Forging partnerships: Schools, school libraries and communities

Teacher Education Quarterly, Fall 1999 by Maxwell, D Jackson

Public schools and public school libraries in particular have for far too long ignored the communities in which they exist. As Brophy (1992) asserts, for educational systems to succeed schools need to have strong parental and community involvement programs. While recently many school administrators realized the mistake of losing touch with their communities, most school libraries have yet to come to this realization. Studies have repeatedly shown the benefit of creating linkages between schools and their communities (Castaneda, 1997; Timpane & Reich, 1997). As schools attempt to bridge the gap between themselves and their communities, more often than not librarians simply turn a blind eye to the gap's existence. The preponderance of the practice of this form of naivete by school librarians may literally drive the profession out of business. When whole staffs are being disbanded or reconstituted (restaffing a school from scratch) to bring in fresh reform minded and committed professionals, teachers and school librarians need to take notice (Hendrie, 1998; Sack, 1997).

The community, county, or state that no longer views the role of the professional school librarian as an essential one, will be more inclined to vote that position out of existence to save a few tax dollars. This has already occurred in California and Massachusetts (McCarthy, 1996). To prevent the continued devolution of the profession, the majority of school librarians need to take notice of the American Library Association's (1988) warning that "neither schools nor library media centers operate in a vacuum" (p. 43). The public demand for accountability is growing. Libraries' missions must grow to include serving the whole school community. Partnerships between students, parents, faculties, and communities must be initiated. School librarians across the country must step up and create these partnerships with the groups and powers that exist within their communities.

Further, school library media specialists must learn to be better self-promoters. Stewart (1997) insists that to get the administrations and other's attentions focused on the library's successes, librarians' must learn how to become self-promoting. Librarians must promote not only the importance of their role in educating students but also the role that the school library media center can play in the community. This article will examine a school library whose librarian is positively promoting the profession by aggressively building partnerships with the community.

Introduction

Hamilton Elementary School is an urban community-based public school located in Memphis, Tennessee. The school was built in 1964 and serves 770 students. The student population is 100 percent African-American and, according to Title I statistics, 80 percent of the families live below the national poverty line. The school library media specialist (or school librarian), beginning his sixth year of service at Hamilton, has a Bachelor of Science in Education and a Master of Library and Information Science. Within the last five years, the Hamilton Elementary School Library has become known throughout the city and state for its innovative programs and creative partnering. The library media specialist has established contacts, recruited volunteers, and gained supporters throughout the area who regularly offer the school and the library their assistance. Once formed, these partnerships have continued to grow over the years due largely to the professional respect and credit each side has given to the other.

The partners have provided the school and the library with both tangible and intangible services and products. Volunteers, student and parent educational opportunities, financial and material donations, community good will, positive press, and numerous other direct interventions by the partners have had a tremendous beneficial impact upon the school and its library services. In return, the librarian has given acknowledgment to these benefactors in school-related announcements, the community press and television, educational publications, speeches, presentations, and through personal thank-you notes. All of these actions have helped turned these partnerships into mutually beneficial friendships. If other schools wish to partake of these benefits, someone must step forward and take the initiative. School librarians, with their knowledge of how to access information and resources, are the natural fit. Unfortunately, too many librarians for one reason or another seem reluctant to leave their media centers and seek out these community partnerships.

The following sections will outline how Hamilton Elementary School and its librarian have tapped into many community resources. A brief description and discussion of the linkage is provided. An effort will also be made to distinguish how all sides benefit from these partnerships. While it is realized that not all communities have the same resources as Memphis, most communities have similar support structures.