Library cooperation

Although school libraries have experienced a renaissance after the Pisa shock, they are still not a matter-of-course in Germany. An interview with Birgit Lücke, Chairwoman of the commission “Libraries and Schools” of the German Library Association (dbv).

Mrs. Lücke, why are school libraries so important today?

Because a well-functioning library can be a building block for achieving the learning objectives that have crystallized following the Pisa shock. If previously teacher-centered teaching was the focus of attention, today the interdisciplinary and activating – that is, pupil-centered – teaching of reading skills has become increasingly important. School libraries can help in this, as in the task of preparing children and young people for life-long learning through teaching them efficient strategies of research, evaluation and the use of information and media.

In recent years therefore school libraries have experienced a certain renaissance. For example, they have been promoted by the nationwide initiative of the Federal Ministry of Education and Research for all-day schools, “Future Education and Support”. This offer has been taken up in many places.

“School libraries are stepchildren”

How important are school libraries today?

If they’re done right, they can be very important! A school library lives in and with its school and has to be anchored conceptually in its everyday life in order to be accepted. It can be more than a collection of books – namely a classroom and a place for individual learning and a space for creative work or relaxing in free time. The role a school library is to play has to be decided upon concretely by the school itself.

Within the world of libraries, school libraries have in recent decades increasingly become stepchildren. Public libraries too often see them as competition in the struggle for scarce resources and users. Yet school libraries and public libraries could complement one another brilliantly – if they would only see this and cooperate.

Cooperations sought

What would a cooperation between public and school libraries look like?

The offerings of public libraries have developed in recent years, particularly in the area of reading skills and information and media literacy. The keyword here is “educational partnership”. Specifically, this means that traditional, optional library offerings – class tours, instruction in the use of the library, presentation of books, media boxes and the like – are now made concrete in consultation with the schools and with a view to the curriculum, and integrated into the everyday life of the schools and the libraries through cooperative agreements.

These offerings are a very good supplement – and unfortunately they also have to serve as a substitute for non-existent or ill-equipped school libraries. But even the best public library can’t replace a reasonably equipped school library with sufficient room, holdings and staff.

Schools have to engage themselves

How are school libraries in Germany organized?

West German educational federalism means: 16 states, 16 systems – a diversity that is broken down to the level of the cities and communities. Everything is possible, from technical and financial support to total neglect. Officially, school libraries are one of the facilities demanded by the respective body maintaining the school – mainly the cities and communities. They in turn act against the background of their currently catastrophic financial situation, according to the motto: What I give to one, all the others want; therefore I fund none.

Normally, therefore, it’s the schools that keep things operating through booster clubs, sponsors and engaged teachers, parents and pupils. And so the performance of a school library depends upon a chain of accidents that could change every year.

Best practice begins at the state-level

Where is it different?

It’s different where cities or states have taken responsibility and have made available, through the establishment of appropriate positions or agencies, central services for the development and operation of school libraries, including financial help in, for example, building up holdings.

Here it’s then possible to build long-term and binding structures that can facilitate the integration of the school library into the curriculum. The forces in the school can then concentrate on the proper use of the library and not wear themselves out in the daily battle over the media budget, fitting out rooms and appropriate opening hours.

Fortunately, in addition to the nationwide school library lighthouse projects, there are now a variety of small but excellent initiatives with the potential to have a broad effect. The most recent example is the rightly award-winning information and media network of the Lahn Dill circle, a model that can be implemented nationwide with variations and especially in times of financial crisis.

Model for the future: teacher librarian

What is different in other countries?

In many countries, school libraries have a much higher political and social acceptance. That begins with the appropriate laws and ends with professions such as “teacher librarian”.

Whereas here in Germany teachers are delegated to run the school library for a few hours at most, and so have to master from one day to the next everything from book purchasing to borrowing services, in the Britain and North America there is additional training that combines the most important elements in the professions of teacher and librarian for the efficient operation of a school library.

What are your hopes for the future of school libraries?

As a logical consequence of what I’ve said, secure, reliable frameworks in which school libraries can develop as vibrant places of learning for our children and young people – and which teachers like to use to design varied and innovative lessons.