By Nicole Wallace, teacher-librarian and BCTLA Member-at-Large
Teacher-librarians are educational leaders in our schools. We work every day to support teachers and students through collaboration and co-teaching. We strive to create a positive community in the school and a safe, inclusive space for all students and staff. We champion information literacy and digital literacy by teaching research and critical thinking skills, which are valuable skills for our current times. We create space for innovation through hands-on learning experiences, STEAM, maker-spaces, coding, and robotics. Of course, we also celebrate the love of reading all day, every day.
The BC Teacher-Librarians’ Association (BCTLA) has a strong history of advocating for the necessity of a fully funded and fully staffed school library learning commons (SLLC) in all schools. They have long known the many benefits for students when there is increased access to books and a qualified teacher-librarian working in that position. Working under the mission objectives of supporting their members and the many local specialist associations, and developing high standards for school library programs, the BCTLA engages in advocacy with the goal of achieving the best possible outcomes for students and teachers.
The BC School Librarians’ Association was founded in 1939 with Muriel Carruthers at the helm, paving the way for all the important work that has followed. However, it wasn’t until 1978 when Ken Haycock and his colleagues in Vancouver coined the term “teacher-librarian” to define the role that the school librarian holds. The BCTLA stayed strong through the stripped contract years, continued their advocacy work via the annual Working and Learning Conditions Survey, and by publishing several position statements, including The Points of Inquiry: A framework for information literacy and the 21st century learner and From School Library to Learning Commons: A pro-active model for educational change. Advocacy work continues to be a central tenet of the BCTLA to this day with requests and support for improved student to teacher-librarian ratios in all schools.
Looking forward, the BCTLA has various exciting projects in the works to continue this year’s theme of “Leading Forward.” With an increased focus on diversity and equity in education, several local specialist associations have been engaging in professional learning on the diversity audit process with Rebeca Rubio (SD 38). This important work will help Teacher-Librarians evaluate their collections and work toward a more diverse and inclusive SLLC collection being provided to students. Our goal is always to be able to have each and every one of our students see themselves represented in the books that we provide.
The school library is no longer a place for dusty outdated books, but rather it has transformed into the school library learning commons—the vibrant heart of the school. I whole-heartedly believe that I am a better teacher-librarian because of my participation in the BCTLA and the connections and opportunities my participation has afforded me. When I discovered the BCTLA, I knew immediately that I had found my community. What I found was a group of my provincial colleagues who held the same values and were working toward the same goals as I was. They get excited about some of the same (nerdy) things that I get excited about! They can connect me with teacher-librarians that have more experience than I do and can happily provide me with mentorship and support when I seek it. From books to bots, I have been able to grow professionally while supported by colleagues. Through the 31 PSAs available to BCTF members, I hope everyone can find a place where they belong.