Districts are using technology to innovate and change the ways students learn and teachers teach. For example, the Vancouver (WA) Public Schools have a roadmap for student learning that includes blended and online courses, Bring Your Own Device, 1:1 programs, and an increasing use of mobile devices by students, teachers, and administrators. We are not alone. Many districts are experimenting with similar initiatives, not to mention learning management systems and the increased use of digital resources in lieu of textbooks and library books.

Given this shift to mobile and personalized learning, teacher librarians must ante up for digital resources to meet the needs of students and teachers. As I look at the survey’s statistics on the use of ebooks and digital resources, I don’t see a widespread or sufficient commitment among school libraries. One of the highest levels of reported technology growth in the 2012 survey was the use of ebooks. Forty seven percent of respondents indicated usage with students and teachers, up from 31 percent in 2011. Additionally, 25 percent indicated that they planned to use ebooks in the next year. If those intentions translate to action, that would mean that in 2013, 72 percent of libraries would have and use ebooks.

But the willingness to play is not matched by a commitment to pay for these resources. When measuring ebooks as part of library collections, data reveals that digital titles remain more a novelty than a core resource. For those with ebooks in their libraries, the average number of titles owned was 265. And only 31 percent reported having reference or noncirculating ebooks in their collections. Many school library collections boast tens of thousands of print titles. This gap speaks for itself.

The survey also suggests that many libraries haven’t transitioned to online. A number of libraries fail to provide (or even provide access to) any digital information resources. Nine percent of school libraries indicated that they do not have a library website of any kind. Among those that do, one in five lacks links to electronic resources on that site. Despite an apparent two-fold increase from 2011, the number of teacher librarians who report using free Web-based resources in 2012 (78 percent), begs two questions: What were they using in 2011, and what are the others using? In many cases, it’s not a digital subscription: only 62 percent of teacher librarians report using digital subscriptions in 2012, up from 54 percent the previous year.

To use another poker analogy, school libraries have no choice but to be “all in” with ebooks, etexts, online databases, and digital resources. In my district and others, 1:1 programs now exist in which students are issued laptops or tablets, which they can use both at home and in school. In many cases, these initiatives include the use of learning management systems, online textbooks, and digital content that provides a wealth of information and content, often embedded in the courses themselves. For the first time, there’s no good reason for a print textbook. More ominously, there are also fewer reasons for a school library, especially one with only 265 ebooks. While we have strong libraries and teacher librarians throughout our district, our newest STEM magnet school opened last fall with no physical library and is currently without a teacher librarian.

Teacher librarians need to learn and master a new game. The knowledge and use of technology and digital resources must be ubiquitous, pervasive, effective, and thorough. The survey clearly demonstrates this is not happening. For every teacher librarian who uses a tablet computer, there are three who don’t. For every school librarian who uses Web 2.0 tools such as Edmodo, Diigo, and Pinterest, many colleagues do not. Aside from ebooks and subscription databases, most teacher librarians report that they play no role in purchasing or recommending purchase of technology for their schools.

Respondents listed several reasons why they haven’t embraced digital resources and educational technology in their libraries and schools—funding, training, and uncertainty. Vancouver has found ways to address these issues so that teacher librarians stay in the game, lead and support student learning, and align their school library programs with the strategic needs and direction of the district.

Funding. Everyone faces budgetary challenges. But teacher librarians have choices about where and how monies are spent. In Vancouver, our teacher librarians have begun several collaborative efforts to invest in ebooks, building on a longstanding district-wide suite of digital resources. There’s a conscious and coordinated effort to build and grow digital collections to support student learning. As iPads become more common, we are now seeking ways to leverage these tools to access ebooks and other online resources.

Training. Vancouver trains teacher librarians to be technology leaders in their schools. Now in its fifth year, this program has built valuable confidence and expertise so that teacher librarians are the first—rather than the last—to learn and adopt educational technologies. Teacher librarians have learned how to use Web 2.0 tools like Google Drive, Wallwisher, and Prezi to lead both building and district training efforts.

Uncertainty. As an early adopter of online resources and now ebooks, I understand the uncertainty associated with digital publishing. With competing platforms, vendors, and formats, there’s a chance of putting money on the table and being dealt a difficult hand. Despite that, I don’t think we have a choice. We’ve placed some bets on promising vendors knowing that our savvy populations require our collections to be mobile, digital, and relevant now, not next year.

As a longtime teacher librarian, I believe that we are perfectly poised to lead, teach, and support students and teachers in 21st-century schools. We have a small pile of chips in the form of information skills, systemic vision, and a longtime role as collaborators and educational leaders. But here’s the hand we’ve been dealt—our students, our teachers, and our schools are digital. And in many cases, our libraries, collections, and skills are not. The average age of survey respondents was 50 years old, meaning that like me, most of us knew libraries when the rules were different. The good news from the 2012 survey is that many teacher librarians are very much in the game. Now all us need to see that bet and raise it. Game on!

Mark Ray is the Vancouver (WA) Public Schools’ manager of instructional technology and library services and a former state teacher of the year.

Picture books: On August 31, Candlewick launched a yearlong video celebration of picture books in honor of their 20th anniversary. Every day for 365 days, as part of the We Believe in Picture Books campaign, Candlewick will offer a video shot by authors, illustrators, staff, and friends, sharing what picture books mean to them, recommending a favorite story, and more. Librarians and teachers are welcome to post these videos on their own websites to share with students. You can also submit your own video to the publisher in which you informally talk about your favorite picture book, what the format means to you, or why it matters.

Pinterest Contest

Win an audio package: Califone International is encouraging educators to follow them on Pinterest and create their own board titled “Classroom AV Wish List,” in order to win tools for their classrooms. To enter the contest, educators have to repin one of four audio packages—portable PA, mobile and ELA learning, library, and clicker—from the Califone Pinterest contest board and then explain how the it will help enrich their classroom. One pin per contestant per week is permitted. Contest rules and submission requirements are featured on the Califone blog. Winners will determined by Califone based on creativity and effective use of audiovisual products. You have until September 24 to enter. Winners will be announced by October 5.

Buy One Get One Free

Ebooks: To celebrate Capstone’s expansion of its Interactive Library interactive ebook program, the publisher is offering customers the opportunity to buy one ebook and get another free. This fall Capstone is expanding its program to include more than 2,000 titles. The program has also improved its technology and is compatible with any PC, Mac, iPad, interactive white board, and any other device with high-speed Internet access. Kids can access Capstone’s interactive ebooks in school, at home, or on any mobile device 24/7. Hurry—this special promotion only runs until November 16. To place an order, customers should use the code “12CILBOGO.”

Careers in Library Service

Career opportunities: The Pratt Institute School of Information and Library Science (SILS) is offering students in their SILS program tuition scholarships and two semester internships at the Brooklyn Museum, the Frick Art Reference Library, and the New York Art Resources Consortium to prepare them for careers in museum libraries and archives. M-LEAD TWO (Museum Library Education and Digitization-Technology, Web, Online) is a three-year project that will give students hands-on experience—they will be able to work with research materials from these museum libraries and be mentored by the museums’ staff. Students will graduate with a master’s degree and an advanced certificate in museum libraries and will also get stipends for participating.

The project is funded by a grant of more than $261,000 from the Institute for Museum and Library Services (IMLS) through the 2012 Laura Bush 21st Century Librarian Program. “With a two-semester internship program and a focus on collection accessibility, the new project furthers our efforts to prepare students for careers as museum librarians and archivist and also advances a new model for museum library education for the 21st century, incorporating digital collections and services across the museum so that graduates are preparing to meet the challenges of museums in our global networked information environment,” noted Tula Giannini, dean of Pratt-SILS and project director.