School librarians are the engineers of the school making sure that everyone can get what they need to keep the school running. Of course, it does not always feel like that. Sometimes it feels like we are scurrying along in the ditch trying to keep up with the train, not running it. [I will add the analogy that public librarians are the engineers keeping the community running because that is also true. The public library often provides tickets or passes to public parks and attractions, loaner hardware, free wi-fi, databases, books, magazines and so much more including safe spaces as part of their community work.]

To be clear, I am using the word “engineer” with multiple meanings. A train or railway engineer “reports problems with the train’s condition, keeps the train on schedule, and observes safety procedures” according to Learn.org. There is also the verb engineer with two meanings according to the Cambridge dictionary. One is “to plan, design, or build according to scientific principles” and the other is “to plan or do something in a skillful way”. It is our job, as school librarians or other non-administrative staff, to keep an eye on the condition of the school, help with the schedule, and plan ahead. We do, in fact, lead from the middle.

Let’s take the elephant in the room first: TECHNOLOGY. In my school, I do not distribute Chromebooks. Instead, I manage the first level of repair or analysis of broken devices. I have a background of working with computers, people, and systems including the Helpdesk in the corporate world, so I actually understand the common methods of failures. I also teach the teachers in micro-lessons (5 minutes or less) about various technologies. I am called, emailed, or texted daily by those struggling with small technology issues asking what to click or where to go. I often interface with the IT department to save having 130 teachers call the Helpdesk and mistakenly (sometimes hilariously) explain their problems. I will verify problems with IT and then send an email so that teachers know it’s not personal to them but building or district-wide. Technology is fairly stressful and being able to destress the situations for my teachers and students is ideal.

Like any good engineer, I try to anticipate the problems. As a librarian, I constantly ask my teachers for materials they will be using during the year, so I can plan print and online purchases to support their lessons. Libraries are not book closets, so my support is to provide e-options, an extra copy in the library, and similar materials for alternate options. I also love to provide sequels in the library. I review online databases constantly to ensure my struggling students and AP/IB students have the materials they need to work. Admittedly, I am extremely lucky to be in a state that funds the Galileo library portal for the students and citizens of the state. 

As a technology instructor, I notice issues with changes in the system that directly affect teachers. For example, when the district removed desktops in favor of laptops, they provided the teachers with a hub to hook monitors and smartboards to their devices. The problem was that the hub had a 3-inch cord to the laptop. Once hooked, the device could not move or turn at all without dislodging something. The solution was to order 1 ft. cords to replace the 3-inch ones. This was an incredibly small change to the system but was amazingly effective and appreciated. (Caveat: We had Title 1 money to help with this small classroom improvement. Also, I understand the difference in wires and did not purchase a plain USB-C wire but a Thunderbolt wire instead. Don’t rush to fix it if you are not sure it will work. Different wires carry different power or data. Thunderbolt handles data much faster.)

In keeping the school running smoothly, I let the administration know if I notice a conflict in their scheduling events. I review some materials for problems before they are released to the teachers, like testing plans, to make sure they are consistent and teachers are available when assigned.

According to Dr. Lewis, an increased focus on technology means that librarians (and their administrators) are unclear about their roles in the school. It is too easy to get caught in the minutiae of technology issues and support that was exacerbated by the pandemic. This is absolutely true for me, too. But, I am learning to twist the conversation from the small details of technology to look at the effects like fake news, manipulated images, and reading materials to change the conversation. It is incumbent on us, school librarians and educational technology instructors, to have this conversation and help define our roles.

I am also happy to help my teachers and students by providing a safe haven; a room with tables and chairs, barstools, video chairs, and random soft seating surrounded by books of fiction, nonfiction, references, graphic novels, magazines, old yearbooks, desktop computers, and music. And, of course, camaraderie and assistance. The school library is not one thing. It is everything. ”The school library is the heart of the school, and much of what happens in the school includes the library in some way, shape, or form!” (Pelayo, 2020, p. 52).

Reference:

Lewis, Melanie A. 2021. “Enabling School Librarians to Serve as Instructional Leaders of Multiple Literacies.” School Library Research 24. www.ala.org/aasl/slr/volume24/lewis.

Pelayo, Elizabeth. “Trauma-Informed School Libraries: A Space for All.” Knowledge Quest, vol. 48, no. 3, Jan. 2020, pp. 50–55. EBSCOhost, research.ebsco.com/linkprocessor/plink?id=fa9f6956-f600-32c0-ad43-3e6ec6cc25a4.