There is often a lot of focus on the library and providing opportunities for its community and patrons, however it is important to recognize that these opportunities would not be made available without library staff. As libraries are growing and developing to be more dynamic learning centers, the staff are vital in providing and enhancing that experience and engagement for the community. I believe through providing professional learning experiences and utilizing the “library as classroom” model for staff, we can support library staff to grow and develop in their roles, and provide more diverse services and experiences to the public.
Something that stuck out to me was the “library as the “people’s university” – an open education resource or commons -or center for lifelong learning” (Stephens, 2014, p. 3). While this is often considered for patrons, the same must be done for library staff. Professional learning experiences and the concept of “library as classroom” have the power to impact and empower library staff as lifelong learners. Through different avenues of informal and formal learning environments, as well as access, library staff can gain knowledge and build connections that are essential to the profession (Stephens, 2016a). It is supporting library staff as active learners alongside being service providers to the community. By updating their knowledge and learning new skills, the diverse community base of the community can be better accommodated. Therefore, it is important to begin reimagining how we approach learning and professional growth.
It is important to recognize that “librarians don’t always have all the skills needed in order to satisfy the digital learning needs of all groups, but they have the ability to connect people” (Nygren, 2014, p. 1). This is how I think that “library as classroom” model is so important for staff. By addressing this shift, it allows staff to directly apply new skills in a supportive, real-world setting. Whether through organization organized professional learning experiences, peer learning groups, or collaborative project-based work on services being offered, the “library as classroom” concept acknowledges that learning is a lifelong process that can happen anywhere, and the library is always a great place to support that.
In my opinion, a core element of the library as classroom and professional learning experiences for library staff is the collaborative nature of learning. I always think about this one time I attended a professional learning experience on developing storytime skills, and the facilitator has said that when you are on the floor, it is okay to learn rhymes from other co-workers. To me that is what it means to have the library as classroom, embracing how learning is everywhere, and providing informal learning experiences that can develop the skills needed for the profession. By utilizing those pockets of time, when you are not interacting with the community to take the time to develop skills. It does not have to be just sharing songs, but sharing tips and tricks on how to handle situations and collaborate to enhance the experience for patrons, but also for the staff. That has resonated with me as it reinforces the value of learning, specifically peer learning. It is through collaboration that individuals are able to share experiences, challenges, and continue the development of best practices with other co-workers, that can in turn work towards benefitting the community.
Another core element for library as classroom and professional learning experiences for library staff is reflection. By intentionally providing staff the time to explore and reflect, libraries can promote learning and “call themselves learning organizations” Stephens, 2014b). When given this opportunity, learning becomes active, thoughtful, and connected to real-world outcomes, rather than passive. Reflection provides library staff a window to consider and assess their strengths, recognize areas for improvement, and make intentional changes in their practice, better equipping library staff to handle complex situations. By bridging the gaps within library staff and their knowledge, that can better address the information gaps that are present in the community they serve.
Library staff are essential in ensuring that the library is a dynamic place for all individuals to enjoy, learn, and just be. But by supporting them, and providing them opportunities to exercise the library as a classroom model, library staff are provided a optimized framework that can help foster and empower continuous learning, alongside encouraging them to develop skills that allow them to think critically, work collaboratively, and use technology effectively. By encouraging, investing and allowing library staff to participate in professional learning opportunities, libraries facilitate new ideas and solutions to situations, not just limiting staff as keepers of knowledge. Library staff are better equipped to lead, adapt, and innovate for the community and can better reflect the evolving needs of the community. Therefore, it is important to provide library staff with the opportunities to learn and continue their learning, as it continues and passes on that same purpose to the community.
References
Nygren, Å. (2014). The public library as a community hub for connected learning. https://library.ifla.org/id/eprint/1014/1/167-nygren-en.pdf
Stephens, M. (2014). Making the Case for the Library as Space for Infinite Learning. https://www.dropbox.com/scl/fi/4zt1yliwb2ffzr8euix2p/YLibraryInfiniteLearning.pdf?rlkey=m0v6lkd43ufilkp5aktawhlpr&e=1&dl=0
Stephens, M. (2016-a). “Learning Everywhere”. In The Heart of Librarianship (pp. 123-125). ALA Editions: Chicago.
Stephens, M. (2016-b). “Learning to Learn”. In The Heart of Librarianship (pp. 140-142). ALA Editions: Chicago.