School librarians have been facing numerous challenges in the past few years, and while book banning attempts get lots of media coverage, there’s another phenomenon happening as school staffing evolves and shifts:
Newly-hired librarians are not necessarily certified, professional librarians. They may not have the training or skills necessary to manage a school library space and effective program, especially if the library has been closed or operated only by volunteers for a few years.
I noticed this shift anecdotally since 2021, and the excellent SLIDE research study provides some data supporting that a shift is happening. I hope to see more research in this area as K-12 schools address a nationwide teacher shortage.
A newly school librarian might be a veteran educator who has taught a different grade level or subject area, but has no degree or training in school libraries. They can teach lessons and are often skilled at behavior management.
When it comes to the rest of a teacher-librarian’s job description, however, they are often at a loss.
That’s where mentoring becomes a vital part of professional learning and staff development.
Your school librarian’s job is more than teaching classes.
A former elementary classroom teacher or secondary English teacher can plan, deliver, and assess an excellent library lesson. They can collaborate with teachers on a research unit, and inspire students to find books they want and love to read. They can probably handle many behavior issues within a supportive school culture and administration.
So teaching and managing classes is not likely to be an issue.
Perhaps the new school librarian thought they would just be reading aloud to students during library classes and checking out books. Teaching research or media literacy skills may not have crossed their mind. From the outside, it might seem like an easier job than the role they came from.
But there is so much more to a teacher-librarian’s job description:
- developing a collection of print and online resources,
- evaluating what to purchase,
- managing the library’s physical space and layout,
- fundraising to supplement the library’s budget,
- overseeing library staff and volunteers,
- repairing or replacing damaged books,
- maintaining the library’s website and library circulation system,
- running school-wide reading programs,
- navigating the purchase order process, and
- communicating with and responding to parents and the wider community.
This list is not exhaustive, but it highlights the often-invisible work that is needed to run a successful library. The Future Ready Librarians®️ Framework includes a more comprehensive list that administrators may be familiar with.
A certified, experienced librarian mentor can teach the practical skills and processes needed to fulfill all of a teacher-librarian’s roles and duties. They can teach the new school librarian how to track budget expenditures, and submit their first purchase order through a book vendor.
They can teach them how to balance curriculum needs and what students are excited to read when ordering new materials.
They can coach them in running their first book fair, or Battle of the Books event.
They can show them how to work with (or around) the idiosyncrasies of Destiny®️ Library Manager or whatever circulation software your school has.
An experienced teacher-librarian is uniquely suited to train and coach others in these tasks.
Any other mentor, regardless of their experience as a classroom teacher, reading specialist, or other “specials” teacher, will be unable to help your school librarian learn these essential and practical skills.
As a result, a professional mentoring relationship will be most effective when practicing librarians mentor new librarians.
An experienced teacher-librarian is uniquely suited to train and coach others in these tasks.
Professional mentoring will be most effective when practicing librarians mentor new librarians.
Types of Librarian Mentoring
Mentoring can be part of a structured professional learning community (or PLC), with time allotted during district-wide professional development days. Mentor librarians and new librarians can work in pairs or small groups to share resources, offer advice, and train the new librarian in learning new skills.
In fact, librarian mentoring may already be happening in larger districts who employ several librarians teaching the same grade levels. Veteran librarians are often eager to share their expertise with new librarians who are willing to learn. Districts can strengthen these professional relationships by providing time during professional development to work together as a library department.
Mentoring can also be less formal, including regular check-ins (in-person or virtually), answering questions via phone or email, attending library conferences and events, or collaborating to host an author visit. These networking opportunities connect librarians together and often save a district money too.
Even in a very small school or district with only 1 librarian, a professional mentor relationship can be cultivated online, either one-on-one or in small groups.
No matter how a mentoring program works, it’s imperative that both the mentor librarian and new librarian are provided enough time to get to know each other and discuss important issues related to school librarianship. Without the necessary time commitment, the mentoring relationship is unlikely to grow the new librarian’s skills.
Wondering how to find an experienced mentor for your school’s new librarian?
READ MORE: Finding an Amazing Librarian Mentor That’s Right for You