Melanie Howard
Libraries of Your Life Introductions and Relationships
L
ibraries are many things to many people. From a warm place to walk off the street and read today’s paper to the space where you spent endless hours studying and writing the essays of your education. How many different libraries do you have a relationship with? How did you end up there? I arrived at and created abundant memories of the libraries of my life, because of the adults who brought me there. My kindergarten teacher walked us down the hall to the sunken library with the orange carpet and towering bookshelves. I relish the times spent sitting crossed-legged listening to stories and vividly remember my librarian teaching us how to neatly print our names on the lines of the library checkout card! My parents regularly took me to public libraries and introduced me to inviting spaces with never-ending books, huge staircases and other families milling about the colourful children’s section. For many students across our province, their school library is the only library they know. In the Hastings and Prince Edward District School Board, where I work as a Learning Support Coordinator for school libraries, our students are supported by and welcomed into our Library Learning Commons (LLC) spaces by secondary teacher-librarians and elementary library technicians. Our schools house beautiful LLCs’ spaces with warm and friendly adults who want nothing more than to engage with students and foster their positive relationships with books, libraries, and the love of reading. The provincial lockdown that closed schools and left educators scrambling to reach students on digital platforms, shone a light on the importance of accessible texts for students. The return to school in September of 2020 still posed challenges for our system’s libraries with COVID-19 protocols forcing creative thinking to safely deliver books to classrooms while physical library spaces remained closed to students. This unique time when students were not permitted into our vibrant learning spaces reminded educators of the urgency for access to digital materials even when students were physically in school.
28 Ontario School Library Association
As librarians and teachers struggled to get books circulating safely, I engaged in conversations with my colleague Matt Charles, an Assistive Technology Coach in our system, about the need for accessible digital texts beyond the pandemic. Our shared belief that all students have the right to access eBooks and audiobooks to support their learning became the fuel for our journey toward facilitating a public library card for every student in our system! A serendipitously timed email came from the Prince Edward County Public Library Educational Resource Contact, Julie Lane-Yntema. The timing could not have been better as this email was the first of many conversations that led to a working partnership between our school board and the Prince Edward County Libraries. The goal for our team was to ensure students not only received a public library card but were active patrons. What’s the point of having those magical library card numbers if students and their families weren’t borrowing library books or engaging with programming? Naturally, early on in our work, we realized the importance of sharing the “why” with students, their families, and the school teams. We articulated the possibilities of scooping up reluctant readers by engaging them in eBooks and audiobooks through apps like Libby and Hoopla. An audiobook enthusiast myself, we emphasized with students that adults enjoy listening to books too. Normalizing the ways we read and access content was a big focus in our work with students and educators. Some educators may feel that audiobooks “let students off the hook” when it comes to reading. We believe that there is a place for audiobooks in our classrooms. If a teacher can look at their lesson and determine that the learning goal is not about the reading skills used to decode text, then students should be able to listen to an audiobook to access critical thinking skills that support reading comprehension.
Further to that, we believe that students deserve the opportunity to enjoy reading without guiding questions or a task to complete. With students able to access both school
