What’s a library for?
I wrote this reflection last fall, as I was preparing to “retire” from my school library job to return to writing fiction full-time. I worked in the same library for two years, at a relatively small elementary school (about 275 students), with a relatively small collection (about 8,000 resources, mostly books). The school was small enough that I learned every student’s name, and their borrowing habits, reading levels, likes and dislikes. My thoughts on how the space was used, and what a school library is for, changed and expanded during those years, as I had the privilege of observing and experiencing how students and teachers related to the space.
A library is many things.
It is a room full of books, tangible resources whose information can indeed feel out of date almost instantly in a digitally connected world; but whose resources nevertheless belong to a technology that has persisted across centuries. Of all the technology in this room, almost nothing is older and more lasting than the book.
On the fiction / picture book side of the library, there are classic texts that continue to speak across the years to readers young and old. And new and contemporary writers and illustrators have contributed to diversifying the cast of characters and variety of stories and perspectives that reflect the makeup of our school communities here in Kitchener-Waterloo. The expansion of graphic novel publishing makes rich, complex narratives accessible to older readers whose literacy levels have been impacted by the pandemic. So — the library is its books and stories.
The library is also a compact between the borrower and the institution, which represents the goodwill and goals of the wider, civic community. In my experience, this is its primary value, which underpins all the other benefits of regular library-use in schools. The library is a collective civic resource. Every student in the building may borrow books to bring home, share with family members, and then return so that someone else can read them next. This creates a circle of responsibility and care. Borrowing and caring for a book is a tangible means of expressing belonging to a larger community. Lending a book expresses the community’s trust in an individual’s capacity to learn how to take responsibility for communal goods. It’s an offering on both sides of participation — and it’s a rare example of reciprocity in practice, in our education system. The stakes are relatively low. A book is valuable, but can be replaced, though not easily (budget restraints are real). So, time is spent teaching book care, reminding students of their responsibility to look after the books in their care, and underscoring the importance of sharing resources with others — in a library, we actually get to see how that works, and practice our skills at caring for a communal good.
To be honest, reciprocity was not the element that immediately jumped out at me when I started working in the library. But I’ve come to think of it as being revolutionary and foundational. If the medium is the message, a library book says: this belongs to all of us. And what does that message mean to you as an individual? How do you relate to it?
But also — what does that message mean to the wider community? I think this is where politics have come in, and the wider community may have minority objections to the content being offered inside the books themselves; content isn’t neutral, even if the technology in some way is agnostic.
What I especially appreciated about my role as caretaker of the books was that there were many opportunities for repair, literally and figuratively. I promised the students that they could tell me anything — baby sibling ate a corner, Mom spilled coffee, I ripped a page, I think the book’s at grandma’s, etc. — and I thanked them for their honesty and explained that I would do my best to fix what was broken. I celebrated every “lost” book that was found. Learning how to care for something means making mistakes sometimes. Owning up to a mistake and learning how it can be addressed, even if not fully repaired, changes one’s mindset, at least a little bit. (Maybe this also sums up my parenting philosophy: to become/be trustworthy, you have to know/believe that you are trusted … even if you haven’t quite earned that trust yet.)
Other elements of library life that have stuck with me include
— the opportunity to share stories with students, including mirroring back experiences for students who may not see themselves and their experiences reflected in cultural material often
— the opportunity to invite deeper discussion of real-life issues, concerns and experiences (death, holidays that others celebrate, peace, war, indigenous stories and values)
— the opportunity to create a peaceful environment in which students can rest their minds and bodies
— an opportunity to connect the resources in the library to the larger world on a regular basis with displays and story-time book choices and selections for teachers
— an opportunity to provide a weekly mini-field trip within the school, a special time for students and teachers alike to get a break from the regular routine
— the opportunity to provide space for creative expression, crafts, book clubs, library helpers, etc (though that proved a challenge given the time constraints)
All for now.
xo, Carrie
PS Writing fiction full-time these past number of months has been AMAZING. And I miss the students and the library a great deal. Both/and … I am learning to accept that to do something I love requires surrendering to it fully, and that means not getting to do other things that I also love. Choice is important, necessary, sometimes painful, and I’m grateful to have the luxury to choose.