The Traditional Librarian Role
Many people have a very traditional view of librarians seeing us in very black and white terms. They think the stereotypical librarian is quiet, old, and antisocial. This is no longer the truth about the 21st century librarians, but we will get to that on another page. For now enjoy this video on the stereotypes of the traditional library and librarians!
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Problems with Physical Space"Library architecture is shaped by the requirements of the items held by the institution, the needs of its patrons, and the methods in use for delivering library resources between librarians and patrons" (Buchanan, 2012, p. 57). Unfortunately, architectural characteristics are based on when the needs of patrons and methods for instruction from when the library was first constructed and these things change drastically over time. Today's patrons have their own mobile electronic devices and do not need to be trapped at a desk, like they were even in the early 1990s. This presents a need for more flexible and comfortable working environments and more electronic outlets for charging devices. The need for presentation tools that incorporate technology has also increased changing the needs in the library classroom.
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Problems with Collaboration
One of the most critical issues a teacher librarian has to overcome is convincing teachers to collaborate on lessons. According to Dawn Frazier, some of the barriers to this type of collaboration are time, faculty perceptions, and restrictive control (2010, p. 78-79). Teachers often feel overloaded with the other parts of their job and do not have the time to coordinate schedules in order to plan a co-teaching experience (Frazier, 2010, p. 78). Having a virtual learning commons with tools to collaborate online like hyperdocs, Google Hangouts, blogs, etc. allows for teachers to collaborate on their own time and cuts down on the need to coordinate schedules as much. In regards to faculty perceptions, some schools do not understand the role of a librarian or see the need for library time seeing it "as a place for students to 'waste' time reading fiction books (Frazier, 2010, p 79). The learning commons allows for staff to see learning in action and encourages more learning by being a comfortable space for students to take risks, which in turn inspires more collaboration from the teachers.
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The transparency of learning also removes some of the feeling of restrictive control Frazier mentions because it encourages conversation about learning and tools for education. While there will always be some barriers to collaboration between teachers and teacher librarians, changing your library to a learning commons can definitely impact the environment to be more collaborative by creating a more welcoming space both online and in the physical library space.
Problems with Access
One of biggest barriers to library success is our competition with the internet. People have a misconception that librarians are not needed because you can find anything you need with a simple Google search and Google is available at all hours of the night. Librarians cannot be available in person at all hours of the night, but they can curate valuable online resources which are authoritative and credible sources for students to access at any time of the day. The internet does not filter out fictitious information or determine the credibility of a source. However, a well-managed virtual learning commons can become a student's one stop shop for all their information needs. Google should be our example and not the competition in that they are now taking over the computer industry with the Google Suite of Apps, having something for all of your communication and networking needs. Librarians should be harnessing these tools and more, coaching staff and students on their use to improve lessons and learning with the virtual learning commons.
References:
Buchanan, S. (2012). Designing the Research Commons: Classical Models for School Libraries. School Libraries Worldwide,18(1), 56-69.
Frazier, Dawn. (2010). School library media collaborations: Benefits and barriers. LMC, 29(3), 34-36.
Hinojos, S. (2011, April 18). So, You Want to Be a Librarian? Retrieved March 17, 2017, from https://www.youtube.com/watch?v=3afqbPrpf-k
Pixabay. (n.d.). Agreement - Free images on Pixabay [Digital image of hands shaking through computers]. Retrieved March 15, 2017, from https://cdn.pixabay.com/photo/2015/11/03/09/09/meeting-1020145_960_720.jpg
Wikimedia Commons. (n.d.). File:Bodleian Library (interior) 4.jpg - Wikimedia Commons [Bodleian Library]. Retrieved March 16, 2017, from https://upload.wikimedia.org/wikipedia/commons/d/d0/Bodleian_Library_(interior)_4.jpg
Frazier, Dawn. (2010). School library media collaborations: Benefits and barriers. LMC, 29(3), 34-36.
Hinojos, S. (2011, April 18). So, You Want to Be a Librarian? Retrieved March 17, 2017, from https://www.youtube.com/watch?v=3afqbPrpf-k
Pixabay. (n.d.). Agreement - Free images on Pixabay [Digital image of hands shaking through computers]. Retrieved March 15, 2017, from https://cdn.pixabay.com/photo/2015/11/03/09/09/meeting-1020145_960_720.jpg
Wikimedia Commons. (n.d.). File:Bodleian Library (interior) 4.jpg - Wikimedia Commons [Bodleian Library]. Retrieved March 16, 2017, from https://upload.wikimedia.org/wikipedia/commons/d/d0/Bodleian_Library_(interior)_4.jpg