A love letter to my primary school library and librarians

January 20, 2019February 2, 2019

A love letter to my primary school library and librarians

This post was originally published on Melissah's blog on 24 November 2018

Without doubt, one of the most instrumental places in my life – during my primary school years in the early 80s – was our little school library. The library was situated under a classroom block and I loved our library. I thought it to be a dark and mysterious place, full of old books, new books, funny machines I didn’t know how to use, old book smells, it was perfect. Our librarian was a magician, a wizard, who knew the answers to every question I could throw at her, and I threw many at her! She let me stamp books, play with the card catalogue and I had first dibs on any new book that arrived in the library. I wasn’t the only student who took refuge in the library, we were like a well read gang of misfits who were only up to good. We were readers and dreamers, and had great imaginations, so the dark and mysterious library fit us all terrifically.

Fast forward to today and I now work in a school library, life has come full circle so to speak. Today I get the privilege to watch young students find the joy and wonder in books. I see adamant non-readers find the book that changes their minds; and believe me there is nothing in the world that is better than when that non-reading student tells you that they now love reading. Daily I see the importance of a school space that doesn’t shush, that exists for learning, for pleasure, for friends and a place to have time-out, away from exams and classrooms. Our school library is not a dark and mysterious place, it’s a place full of joy, vibrancy and staff who love their jobs. It is a world away from my dark and mysterious primary school library, but in some ways it is the same – in our library all students are welcome, all students are cared for, all students get encouragement to be who they are, and encouragement to make the library their own. Students absolutely need school libraries and school libraries need and adore their students, it is a perfect fit.

Melissah Lester @MelisLester

Melissah currently works as a library assistant at the Mount Alvernia College iCentre in Brisbane. Funnily enough she is an ex-student who would have never dreamed that she would be working in her old high school. Melissah also does volunteer work for ALIA as a social media coordinator for their Instagram channel @alianewgrads and runs the Instagram page for the iCentre @icentremta. Melissah has a lovely, funny and wonderful family including her husband, daughter, son and a house full of needy pets.

Working together to ensure student access to high quality school library services.

Stay updated

Join our mailing list.

Search

Connect

Denyse Whelan Blogs: Why Students Need School Libraries

December 3, 2018May 31, 2020

Denyse Whelan Blogs: Why Students Need School Libraries

This post was originally published on Denyse Whelan Blogs on 23 October 2018

I can’t think that anyone might disagree with the statement: Students Need School Libraries.

When I mentioned this campaign to assist more of the community to know WHY there even needs to be a campaign, these followers commented on my instagram account:

I loved our library at primary school. Our librarian was rad.
In grade 6, my classroom was opposite the library, best spot in the school!
I was lucky enough to experience amazing school libraries as a kid; they were my havens from bullying and re-charge stations for us introverts.
My kids’ school library is unstaffed and they only go in there once a week.
Looking at high schools recently was an eye-opener too – one school had a traditional library, one a ‘decentralised’ library, one no library at all. They are so undervalued.

Yet, this is now a growing campaign Australia-wide, all areas of schooling, to ensure that schools retain not only libraries for their students but have trained teachers in charge AND…the biggest of all, value the centre, the Library as the entry point of learning and loving all books and reading.

In the late 1980s when NSW Public School K-6 teachers were allocated 2 hours release from face to face teaching…”the allowance of one hour” was to be taken by the teacher-librarian. It may not have included any lessons about libraries nor having books read. Or borrowing. I was a principal who had to similarly act in the early years of 2000s and I know that conflicted with my professional and personal views on the value of a school library to students. The thing about education run by politicians and some bureaucrats is that they “look for how to save money” and…”oh, well, school libraries aren’t that important are they?”

YES. THEY. ARE.

So, my story.

I have always loved reading. I also knew I wanted to be a K-6 teacher thanks to the encouragement of my year 5 teacher who went on to become the teacher-librarian. For a few of my teen years, I toyed with the idea of being a librarian instead of teaching, but glad I chose the role I did. Mind you, when I was post-principal years, I got to do some relief teacher-librarian work in a modern school and loved it. Especially reading to the kids. Of all ages!

My daughter’s story.

She began reading at around 3-4 years of age. We did not ‘teach’ her as such but she was immersed in language – written and spoken, along with books once she was born. A somewhat reluctant entry to teaching, she found her feet with classes in Primary School (3-6) and loved her involvement in sporting programs. Over the years, her teacher-life shifted gears when she was offered the chance to be a teacher-librarian for a couple of years at her then school and she relished it. I am not sure the weekends spent at school were always relished but thanks to that success, another opportunity came her way.

A big one. To start a new school’s library. She applied for this and was accepted. Into a brand new (then in 2015) school in Sydney’s north west. She got to buy the first books, set up the physical library and start all the ‘back end’ stuff that takes forever…accessioning, covering and more, whilst getting ready to welcome the new students to the new school. I visited her back then, and it was a joy to see her in her element and some of “my old resources and furniture” in a place where it belonged. I know the school library has changed significantly since then, but considering this only happened within 2 months of school opening (for the first intake of students!) I think it is awesome. No Mum bias.

But to retain the position, this single mum of 4, had to comply with another requirement. THIS is the reason why it is so important to have properly trained and experienced teacher-librarians. She needed to have a Masters of Education (Teacher/Librarianship) within two years. That, my friends, is a big ask, with some leave from the role to guide her family through some of life’s transitions and some health hurdles to overcome, with an extension granted, she DID achieve this….and she is here, last December, at her graduation. (proud mum moment: she is wearing the same M.Ed cloak I wore for my graduation at Charles Sturt University some decades before!)

From the site: Students Need School Libraries. Here is what the campaign outlines as its purpose via sample newsletters to parents which is why I am using it here.

Students Need School Libraries

Did you know… that your school library supports your child to engage with a diverse range of books to extend their imagination and develop a lifelong love of reading?
Did you know… that school libraries are responsive and collaborative learning spaces that provide students with access to a wide range of resources that are relevant and appropriate to their learning needs?
Did you know… that school libraries support your child to reach their potential by teaching them how to become capable researchers and to navigate the world of online information and fake news?
Did you know… that teacher librarians hold specialised qualifications as both a teacher and a librarian? Quality library staff are trained to support keen and reluctant, successful and struggling learners.

Students need school libraries. If you are keen to ensure that EVERY child in Australia has access to a quality school library, check out the information available at https://studentsneedschoollibraries.org.au

What can you, my readers, do?

Support the campaign via your social media options.

https://www.facebook.com/StudentsNeedSchoolLibraries/

https://twitter.com/NeedSchoolLibs

https://www.instagram.com/studentsneedschoollibraries/

Use the hashtag: #studentsneedschoollibraries

Re-tweet (and re-tweet with comment) when you see the hashtag on twitter

On Instagram, make your messages of support too, because they will attract more people to learn of the campaign.

But above all, if you can, do all within your areas of influence to ensure that: Students Have The Access to School Libraries along with Trained Teaching Personnel.

Thank you, from one very passionate educator, mother, grandmother…that’s me!

Denyse.

About Denyse

Denyse Whelan is a now-retired K-6 Australian school educator who has been a K-6 teacher, deputy principal and school principal, university tutor, and ESL teacher of children and adults.

She has more than 4 decades of experience as both an educator and parent in the Australian schooling system, specifically N.S.W. Public Schools.

You can find Denyse blogging at Denyse Whelan Blogs or on Facebook

A New Tim Harris Short Story

November 19, 2018May 31, 2020

A New Tim Harris Short Story Featuring Students need school libraries

In this blog post we’re thrilled to reveal a brand new “Mr Bambuckle approved” short story by award winning author Tim Harris. Polar Experiences explores the role of school libraries in fostering lifelong learners. Tim is a former primary school teacher of 15 years, and an advocate for school libraries, creativity and short stories. Please share this story on social media and in libraries, homes, hallways, trains, planes and automobiles – anywhere will help!

You can download a PDF copy here.

Polar Experiences

by Tim Harris

A narrative blog for Students Need School Libraries

November 2018

PART ONE

Andrew read over his assignment sheet a second time before folding it neatly in half. He slid it into a green pouch titled ‘Antarctica Project’ and knocked on the classroom door.

‘Come in,’ said Miss Chan.

Andrew took a deep breath. He didn’t like interrupting his teacher during lunch. ‘I was wondering if you could help me with the Antarctica assignment?’

Miss Chan put down her bowl of microwave pasta and wiped her mouth. ‘Of course. What would you like to know?’

‘I need to find out about research stations near the South Pole … but I don’t really know where to start.’

‘Have you tried a Google search?’

‘Yeah, Dad and I searched last night but it was hard to find anything.’

‘Hmm … okay … Let me think for a moment.’ Miss Chan smiled. She was good like that – always taking the time to help her students.

Andrew fiddled with one of the buttons on his shirt while he waited. He studied the bookshelf behind his teacher’s desk. There were a few titles he’d read before, but nothing had been added to the collection in months. He made a mental note to re-borrow his favourite book for reading homework. It was better than not reading at all.

‘I’ve got it,’ said Miss Chan, snapping Andrew out of his thoughts. ‘Mr Dockery has a pile of books about the continents. He’s running chess club in his classroom at the moment, so you should pop over while you can catch him.’

‘Thanks, Miss Chan.’

-----------------------------------

‘Excuse me, Mr Dockery, Miss Chan said you have some books about the consonants …’

Mr Dockery looked up from the chess board, confused. ‘Consonants? Didn’t you learn basic spelling in grade one?’

Andrew looked blankly at the teacher.

‘What exactly did Miss Chan say?’ said Mr Dockery.

‘She was helping me with the South Pole project. She said you have some books.’

Mr Dockery laughed. ‘Oh, continents! You want books about the continents. Have a look on my desk and see what you can find. But don’t take the books out of my room as I need to use them next week.’

There were four books on the teacher’s desk:

Geography: The Big Picture

Seven Continents

Around the World in 100 Photos

Time Tips for Teachers: How to Claim Back Your Weekends

Andrew figured he didn’t need the last book, but he grabbed the others and plonked on a beanbag in the corner of the room. He opened the first book and flicked through the pages. There were a few pictures of deserts and rainforests, but not much else. He shouldn’t have expected too much from a skinny early-years reader.

The second book was slightly more promising. He found six pages about Antarctica, but was disappointed to discover the only information was about animals and icebergs.

He thumbed half-heartedly through the third book, managing to find a nice photo of the South Pole at sunset. Perhaps he could draw something similar on his assignment poster.

The bell rang and Mr Dockery ushered the students out of the room.

-----------------------------------

Andrew tried the internet again that night. He was growing more and more frustrated with the difficulty of the language on each website he tried.

‘Why can’t they write stuff kids can understand?’

‘Just print out a few pages and change some words,’ said his father. ‘It is about research stations, so it must be what you need.’

‘Yeah … I suppose so.’

Andrew printed out about a dozen pages from the website, then spent the next few weeks chipping away at his poster design. He neatly copied some of the information from his print-outs at the bottom of the poster, being sure to switch some of the words with others he found in an old thesaurus. He wasn’t entirely sure what he was writing about, but there were some statistics and quotes, so he guessed he was on the right track.

He was pleasantly surprised when Miss Chan’s feedback came through.

Congratulations on a fantastic assignment, Andrew! I was so impressed with your initiative when you asked for help. The poster looks great and you have included lots of good information about South Pole research stations. It’s great to see you forming learning habits!

PART TWO

Mia shoved the assignment sheet in her bag and ran to the handball courts. If she was fast enough, she might just get dibs on the squares in the shade.

‘Reserved!’ she announced, just before a boy in grade five got there.

‘Great job, Mia,’ said Kenisha, joining her on court.

Mia bounced the tennis ball to her friend. ‘Did your class get an assignment too?’

‘Yeah, we have to find out about one of the continents.’ Kenisha hit the ball back.

‘Same with us. Mrs Blackmore just gave us the sheet. I’m going to make a poster about research stations in Antarctica.’

The girls played a few rallies, before Kenisha stopped the ball suddenly in its tracks.

‘What is it?’ said Mia.

‘Your class has library after lunch,’ said Kenisha. ‘You should get a head start on the assignment.’

‘Yeah, nice thinking. Now, pass the ball.’

-----------------------------------

Mia’s class entered the library quietly and made themselves comfortable on the blue rug by the window. The teacher-librarian, Mrs Grey, sat in front of them, a pile of new books on her lap.

‘I thought we might try something different this week,’ said Mrs Grey. ‘I’ve selected some of the recent arrivals, and you can vote for which one you’d like me to read from.’

Mrs Grey showed the class the covers of the books by lining them up on a table. She told the students about each one; the general synopsis, the genre, who the author was, and any interesting reviews she had read.

‘I finished this one last night,’ said Mrs Grey, pointing to a book near the end of the table. ‘Henry, I think you’d enjoy it too. Okay, let’s have a vote.’

Democracy triumphed as the class voted for a book about some children who discover their mother is an international super-spy.

Mia played with a loose thread on the rug as Mrs Grey read aloud. She loved these story sessions – as did all of the students in her class. There would no doubt be a fight to see who would borrow the book, but the librarian would offer reserved tickets for those who missed out.

Mrs Grey finished the first chapter. ‘Would anyone like to borrow one of the new books?’

Two dozen hands shot in the air.

‘Okay, let’s sort out what everyone wants. After that, we’ll have about fifteen minutes left for borrowing.’

-----------------------------------

‘Excuse me, Mrs Grey?’

Mia was standing at the end of one of the bookshelves. Borrowing time was almost over and she wanted to get a head start on her assignment.

‘How can I help you?’ said the librarian.

‘I need to find out about research stations near the South Pole … but I don’t really know where to start.’

Mrs Grey pointed to the next shelf over. ‘We have a number of books that might help you. Follow me.’

The librarian led the girl to a row of fiction books and selected three off the shelf.

Life in Antarctica

The Poles

The Coldest Continent

Mrs Grey gave the books to Mia. ‘Each one should be perfect for your grade level. We have a few others if you’re up for a challenge.’

‘Thanks, Mrs Grey.’

‘If you come in tomorrow at lunch time, I can show you how to search the library database.’

‘Okay.’

Mrs Grey’s eyes suddenly lit up. ‘You enjoyed Pax by Sarah Pennypacker, didn’t you?’

Mia nodded.

‘You’d probably also like Stay by Jesse Blackadder. It’s all about the life of a fibreglass guide dog in and around a research station in Antarctica. You might remember the author visited our school a few years ago.’

‘Could I borrow that book too?’

-----------------------------------

Mia visited the library the following day to learn how to search the database. It was much easier than she thought and she found an extra book about Antarctica.

Mrs Grey also showed her the digital video service. ‘If you have the internet, you can access the videos from home. We have a few documentaries about the South Pole.’

Mia spent the next few weeks chipping away at her poster. She read information from the fiction books, devoured the novel and watched an online video. She neatly wrote everything she could think of on her poster – which was quite a lot – and squeezed in a couple of photos she printed off from the internet. She even had enough time to hound her mum to order her the latest book by Jesse Blackadder.

She was pleasantly surprised when Mrs Blackmore’s feedback came through.

Congratulations on a fantastic assignment, Mia! It is clear you thoroughly researched the topic and made use of library resources. I enjoyed seeing you take ownership of your learning. It’s great to see you forming learning habits! Mrs Blackmore

About the Author

Tim Harris is one of the most exciting children’s authors in Australia. His first series of books, Exploding Endings, will have primary-aged readers both captivated and laughing out loud. The first book in the series, Painted Dogs & Doom Cakes, was awarded Honour Book at the 2017 KOALAs. His second series, Mr Bambuckle’s Remarkables, contains his trademark quirkiness, mixed with a touch of poignancy. The lead book was awarded a CBCA Notable in 2018 and was shortlisted for the 2018 REAL Awards.

Website: http://www.timharrisbooks.com

T witter and Instagram - @timharrisbooks

Facebook - Tim Harris Children's Author

Working together to ensure student access to high quality school library services.