More Than a Job Title: Reclaiming the Librarian as Educator

Guest blog: Elizabeth Hutchinson is a Chartered librarian and Fellow of CILIP. With nearly 20 years of experience in school libraries she is now a trainer and adviser and an advocate for FOSIL- Inquiry based Learning. She was awarded the BEM for services to libraries in 2020, is an international speaker, podcaster, blogger and author of a number of published articles.

I used to introduce myself by saying, “I’m the school librarian.” And for many years, I believed that title spoke for itself.

But stepping back, now working as a trainer and advocate for school librarians, I’ve come to see just how much of our impact is hidden in plain sight, and how easily it’s underestimated. I’ve also seen something else: when librarians truly embrace their role as educators, not just resource managers, the effect is transformative, not just for students, but for schools.

Too often, your work is described as “support.” You’re thanked for being helpful, for promoting reading, or for sourcing materials. But how often are you recognised as a teacher of inquiry? A guide for independent thinking? A co-designer of curriculum?

My message is simple: you already are all of these things. And it's time to say so, clearly, confidently, and without apology.

In schools like Blanchelande College, where the FOSIL framework (Framework Of Skills for Inquiry Learning) is embedded across the curriculum, the librarian plays a core role in shaping how students learn, not just what they learn. At Connaught School for Girls, the librarian collaborates across subjects to embed literacy across the curriculum. At Tonbridge Grammar School, the librarian works with sixth formers to help them navigate complex, extended inquiries with purpose and rigour.

These are not outliers. They are reminders of what’s possible when librarians step into their roles as co-educators and inquiry partners.

As a trainer, I meet many librarians who feel isolated, working without a network, excluded from curriculum planning, unsure how to claim their space at the teaching table. I understand that reality. But I also know this: no one will invite you into that space unless you believe you belong there.

Start with small acts of leadership:

• Share an inquiry model with a teacher. If you don’t know where to start, then look at FOSIL (Framework Of Skills for Inquiry Learning)
• Offer to co-teach a research lesson. Will it be perfect the first time? No… but failing is a part of learning. 
• Map inquiry skills across year groups.
• Ask to attend curriculum planning sessions, not observe, but contribute.

The work you do is too important to be quiet about. Because you’re not just curating information. You’re helping students learn how to learn. And that is the very heart of education.

So the next time you introduce yourself, say this, to others and to yourself:

“I’m the school librarian.  My focus is on inquiry, literacy, and helping every student find their way into learning.”

And then, keep learning and teach boldly.

I’ve enjoyed writing these posts and sharing ideas with you. This is the final blog in this series, but I’m still here, offering training and support through my website. Please do get in touch if I can help.