Position Statement on the Role of the School Librarian in Reading Development

The following position statement is currently under review to align with the National School Library Standards.

Reading development is a process for attaining literacy by integrating oral and written language experiences into the literature and content areas. Spoken language, reading and writing are learned simultaneously. As students read "real books" and write to communicate, learning becomes relevant, interesting, and motivational and prepares students for life-long learning. Acquisition, organization, and dissemination of resources to support the reading program through the school library is cost-effective for the entire school district.

The following elements are integral to an effective reading program:

  • The school library is flexibly scheduled so that students and teachers have unlimited physical and intellectual access to a wide range of materials. Students are not limited to using only commercially prescribed or teacher-selected materials.

  • Students choose from a varied, non-graded collection of materials which reflect their personal interests.

  • Students learn to identify, analyze, and synthesize information by using a variety of materials in a variety of formats.

  • Multi-disciplinary approaches to teaching and learning are encouraged.

  • Teachers and school librarians cooperatively select materials and collaboratively plan activities that offer students an integrated approach to learning.

  • Teachers and school librarians share responsibility for reading and information literacy instruction. They plan and teach collaboratively based on the needs of the student.

  • Continual staff development is critical to reading instruction.

The responsibility for successful implementation of reading development is shared by the entire school community--teachers, school librarians, and administrators working together.

Revised 9/1/2010