Factors in the Development of School Libraries in Great Britain and the United States: A Comparative Study

Abstract

In Great Britain and the United States common developmental issues have resulted in the evolution of two very different models of school library provision. In the United States, school libraries are integrated media centers, separate from public library influence, staffed by specialists with dual training in teaching and librarianship, and dedicated to an educational mission. British school libraries are contested terrain with two patterns of staffing, support by Public Library Services, and incomplete formulation of mission and rationale. This article discusses five factors which have facilitated or retarded school library development in the two countries (standards, staffing and certification, government support, rationale, professionalization) and generalizes about development factors and the successful promotion of school libraries.© 1995 Academic Press Limited INTRODUCTION School libraries are basically a product of this century, and models and practices are still evolving. However after nearly 100 years, it is time to take stock of what we know about school library development and determine whether we have a theoretical base for efforts to encourage implementation. Can we identify factors which retard or promote the development of school libraries? Seeking to answer this question, this comparative study suggests that six factors appear to hinder or facilitate school library development in industrialized countries. These are: acceptable standards, effective staffing and certification patterns, government support and funding, a compelling rationale for school libraries, and professionalization. By examining these factors in two nations, Great Britain and the United States, we can test the generalizability of their selection. Further, findings can be used to formulate tentative generalizations about school library

Leading for Learning: A Model for Best Practice in School Libraries

“…In the US, for instance, school libraries are much more tightly integrated into the education system (Knuth, 1995;Knuth, 1997). They are administered by school districts and in most states are staffed by librarians with dual teaching and library qualifications whereas in Britain, school libraries are more closely aligned with public libraries in terms of their administration and also in their focus on recreational reading (Knuth, 1995;Knuth, 1997). The following table lists some of the main differences between these two systems.…”

“…Clerical support (Knuth, 1995) Solo worker (Ritchie, 2011;Tilke, 2002;Turner, 2005) Dual-certification commonly required (Thomas & Perritt, 2003) No specialist training (Ritchie, 2011, p.101) services" (The Scottish Government, 2004, np) and the implementation of Scottish Government policies in education . Education accounts for over half of the annual expenditure of local authorities, and is the most expensive service provided by authorities, paid for by a combination of Council Tax, taxes on business premises, and an annual grant from the Scottish Government (The Scottish Government, 2004).…”

“…Authors have highlighted that the US professional associations, such as the American Library Association (ALA) and the American Association of School Librarians (AASL) were robust and successful organizations who published strong professional standards, spoke with authority, and successfully advocated and lobbied for stronger training and certification requirements. In contrast the UK-based associations such as Chartered Institute of Library and Information Professionals (CILIP) and the School Library Association (SLA), have issued conflicting statements and were seen as weak and passive (Ashcroft, 2003;Knuth, 1995;Thomas & Perritt, 2003).…”

“…Because this chapter refers throughout to the US (or American) and the UK (or British) models of school librarianship, therefore it will be useful to define these terms at the outset. The US model of school librarianship is one in which school librarians are dualqualified as teachers and librarians, have clerical support staff, and benefit from strong professional associations and robust professional standards (AASL, 2012;Callison, 2006;Knuth, 1995;Maatta, 2008;Michie & Holton, 2005;Thomas & Perritt, 2003). A significant body of research collectively called the Lance studies indicates that the US model of school librarianship improves educational outcomes: American school libraries contribute positively to student learning and attainment (Barrett, 2010;Callison, 2006;Lance, 2006;Lance & Hofschire, 2011;Lance, Welborn, & Hamilton-Pennell 1993;Lance, Rodney, & Russell 2007;Lance, Rodney, & Hamilton-Pennell 2000;Library Research Service, 2008;Lonsdale, 2003;Sinclair-Tarr & Tarr, 2007;Williams, Wavell, & Coles 2001).…”

“…1 The British model, in contrast, typically describes school librarians who work alone with no clerical support and no additional training beyond a standard library qualification, although many school library staff across the UK lack any professional qualifications (Knuth, 1995;Knuth, 1997;Ritchie, 2009;Ritchie, 2011;Tilke, 2002;Turner, 2005;Williams, Coles, & Wavell, 2002). UK professional associations representing school librarians are seen as weak and passive, speaking with conflicting voices (Knuth, 1995;Owen, 2009). Little research exists on the provision and quality of UK and Scottish school libraries (Johnson et al, 2004;Knowles, 2002).…”