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International Literacy Association | 2022
The Essential Leadership
of School Librarians
LITERACY LEADERSHIP BRIEF
2
It is not unusual for
principals, community
stakeholders, or even
students to be unclear
about the role of a librarian.
Full-time certified school
librarians working in well-
funded settings ensure
access to high-quality,
diverse books for all
students.
School librarians—also called school media specialists
or teacher librarians—play a powerful and essential
role: promoting schoolwide cultures of literacy, part-
nering with teachers to enhance learning, propelling
students toward lifelong reading habits, and establishing trans-
formative learning spaces rich with print and digital resources.
Nearly three decades of research shows positive correlations
between high-quality library programs and student achieve-
ment (Gretes, ; Lance & Kachel, ; Scholastic, ).In
this brief, we purposefully use the term “school librarian” —a
term adopted in by the American Association of School
Librarians (AASL)—as a way of positioning the professional as
a leader, instructional partner, information specialist, teacher,
and program administrator.
As literacy partners, school librarians serve multiple func-
tions in today’s schools. School library media certification re-
quires knowledge of varying genres of children’s, young adult,
and professional literature. Standards set forth by professional
organizations such as the International Federation of Library
Associations and Institutions (), American Association
of School Librarians (), the Australian School Library
Association (), and the Canadian Library Association ()
require expertise in education, classic and contemporary liter-
ature, and teacher–librarian collaboration. To assist students
in locating accurate information, school librarians must also
be knowledgeable about reference materials and various online
databases. To meet the diverse needs of students’ academic and
personal interests, school librarians train in collection devel-
opment to expand library offerings in both print and digital
media. Schools that fully embrace school librarians gain col-
laborators who support schoolwide technology initiatives and
champion students’ rights to read.
Clarifying the Role of School Librarians
School librarians are much more than mere keepers of books.
It is not unusual for principals, community stakeholders, or
even students to be unclear about the role of a librarian (Merga,
b). Full-time certified school librarians working in well-
funded settings ensure access to high-quality, diverse books for
all students. They curate culturally relevant materials and sup-
port students with various learning needs. Knowledgeable li-
brarians stock their libraries with a variety of texts and genres,
3
In today’s information age,
librarians help students
to learn about responsible
digital citizenship.
such as manga, graphic novels, and novels or picture books ad-
dressing current social issues. Qualitative research provides
valuable insights on how school librarians draw upon their
skills and knowledge to enhance student literacy learning, par-
ticularly for those falling behind in reading attainment (Cremin
& Swann, ; Merga et al., ). A broad view of children’s
literature enables school librarians to purchase texts that ex-
pand beyond the traditional classics and might not be readily
available in commercial school literacy programs or traditional
classroom libraries (see International Literacy Association,
). A school librarian sees text through the lens of the stu-
dent, not via a level, label, or district-approved curriculum.
Further, with their sophisticated knowledge of databases,
search engines, and digital tools, school librarians support
teachers’ and students’ information literacy skills. School li-
brarians teach students how to evaluate the accuracy of online
content and to develop the lifelong research and critical think-
ing skills necessary for school-based assignments and global
citizenship. In today’s information age, librarians help students
to learn about responsible digital citizenship.
Maximizing the Power and Partnership
of School Librarians
Three key tenets are necessary to create atmospheres in which
school librarians are viewed as essential literacy partners and
educational leaders.
1. Librarians as collaborators. Librarians serve as power-
ful partners with classroom teachers through collaborative
instructional planning and resource curation (Crary, ).
They facilitate the use of schoolwide technology and provide
technology support for all members of the school community.
Additional collaborative opportunities arise when librari-
ans meet regularly with principals and/or school leadership
teams to discuss schoolwide literacy initiatives (Merga et al.,
). However, to maximize the impact of librarians, both li-
brarians and teachers need training in collaborative instruc-
tion (Montiel-Overall & Grimes, ).
2. Librarians as advocates of literacy equity. School librar-
ians support intellectual freedom—an issue that directly
affects our students’ abilities to contribute to and shape
their communities. Librarians also promote, develop, and
4
Librarians add value
to school communities
because they advocate
for and facilitate regular
student access to texts and
digital materials found in
their libraries.
foster culturally relevant and responsive environments,
as they curate collections that represent the ethnic and
linguistic diversity of the student population. When li-
brarians provide texts that reflect students and their lived
realities—Alfred Tatum’s () idea of “enabling texts”—
they empower students to see the fullness and richness of
their identities on the page. These enabling texts—when
presented by school librarians—have the potential to
change not only children’s relationship to reading but also
their lives. In their thoughtful work of collection devel-
opment, school librarians select age-appropriate, diverse
texts as they navigate district-based policies and school
board scrutiny.
3. Librarians as providers of access. School librarians not
only bring skilled expertise to schools but also literally and
figuratively open the doors for libraries. Access to school
libraries—facilitated by school librarians—powerfully in-
fluences students’ reading achievement and engagement
(Scholastic, ), though adequate funding and sufficient
staffing are important criteria. Librarians add value to
school communities because they advocate for and facil-
itate regular student access to texts and digital materials
found in their libraries. Importantly, research shows that
the presence of school librarians is particularly powerful
for students from underserved communities, students with
inequitable access to resources, and students with reading
difficulties (Lance & Schwarz, ). For a majority of stu-
dents, the school librarian serves as the principal distrib-
utor of independent reading materials; a Scholastic
report revealed that of readers ages – find books to
read for fun from libraries. Librarians are also vocal ad-
vocates for ensuring students have access to a variety of
books, especially those whose content has been challenged
by parents, school boards, and/or popular media.
School Librarians During COVID-19
When schools moved to virtual learning during the COVID-
pandemic, school librarians served as valuable literacy part-
ners and worked tirelessly to promote book access (Zirogiannis,
). School librarians found themselves uniquely qualified to
support educators and students, particularly those certified as
5
If school leaders and board
members do not understand
the specific role that school
librarians play in supporting
literacy achievement,
librarians may be viewed
as nonessential school
personnel.
school media specialists. School librarians quickly shifted to
e-book platforms, which enabled students to browse expansive
book collections online and to virtually check out titles. School
librarians partnered with community libraries to support ac-
cess to local and state collections and assisted students in vir-
tual applications for library cards. The innovative approaches
of contactless book deliveries, curbside pickups, and home de-
liveries demonstrates school librarians’ commitment to sup-
porting literacy growth and fostering students’ love of reading.
Valuing School Librarians as Essential
Staff
Despite their critical role in schools, school librarian positions
often fall prey to budgetary cuts. Qualified school librarians—
those holding qualifications in both education and library/
information sciences—may not be viewed as “real teachers” de-
spite their certification and experience. A report from the
American Library Association revealed that of American
schools have school libraries, but far fewer () have full-time
librarians. Between the – and – school years,
U.S. public schools lost of full-time equivalent school librar-
ians, with the bigest drop occurring after the recession
(ALA, ; Lance, ). If school leaders and board members
do not understand the specific role that school librarians play
in supporting literacy achievement, librarians may be viewed
as nonessential school personnel.
Furthermore, school librarians may encounter a lack of
professional recognition because of wavering leadership sup-
port, limited understanding of the instructional importance
of school librarians, and a failure to recognize that literacy
learning occurs in spaces beyond the classroom (Merga, ).
Interviews from school personnel reveal that school librari-
ans are underused because the library and librarians are not
viewed as literacy resources (Loh et al., ). Instead, the li-
brary is viewed as a student studying space, with notions of
school librarians as people who shelve books.
Limited resources often force districts to deploy a single
school librarian across schools, limiting their face-to-face
hours with students. Reduction in pupil contact time hinders
physical access to the library and books, as school librarians
serve as gatekeepers to materials housed in the library. Without
6
face-to-face interactions, students miss out on school librarians
modeling reading strategies and supporting them when strug-
gling (Merga, c). Further, school librarians model behaviors
related to the joys of reading, build students’ self-efficacy and
motivation to read for pleasure, and affirm students’ identities
by providing them with books that serve as windows, mirrors,
and sliding glass doors (Bishop, ).
It is also not unusual for school librarians to serve many
part-time roles in a school or invest precious instructional
time trying to convince staff that the position and library are
necessary. Research examining job descriptions in Australia
found that school librarians are expected to perform multiple
school roles, often in areas not associated with school library or
media science such as running after-school programs (Merga,
). Multiple studies have found that test scores are higher in
schools where librarians spend more time doing the following
(Lance & Kachel, ):
• Instructing students, both with classroom teachers and
independently
• Planning collaboratively with classroom teachers
• Providing professional development to teachers
• Meeting regularly with the principal
• Serving on key school leadership committees
• Facilitating the use of technology by students and teachers
• Providing technology support to teachers
• Providing reading incentive programs
To maximize the power and knowledge of librarians, librar-
ians need extended time and singular focus on applying their
diverse skills to engage with students in meaningful litera-
cy-based instruction.
Advocating for School Librarians for
All Children
In our efforts to create lifelong readers, teachers and school
leaders cannot afford to overlook our partners in this work:
school librarians. School librarians do much more than main-
tain library collections, promote literacy-related events, and
help students find the right text. Rather, school librarians
serve as instructional partners who work with teachers to
School librarians serve
as instructional partners
who work with teachers to
positively impact student
learning.
7
positively impact student learning. Librarians add to literacy
development by promoting classroom literacy practices and
creating communities of readers. Whereas school libraries of
days past might have been quiet study spaces, today they are
vibrant learning spaces that often serve as the cornerstone of a
school community. School librarians welcome students by cre-
ating safe spaces, fostering student well-being, and extending
literacy learning beyond classroom walls (Merga, a). In fact,
school librarians have often been key pioneers in creating mak-
erspaces within library spaces (Scholastic, ).
All students deserve the right to a well-funded school library
staffed with full-time certified school librarians. Equitable
access to school libraries and librarians is an issue of social
justice, as schools in the poorest and most racially diverse
communities have the least access to library services (Lance &
Kachel, ; Pribesh, Gavigan, & Dickinson, ). As schools
face budgetary constraints—particularly those compounded
by a post-pandemic reality—school librarians must be priori-
tized, funded, and essential positions. When schools advocate
for well-funded school libraries that are staffed with full-time
certified librarians, they commit to meaningful collaboration
between classroom teachers and school librarians—and ad-
vance our students’ basic rights to read. We envision and com-
mit to school communities where teachers and librarians work
together with the common goal of promoting literacy as a life-
long practice.
DATA ABOUT SCHOOL LIBRARIANS
• In the 2018–2019 school year, at least 1/5 of U.S. school districts had no librarians.
• More than 1/3 of rural districts and 1/4 of urban districts lack school librarians.
• Schools in high-poverty districts are almost twice as likely than their higher income peers to not have
librarians.
• Districts with high numbers of English learners and English as a second language students are more than
twice as likely to lack librarians.
• Only 10 states and Washington, DC, mandate and enforce the employment of school librarians in public
schools; 16 states have requirements for school librarians, but they are not enforced.
Data from Kachel, D.E . & Lance, K .C. (2021, February 1). State contexts for school lib rarian employment. https://libslide.org/publications/
8
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10
International Literacy Association: Literacy Research Panel 2019–2020
Principal Authors
Molly Ness, Coalition for Literacy Equity
Margaret K. Merga, University of Newcastle, Australia
Julia E. Torres, Denver Public Schools
Susan J. Chambre, Marist College
Panel Chair
Diane Lapp, San Diego State University
Panel Members
Dorit Aram, Tel Aviv University, Israel
Diane Barone, University of Nevada, Reno
Eurydice B. Bauer, University of South Carolina
Nancy Frey, San Diego State University
Steve Graham, Arizona State University
James V. Hoffman, University of North Texas
Denise Johnson, William and Mary
R. Malatesha Joshi, Texas A&M University
David E. Kirkland, New York University, Steinhardt
Maureen McLaughlin, East Stroudsburg University of Pennsylvania
Donna Ogle, National Louis University
D. Ray Reutzel, University of Wyoming, Laramie
Donna Scanlon, University at Albany, State University of New York
Alyson Simpson, University of Sydney, Australia
Hallie Yopp Slowik, California State University, Fullerton
Jennifer D. Turner, University of Maryland
Ruth Yopp-Edwards, California State University, Fullerton
Robert J. Tierney, University of British Columbia, President of the Board, International Literacy Association
Kenneth Kunz, For the Love of Literacy, Vice President of the Board, International Literacy Association
Stephen G. Peters, The Peters Group, Immediate Past President of the Board, International Literacy Association
Nicola Wedderburn, Interim Executive Director, International Literacy Association
11
© 2022 International Literacy Association | No. 9 466
This literacy leadership brief is available in PDF form for free download through the International Literacy Association’s website:
literacyworldwide.org/statements.
Media Contact: For all m edia inquiries, please contact press@reading.org.
Suggested APA Reference
International Literacy Association. (2022). Librarianship and literacy [Literacy leadership brief].
https://literacyworldwide.org/docs/default-source/where-we-stand/the-essential-leadership-of-school-librarians.pdf
About the International Literacy Association
The International Literacy Asso ciation (ILA) is a global a dvocacy and membership organization dedicated to advancing literacy
for all through its network of more than 300,000 literacy e ducators, researchers, and experts across 128 countries. With over
60 years of experience, ILA h as set the standard for how literacy is def ined, taught, and evalu ated. IL A’s Standards for the
Preparation of Literacy Professi onals 2017 provides an evidence-based benchmark for the development and evaluation of
literacy professional preparation programs. ILA collaborates with partners across the world to develop, gather, and disseminate
high- quality resources, bes t practices, and cutting-edge research to empower educators, inspire stude nts, an d inform
policymakers. ILA publishes The Reading Teacher, Journa l of Adoles cent & Adult L iteracy, and Reading Research Quarterly,
which are peer reviewed and edited by leaders in the field. For more information, visit literacyworldwide.org.
@I L ATo da y
/InternationalLiteracyAssociation
/I L ATo da y
literacyworldwide.org
