls and ceilings, and to comfortable furniture and shelving.
Again, cuts to teacher-librarian positions will impede both intellectual access and physical access. The teaching of information literacy skills necessary for the acquisition of materials will be greatly affected if the responsibility is left only to the classroom teacher or only to the student. With less teacher-librarian time due to cutbacks, resources necessary for inquiry will not be easily available and may not even be purchased. Teacher-librarians offer a wide curricular knowledge base with expertise in resource acquisition. As positions are cut, teachers will be on their own to acquire necessary resources for their curricular units of study. As cuts occur, physical access to the school library diminishes as time allocation for student interaction is decreased. Pre and post school hour programs likely will be deleted and creation of that special refuge and safe haven where intellectual freedom is embraced will be forgotten when the doors and gateways to school libraries are often closed.
Informed Citizenry
Our youth deserve the opportunity to share in their culture and identity and to become aware, engaged, productive, and informed citizens of Canada and by extension the global community. The decreasing number of teacher-librarians is reducing awareness of Canadian materials. Publishers have reported reduced sales of Canadian books to schools and “the need to develop Canadian identity and social cohesion is more challenging with resources that reflect the American experience and viewpoint” (Haycock, 2003, p. 31). “This is particularly true in areas of children and teen literature, when reading habits and tastes are being formulated” (Neill, 2004). Haycock stresses the dominance of American culture in media. Canadian publishers have fought hard to eradicate this trend, but threats to Canadian materials and therefore Canadian identity continue to rise. Teacher-librarians must try to respond to the learning needs of all students, and the school library collection must reflect that effort. Supporting the development of an informed citizenry requires offering materials in different languages, at various reading levels, of varying interest and from multiple perspectives. By doing this, the teacher-librarian makes the library a safe haven “for the pursuit and interchange of ideas” (Stripling & Hughes-Hassell, 2003, p. 36). In this secure place, children can make personal connections to books and enjoy reading experiences that create connections to the world outside of school. They need to share their personal perspectives, connecting text to self, text to text, and text to the world. Rosenblatt (1991) describes two specific experiences – an “efferent stance, where our main interest is in acquiring information, or an aesthetic stance, where we attend mainly to what we are experiencing, thinking and feeling during the reading” (http://www.upei.ca/~raydoiro/html/sshrcc_research.html). Both aesthetic and efferent reading experiences are critical for intellectual freedom.
Cuts to school library programs along with decreased resources greatly affect the building of our own experiences within our culture. Any hope of embracing intellectual freedom hinges on our own responsibility to the social issues we face. As educators, we need to embrace intellectual freedom and model it through our actions and our voices. We need to promote information for fellow educators and administrators in our staff rooms, our schools and our communities about the importance of intellectual freedom and social responsibility to democracy. As retiring high school teacher Brian MacKinnon states, “if you’re silenced, how can you go into a classroom and celebrate democracy” (Martin, 2006, p. B3). We must strive to maintain our positions, our collections, and our voices so that we can continue to inform our school communities of the importance of the values of intellectual freedom and social responsibility to our culture, identity, and ways of being and knowing.
What the Future Holds
“It certainly seems like our profession is in a state of crisis” (Johnson, 2004, p. 44). Many places throughout the country have reduced school library programs and cut professional staff; have provided only minimal budgets for resources for our libraries; have supplanted library programs with technology initiatives and have driven teacher-librarians from their field with frustrations from challenges to suppression of a child’s rights (Johnson, 2002, p. 22). As a profession, teacher-librarianship must continually reinforce and strengthen the important and unique role that the teacher-librarian plays. Studies have determined our worth. It is our responsibility to advocate for teacher-librarians if we want to help our society thrive.
References
Alberta Learning. (2004). Focus on inquiry: A teacher’s guide to implementing inquiry-based learning. Edmonton: Alberta Learning.
American Library Association. (2006). Intellectual freedom and censorship q & a. Retrieved June 20, 2006, from www.ala.org/ala/oif/basics/intellectual.htm
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Samek, T. (2005, Summer). Ethical reflection on 21st century information work: An address to teachers and librarians. Progressive Librarian, 25. Retrieved March 5, 2007, from Library Literature & Information Science Database.
Samek. T. (2002). Ethics and the Canadian Library Association: Building of a philosophical foundation of intellection freedom. In R. W. Vaagan, The ethics of librarianship: An international survey (pp 35 – 58). IFLA Publications 101. Munchen: K. G. Saur.
Shirley, L. (2004). Intellectual freedom in school libraries. Retrieved July 19, 2006, from http://www.llaonline.org/fp/files/pubs/if_manual/eleven.pdf
Stripling, B. & Hughes-Hassell, S. [Eds.]. (2003). Curriculum connections through the library. London: Libraries Unlimited.
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