As I reflect back on what I have learnt and how my view of the role of the teacher librarian has changed I realised that I didn't really have a true understanding of what the role of the teacher librarian was. My very limited experience which inspired me to study was through a stint in the school library replacing the TL whilst she was on long service leave. During this time I didn't really fully experience the role of the TL as I was only expected to carry out some of the duties that the TL performed. It wasn't until I studied ETL401 that I realised how extensive the role of the librarian was and what it involved. A powerful statement I read in the ASLA standards of professional excellence for teachers (2004)stated ' Teacher librarians support and implement the vision of their school communities through advocating and building effective library and information services and programs that contribute to the development of lifelong learners'. I think this statement really impacted on me in the way that it described the role of the TL and the impact that they can have on learners.
The ASLA standards give a very thorough job description for the TL position and I was very unaware until I studied this document that the position encompassed all these roles. I'm sure if I asked other staff at my school what the TL role involved they also wouldn't be aware of all that it entails. Teacher Librarians really do need to be advocates for their position in the school. Staff need to be aware of all they do and the importance of their role. I read a comment on the forum from a TL who had taken up a new position that had been unfilled for a number of months. I thought about how our school would cope if we didn't have a TL maintaining the library service and realised it would be very difficult. There is a lot of talk on different forums about the TL position being under threat but I think if schools really acknowledged what the TL did within the school, if every school wrote a job description that encompassed all that the Tl does within their school then I think most schools would begin to be better advocates for maintaining the TL positions within schools.
While reading Herring, J(2007). I learned that it is important the library is regarded and operates as part of the whole school, not something extra which can be gradually trimmed away: a centre of learning first and of resources second. This again reflects back on my earlier comments about the importance of the library service and promoting it within the school so staff are aware of the importance of it. As a classroom teacher I was unaware of the role of the TL as I only have contact with her once a week when my class has a half hour lesson with her. It was only after studying this course that I realised how much went on behind the scenes in the library and only then did I really think about what services the TL provided. I will definitely be a better advocate for the TL myself now I see how the whole school benefits from the services of the library.
Prior to studying this subject I was unaware that part of the role of the TL was to teach information literacy skills. I knew that technology was being incorporated more and more in the library but it wasn't until this year that in our school library Stage 3 stopped having formal lessons and started research lessons with their teacher and the TL. When I read the subject information and readings on information literacy I begun to realise the need for these skills to be taught in the library. I was interested in incorporating them into my stage1 class but felt that it may be too difficult for them to understand. Graham Bebington (2010) gave me a great idea in his forum post when he suggested using the Super3 model and adapted model of BIG6 with younger students. This gave me an opportunity to use some of my learning as a teaching opportunity.
I have also throughout this course become aware of the challenges that the TL faces in her role. I was reassured when I read a post by Jennifer Green ( 2010) that I wasn't the only classroom teacher facing problems with fitting what we had learnt in with what is practised in many schools. I myself had commented in my blog about this (T2 Subforum). The challenges of time restraints for collaboration and RFF timetabling was evidently a problem for others and I felt reassured that others faced challenges too. I guess this is why advocacy of the role of the TL is so important so that changes can be made.
Lets all keep advocating for teacher librarians to stay in schools.
References
Australian Library and information Association and Australian School Library Association. (2004). Standards of professional excellence for teacher librarians. Retrieved form www.asla.org.au/policy/standards.html on 24/05/2010.
Bebington, G. (2010). Super 3 model. Message posted on ETL401 Topic 4 subforum.
Green, J. (2010). Topic 2. Message posted on ETL401 Topic 2 Subforum.
Hering, 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: Cetre for Information studies, Chrles Sturt University.
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