The title of my blog is indicative of my learning throughout ETL401. ‘The Journey’ has been an eye-opener to the comprehensive position of the teacher librarian (TL). It has in parts been shocking, confusing and overwhelming. Through many endless hours of literature reading, assignments and conferring with peers, it is obvious to me that my initial view about the TL could be no further from reality!
Taking on work in my current school library was the first step in my realisation of the multifaceted roles of the TL. It not only made me realise that my understanding of what the TL does and knows was extremely narrow-minded, but that my colleagues were also unaware of the true impact that TLs can have on learning (Abercrombie, 2010, July 15th). My view had been shaped by prior experience with TLs throughout my own schooling, hence, when I became a teacher I knew little about the actual role of the TL and what they can do to enhance the school learning community (Abercrombie, 2010, July 27th).
There have been many events throughout my studies that have helped to reshape my thinking about what it means to be a TL and what the TL is capable of. One of my first readings (Hazell, 1990) was a revelation. It exposed me to the fact that in the past, school libraries were seen as irrelevant to student learning. Even with my narrow-minded view I still believed that this could not be the case; surely the library would have an impact on at least the literacy skills of students with the amount of resources found there. Through wider reading (Herring 2007; Haycock 2003; Foley and Hay 2009), I was relieved to see, that over time, there had been a shift in perceptions and the library actually is seen as a vital and essential resource that, in fact, does impact on student learning experiences.
I was stunned with a comment made my Haycock (2003) that encapsulates the vision that many teachers these days hold about the school library and the TL: “school libraries are so much more than rooms dedicated to storing books” (Abercrombie, 2010, July 18th); it put my original view in a nutshell. It became increasingly obvious to me as I read forum posts that many of my peers also had the same view. I spent many weeks deliberating on the literature that I had read (Gibbs, 2003; Henri, 2005; Skrzeczynski, 1999) regarding the role of the TL and came to the conclusion that the TL was indeed the school’s curriculum leader, information specialist and information services provider; a belief that was somewhat contrary to my original view.
Preparation for Assignment 1 forced me to research the information literate school community (ILSC) and the role that the TL plays in creating and maintaining it; an idea I had no clue about (Abercrombie, 2010, August 22nd). Although my assignment result shows that I was unable to clearly articulate the leadership role that the TL has in creating an ILSC, I believe I learnt a great deal about it and do have a solid base with which to build further learning on.
One of the many roles of the TL that came to light throughout many readings and forum posts is an issue that I have had a strong opinion about for some time now; that is collaboration. I have always wondered why the TL is so readily used as a relief from face-to-face (RFF) teacher. Throughout my own research I now know that at my particular school the principal simply does not have the understanding about the potential the TL has on increasing student learning outcomes; they have never dealt first-hand with an excellent TL, nor have they been educated in the area (Abercrombie, 2010, July 27th). I have come to realise that there are many other underlying issues that can result in the TL being used a RFF teacher such as budgeting and staffing issues, however I still believe that there needs to be more education about the role and potential of the TL in schools today.
I believe that through use of the Australian School Library Association and the Australian Library and Information Association (ASLA/ALIA) Standards of Professional Excellence for Teacher Librarians (2004), I will constantly be able to ensure that I am meeting the requirements of practicing as a TL. In doing so, I will be able to promote the profession to school principals, colleagues and the wider school community, ensuring that the TL is forever seen as a crucial partner in improving student learning.
Overall, this course has taught me about the many facets of the TL; it has introduced me to information literacy and the ILSC. It has taught me to appreciate that there is much more to the role of the teacher librarian than simply scanning and tidying books.
‘The Journey’ has been uplifting and consequently it has inspired me to become the best TL that I can be.
References
Abercrombie, J. (2010). The Journey. Message posted to http://jen-thejourney.blogspot.com
Australian Library and Information Association (ALIA) & Australian School Library Association (ASLA). (2004). Standards of Professional Excellence for Teacher Librarians. Retrieved from: http://www.asla.org.au/policy/standards.htm
Foley, C. & Hay, L. (2007). Shaping Our Profession: Teacher Librarianship into the Future. SCAN, 26(3), 21-26.
Gibbs, R. (2003). Reframing the Role of the Teacher Librarian: The Case for Collaboration and Flexibility, SCAN, 22(3), 4-7.
Haycock, K. (2003). The crisis in Canada’s school libraries: The case for reform and reinvestment. Toronto: Association of Canadian Publishers.
Hazell, A. (1990). School library and information services in Australia. In M. Nimon & A. Hazell (Eds.), Promoting learning: Challenges in teacher librarianship (pp. 17-22). Adelaide: Ausilb Press.
Henri, J. (2005). Understanding the information literate school community. In J. Henri & M. Asselin (Eds.), The Information Literate School Community 2: Issues of Leadership (pp. 11-26). Wagga Wagga: Centre for Information Studies, Charles Sturt University.
Herring, J. (2007). Teacher Librarians and the School Library. In S. Ferguson (Ed.),Libraries in the Twenty-First Century: Charting New Directions in Information (pp. 27-42). Wagga Wagga: Centre for Information Studies, Charles Sturt University.
Skrzeczynski, C. (1999). Breaking the barriers: sculpting an information literate school community. In J. Henri & K. Bonanno (Eds.), The Information Literate School Community: Best Practice (pp. 241–258). Wagga Wagga: Centre for Information Studies, Charles Sturt University.
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