Understanding Advocacy for Effective Action

School librarians are asked to advocate for school libraries, their positions, and their library programs. It is expected that they have knowledge and understanding of advocacy and that activities library professionals have defined as advocacy will be undertaken. However, recent studies show school librarians have different perceptions of advocacy and though the word “advocacy” is widely used, rarely does it carry the same connotation across multiple audiences (Burns 2014; Ewbank 2011).

CLARITY NEEDED

The national professional library organizations, the American Library Association (ALA) and the American Association of School Librarians (AASL), create and maintain resources and toolkits to assist school librarians with advocacy implementation. Within these resources AASL defines advocacy as the “on-going process of building partnerships so that others will act for and with you, turning passive support into educated action for the library program” (AASL 2007). But, definitions of Public Relations (PR) and marketing co-exist under the definition of advocacy, leaving school librarians to discern for themselves what actions constitute advocacy and how blended the understanding of these concepts should be. This fractured, multi-tiered definition of advocacy leads to varied understandings among practicing school librarians and creates a lack of consistency in how school librarians interpret and engage in the practice of advocacy. If school librarians are going to advocate effectively, they must have a clear understanding of what advocacy means. Further, they must identify effective advocacy actions they can implement into their practice.To explore what school librarians know and believe about advocacy and how they engage in advocacy in their practice, a national sample of school librarians were asked to define advocacy and the activities they practice in their setting. Participants were 815 practicing, state-certified school librarians, representing seventeen states, who engaged in a conversation in which they described their understanding of advocacy activities. Findings offer insight into what school librarians understand about advocacy and the advocacy initiatives they implement in their practice.

WHAT DO SCHOOL LIBRARIANS DEFINE AS ADVOCACY?

The majority of survey respondents (68.61%) could identify the published AASL definition of advocacy. However, when providing a personal definition of advocacy, the school librarians’ definitions did not demonstrate a comparable level of understanding. Participants had difficulty articulating advocacy as a process designed to develop a stakeholder relationship with the intent of gaining support. The content of their statements was more synonymous with definitions of public relations and marketing and was contradictory to the language used in AASL’s definition of advocacy. Participant definitions focused heavily on program promotion and communicating activities taking place in the library and the duties performed by the school librarian. This demonstrates a misalignment in understanding of advocacy.

HOW DO SCHOOL LIBRARIANS ENGAGE IN ADVOCACY?

Actions of advocacy are implemented with the intent to educate a stakeholder base and build program supporters. To explore advocacy activities congruent with the AASL advocacy definition, participants of the study were asked to identify activities from an established list in which they participate. The participants did not engage in most activities on a regular basis.

Only 28.79%have spoken at a school board or PTA meeting and 29.39% have conducted professional development for staff on school library advocacy. The surveyed school librarians are not regularly participating in activities that engage members of their school community and parents. They are not initiating activities that foster stakeholder relationships and build support for their library program. The only activity with above 50% participation was “organized a meeting with administrator to discuss the library program” (62.77%). Because of this lack of advocacy activity, they may not have an educated base of supporters when times of crisis arise.

WHAT IS SCHOOL LIBRARY ADVOCACY?

Results of this study show school librarians do not yet have a clear understanding and definition of advocacy. There is still work to be done to define the message of advocacy for the school library profession. Advocacy involves a deliberate and sustained effort to foster understanding of the school library program while influencing the attitudes of key stakeholders. To achieve this goal, relationships with stakeholders must be built and the mission and goals of the school library should be shared. This ensures that stakeholders will form an educated support network. These ideals form the basis of a school library advocacy definition.

GOING BEYOND PROGRAM PROMOTION

School librarians need clear guidelines on the activities and strategies that will align with the goals of advocacy put forth by such a definition. It is not enough to simply do a good job or have a good program. Focusing on the strong programs they create, school librarians must take opportunities to articulate the impact of their program to not only administrators and the teachers they work with, but to their larger school community and outside decision makers. A systemic, widely implemented advocacy plan is most successful in achieving advocacy goals.

Advocacy goes beyond the promotion of the school library program to a change of perception about the school library program and the role of the school librarian. This includes sharing with multiple stakeholders the unique role that a school librarian holds. The first step is educating each stakeholder group on the value that school library programs add to the school culture. If stakeholders and policymakers are to support a program, they need to understand the program’s function and how it impacts the academic success of students.

Altering perceptions requires deliberate, consistent relationship-building efforts. Relationships must be built with local stakeholders, such as teachers and parent groups, so that these groups will in turn support the necessity of having a school library program. Building positive relationships with stakeholders within the school is a start in redefining the school library position. Teachers and parents will then become advocates willing to speak on behalf of the importance of the library for the success of students with other, outside stakeholders. School librarians with a successful, mature understanding of advocacy develop a plan to build effective relationships with multiple stakeholder groups both inside and outside the school community.

EFFECTIVE ADVOCACY ACTION

The first step to effective advocacy action is an articulated definition of what advocacy is for the school library program. With a clearer understanding of activities that constitute successful advocacy, school librarians will have a better sense of activities they can implement in their own practice. Establishing an advocacy plan and targeting varied stakeholder groups is essential for successful advocacy.

An advocacy message must be articulated to stakeholders in a way that demonstrates a positive effect on student achievement. One of the best ways to demonstrate school librarians’ value is for them to articulate how they directly impact student learning. This can be achieved by showing the role the school library plays in the academic support and enhancement of students.

Successful advocacy is conducted when librarians advocate for students, not necessarily programs. Being able to demonstrate the program’s worth to administration and decision makers is vital in helping these individuals understand it. Using data on student achievement to substantiate claims and having a few facts ready to recite to stakeholders whenever there is an opportunity to discuss the library program is a good start. Librarians must be able to articulate the value of the educational impact they have on students and do so in a manner that is meaningful to their stakeholders. Parents and students must also be aware of the unique contribution school librarians make to the educational experience of students. School librarians must provide opportunities to articulate this message to these groups as well.

School librarians can stress the importance of their services by demonstrating they are indispensable resources. One way to achieve this is through the role of instructional partner and teacher. They must foster a relationship with other school personnel to demonstrate how their role facilitates student achievement. They can focus on the ways the role of the school librarian supports classroom curricula. The school librarian has expertise that only he/she can provide. This message should be conveyed through the advocacy message.

To facilitate stakeholder support, school librarians must be able to articulate the benefits of a strong school library program. This will ensure they are reaching multiple stakeholder groups to provide a perception of an essential library program led by an influential school librarian. The ultimate goal of advocacy is to gain support for exceptional school library programs that enhance student learning.