Page 35 - Volume_14

Jurnal PPM: Journal of Malaysian Librarians
Vol. 14, 2020

rooms that were named ‘perpustakaan’ or ‘library’. These collections were books to
meet the students' reading needs as well as for educational and language development
(Fatimah Jusoh, 2002).

Based on literature by Fatimah Jusoh (2002) and Zaiton Osman (1993), it was in the
1960s and 1970s that the Government, collaborating with the Library Association of
Malaysia, assumed the responsibility to coordinate, plan and develop school libraries
nationwide. The School Library Unit under the Schools Division was entrusted with the
planning and development of school libraries on a national scale in 1973.

Over time, educational technology evolved into more technological-based teaching
materials - the school library and audio-visual room were combined and centralised and
became the ‘School Library’, (Perpustakaan Sekolah) based on Circular No.9/1983
(Circular Letter No. 9/1983, School Division, 1983). However, based on literature by
Zaiton Osman (1993), school libraries were combined with the audio-visual room and
centralised under one administration and became known as the School Resource Centre
(SRC). As a result, the School Library Unit was renamed the School Resource Centre
Department and placed under the jurisdiction of the Education Technology Division
(ETD) in 1989 until now. The term ‘school library’ is used in this discussion. The terms
‘school librarian’, ‘teacher librarian’ and ‘library media teacher (LMT)’ are used
interchangeably in this discussion.

SCHOOL LIBRARIANS
According to the IFLA School Library Guidelines 2015, a school librarian is responsible
for the school’s physical and digital learning space where reading, inquiry, research,
thinking, imagination, and creativity are central to teaching and learning. Generally,
school librarians are qualified teachers and part of the teaching community with the same
benefits and salaries, but these may differ in different countries. Some of them may have
additional qualifications in librarianship or they may also be qualified librarians
(Boelens, 2008; Morizio & Henri, 2003). Ideally, they are qualified teachers with
additional qualifications such as a certificate, diploma or degree in school librarianship.
They focus on integrating information technology within the curriculum and work with
teachers to design curriculum and research units (Coish, 2005). Most teachers regard
the school librarians’ role as resource managers (Hockersmith, 2010) but their roles
involve interrelations as teachers, collaborators, curriculum leaders, instructional
leaders, information specialists, instructional technologists, programme managers and
advocates. They are also the connectors to student learning to the greatest possible extent
(Church, 2008; Gbaje, 2008; Novo & Calixto, 2009; Reed, 2009).

31