PART C: REFLECTION ON THE ROLE OF THE TEACHER LIBRARIAN

Reflecting on how I have perceived the role of the Teacher Librarian (TL) has considerably changed from that of a few months ago. Initially, and now with trepidation that I say this, I believed that the TL was responsible for the library by means of shelving books, being responsible for children’s borrowing and returning and to engage children in rich literature. I look at that now and wonder at what rock I was hiding under.
With an open mind and enthusiasm I embarked upon a learning journey that has both surprised and shocked me. I was surprised at how little I knew about the role of a TL even though I had been a classroom teacher for the past 16 years. What shocked me the most is exactly how much literature is out there in this technologically advancing world and I was unaware that it existed. As Haycock states, information literacy “is a basic skill for the 21 Century” (Haycock, 1991)
When reflecting on this new knowledge then I needed to ask myself some questions as to how I can synthesise and use this information in a literate way.
Question 1: What strategies have I learnt through this course to help me in being a better practitioner and a good teacher librarian?
Whilst studying this course I have learnt many new terms; Information Literate School community, Resource Based Learning, information skills models, ALIA and ASLA and of course APA. How ignorant I was that I did not even know that the Standards of Professional Excellence even existed. Had I been made aware of this earlier I am sure that my knowledge of my role would have been clearer. It is always good to have guidelines to work towards and to strive for. These standards are now hung on my pin board in my office and I strive to concentrate on improving in one standard every 2 weeks through my teaching and learning.
Although the readings were quite extensive, I found them to be of benefit. I had no prior knowledge or aid in the role I had taken on this year. I have spent hours reading comments left on the forum, and found that I began to follow one or two people more closely. This came about purely by chance. I went onto the forum to ask a question regarding Assignment One that had to do with referencing. Phillip Cooney seemed to explain things in a way that made sense to me. I kept seeing his name come up on many responses to enquiries and I managed to have a clearer understanding thanks to his explanations of a few readings. Robyn Veugen was another student that I followed with earnest.
Question 2: What must I do to ensure that other classroom teachers are not misinformed about my role or unaware of my role as a teacher librarian?
TL’s can begin to make some of these changes by raising their profile in the school.
I think that the TL needs to raise the profile of the library by:
– being proactive within the school, and showing leadership
- working collaboratively with other staff
-running training and development for staff
- communicating effectively with the Principal, and having a supportive Principal
This last point has significance for me as I reflected on a reading by Hartzell. He states, ‘...many principals overlook libraries and librarians as the potentially powerful instruments in that work because they have not been educated to the library’s value...’ (Hartzell, 2002). Luckily for me, my principal is as eager as I am to learn about my role and how best to use my expertise within the school context. We have dates booked next term for me to share my findings from assignments covered in my study this year.
Question 3: How did my mindset change in understanding of the role of the teacher librarian?
Believe it or not, my mindset changed by becoming an “Information Literate” person. Learning about the different information skill models and looking in detail at the processes that my students need to become information literate in today’s society, I too have learnt. I was particularly taken with Kuhlthau’s notions about the impact on the information seeker (Kuhlthau, 2009) and have been able to make a personal connection of this understanding in the way in which I have approached my study.
By conducting an analysis of the school community and by opening up the opportunity for the staff to work with me in collaboratively sourcing resources has enabled me to advocate the role of the collection and me as the teacher librarian. (Hayes, 2010)
Question 4: What is the role of the teacher librarian?
I am still learning what that is. The role of a TL is difficult to define, as they have such a variety of skills and expertise to offer and call upon. It is one where the TL has many skills and knowledge to be shared within a school. A TL is an educator of both classroom practice and expert knowledge in curriculum, resourcing, digital technologies and library management. (Australian School Library Association, 2009) All of these skills combine to develop effective teaching strategies to foster Information Literate School Communities. A teacher Librarian has the expertise to guide the learning of students to become effective information users, as they are information specialists. (Hay & Foley, 2009)

Bibliography
Australian School Library Association. (2000, August). School Library- Policies and Statements. Retrieved May 2010, from Bill of Rights: http://www.asla.org.au/policy/p_bor.htm
Australian School Library Association. (2009, February). Statement of teacher librarians in Australia. Retrieved March 2, 2010, from ASLA: http://www.asla.org.au/policy/teacher.librarians.Australia.htm
Hartzell, G. (2002, November). Why should principals support school libraries? Eric Digest .
Hay, L., & Foley, C. (2009, May). School libraries building capacity for student learning in 21C. Scan , p. 17.
Haycock, C. (1991). Resource-based learning: a shift in the roles of the teacher, learner. NASSP Bulletin, vol 75(535) , pp. 15-22.
Hayes, C. (2010, June). Cassiehayes blogspot. Retrieved June 10, 2010, from Cassie's Chronicles: http://cassiehayes.blogspot.com/