How has my view of the role of teacher librarian changed?
Before beginning the course 401 I had not given the roles and responsibilities of the teacher librarian a great deal of thought. It was not until I began considering upgrading my qualifications and branching into other areas that I began to take more of an interest into exactly what the teacher librarian did.
To begin, I can only speak from my own initial experiences and observations with the teacher librarian at my own school. I first found out how highly qualified this particular teacher librarian was, having two masters degrees as well as training in other fields. I did wonder why such an experienced practitioner had (dare I say it) limited himself to being stuck in the library virtually alone. Surely he could be using his skills elsewhere. I have since learnt that my teacher librarian had indeed tried to become more involved within the planning and implementing of the curriculum at my school but was, to his surprise, “shut out” by the school’s principal.
This leads me to two important realisations: that a good teacher librarian needs to develop and nurture collaborative practice with colleagues and to develop a close working relationship with their school principal. The reward for such collaborative efforts with classroom teachers is realised by the improvement of student results “by more than 20% on measures of achievement in some studies” (Lance, Rodney, & Hamilton-Pennell, 2000, as read in Hancock, 2007) and as we all know the end goal is student learning and achievement. Collaboration with the principal is important as “projects and programs that have active support of the principal are more successful than those without that support” (Kearney, 2000, pg17).
I now view the teacher librarian as a curriculum leader. A teacher librarian is well placed within the school community to assist with the implementation and development of the school curriculum. By assisting teachers in the planning, implementing and assessing of programs the teacher librarian justifies their position as a curriculum leader (Herring, 2007).
I am now aware that the teacher librarian is a provider of extensive information services to students and teachers (Herring, 2007). I was aware that it was the teacher librarians’ responsibility to provide information on subject areas, awareness of new fiction and non-fiction resources and to provide individual advice to students and teachers as to what was available to them within the confines of the library space. What I was not aware of was the teacher librarians’ ability to develop of information literacy skills, give guidance on the use of the web and the knowledge of new and accessible programs designed for educational purposes (Britton, blog a).
I have previously noticed the promotion of ‘literacy and numeracy week’ and other activities within the school library but did not know the importance of promotion of the library and the teacher librarian position.
I now know that a teacher librarian is a promoter, not only within the school environment but outside of the school setting as well (Herring, 2005). From the beginning of my studies I have been introduced to the necessity of the teacher librarian to “Sell” their skills and knowledge to the school and greater communities. To make students, fellow teachers, middle managers, principals and members of the wider community aware of what teacher librarians have to offer (Britton. Blog a). This can be done by joining or chairing committees and groups and or by composing professional articles for publication. Teacher librarians need to be active leaders in the wider community outside of the school environment. Purcell (2011) points out that a teacher librarian needs to “promote their profession through contributions to listservs…publication of professional articles, by developing community partnerships, and through various public relations events”. A good teacher librarian not only teaches others but manages and organises events, staff, students and activities. The teacher librarian publicises and makes certain the library or media centre is recognised as vital part of the school community. (Britton, blog a)
I have also learned that the teacher librarian is a leader with the school community especially in instruction and innovation. I agree with Lamb and Johnson when they say teacher librarians are providers of staff development as well as direct and indirect student instruction. They also state that teacher librarians are innovators by providing formal and informal instruction to students in the best use of software and hardware to enhance their learning. Both Lamb, Johnson (2008) and Purcell (2011) agree that the teacher librarian plays a vital role in the day to day running of the school and the further development of staff and students within the school.
I am also aware that the teacher librarian should not be completing basic tasks that a library technician or student volunteers could do such as shelving books. This would free up the teacher librarian to complete more of the specialist areas mentioned above (Purcell, 2010).
