Currently, the school in which I teach does not have a mission statement let alone an identified moral purpose for the school library(there is of course moral purpose to our organisation, it is implied rather than explicit). This leads the library in my school to flounder and remain locked in to delivering today’s clients’ (students) with yesterday’s services (which leaves the staff to question its relevance at all).
Like other organisations, it is imperitive for my school library to adopt a mission statement in order to “focus attention on the significant goal…in a clear a communicable way” (Winzenried, 2010) which will allow students, staff, management and community partners to understand and endorse its position in the school. In order for the teacher librarian to effectively achieve their designated goals and obtain their desired purpose for the school library these goals need to be planned, mapped and shared with all stakeholders.  This creates the support necessary for the library to move in the desired direction.

Donham makes an interesting point when he states that managers should “understand what you can and cannot be best at”(pg.297). This reinforces the importance of collaboration with colleagues and library stakeholders. The teacher librarian as leader should incorporate the strengths of others to achieve the established goals and purpose. Collaboration with ones colleagues and knowing their strengths and weaknesses is important to success.

Finally, the goals of a school library need to be consistently reviewed, challenged or changed. As Donham states “effective leaders reflect periodically on progress made and goals yet to be met”(pg. 303).
 

How has my view of the role of teacher librarian changed?

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).

Web 2.0 implementation

Web 2.0 tools can be very useful within a 21st century class room. Blogs, Wikis, voice threads, etc all have there place within education if they are used correctly to complement and enhance student outcomes.

It is vital with the education revolution that technology not only enters the school community but the practitioners of that community are properly educated in their use. Teacher Librarians have the potential to take the lead within the school environment in implementing and instructing in the use of web 2.0 tools within the 21st century class room.

Students are becoming very familiar with many of these tools and using them for social reasons outside of the school. Teachers have the ability to tap into these resources and engage students accordingly or else face the risk of being left behind. Proper in servicing of staff by a TL can assist in this happening. The 21st century class room needs teachers capable of using web 2.0 tools in order to effectively and more efficiently communicate, collaborate and instruct 21st century learners.

Teacher Librarian and the curriculum

A teacher librarian is well placed within the school community to assist with the implementation and development of the school curriculum.

Firstly, the TL was once (and still is) a real life teacher and as such is well placed to assist in the above mentioned. I personally teach four different KLA's so as a TL would be well placed to assist in these areas. This is a major advantage for any school that has a fully qualified TL over hiring a librarian or using mum and dad volunteers.

Secondly, by studying this course I have been reminded and refreshed of teaching and learning strategies such as Bloom's taxonomy and inquiry based learning and how these, when used skillfully, can best assist student learning and development. I am gaining new knowledge, knowledge my fellow teachers are not, such as the benefits of project based learning. As a TL I would see it as my duty to demonstrate the possibilities these strategies have to offer or to lead by example in making the shift into 21st century learning and teaching.

Classroom teachers may see time constraints as an issue either to collaborate or to alternate their teaching style.  I am certainly personally aware of the many hats and pressures a full time teacher is under but I would consider time spent now as an investment in the future and a possibility of saving time later.
Recently I put a small PBL in action with my year 8 history class. They were divided into the categories of Viking, Saxon, Norman. Their initial job was to gather as much information about their home regions and lifestyles as possible in a window of time (this was coupled with an awareness of Shcrocks 5W's as it was an internet task). Students then took turns in sharing this information on the board.
Following this I detailed to them the events of 1065 and early 1066 and asked each group respectively and based on their social and cultural beliefs (V,S & N) what they would do about it? INVASION !!!
the PBL come into play with their planned of attack or defense based on the resources available etc that they researched.
The Norman group stepped forward detailed their plan and responded to questions from the defenders (the Saxon's) this included the weather, payments etc. The Vikings followed and then the Saxons.
Step three was the outcome of the battles based upon all they had researched, analysed and synthesised.
They were virtually spot on with their analysis of events based on what they had learnt. We then watched a short DVD on the battle of Stamford bridge and Hastings.
This set us up well for our look at the medieval world.
Now this was not a 100% PBL nor was it perfect. It was a start. It took little time to create, was student oriented and created a situation where collaboration, communication, research and evaluation skills were required.
I overheard a student saying to his friend "this is fun and i'm actually learning something".

The Collaborator

Collaboration and the Teacher Librarian

A few of my thoughts.

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.

The modern teacher librarian has a great deal to offer. A teacher librarian has a range of skills that vary from evaluator to facilitator, from collector to assessor and much in between.  Although the modern teacher librarian does need to overcome built up misconceptions from the past that claim the TL possesses a limited ability.  The modern TL clearly needs to demonstrate to their peers exactly the skills and knowledge they have to offer.

Collaboration is the best way to do this. It is apparent that the introverted teacher librarian who spent their time hidden away, skulking among the aisles is dead (or at least should be) and the new TL needs to be present, cooperative and ever helpful.

In my opinion the first step in collaboration is to sell yourself to your peers, to the students, to the middle and upper school managers and to the parents. Let them know you are there and what you can do. Instil confidence! If the stake holders have not trust in your ability they will not seek you out for assistance nor accept any offers you make.

Next, I would find out what my peers needed. As Hancock states “teachers and teacher librarians see collaboration in their own self-interest”. You must be able to improve their position be it in the classroom for instruction or planning, for evaluation or assessment. In order to effectively collaborate your peers must feel they are gaining something.  Through discussion, involvement and research the TL can discover what a client needs and then set about the task of partnering to achieve the desired goals.

There are other essential steps but for the purpose of this forum I have decided to leave them out (it is becoming a very long post)

The TL is capable of assisting fellow teachers in areas where they may not realise they need it. For example a quick suggestion for a website or program, a constructivist classroom idea or method or even sharing some knowledge on best collaboration practice for the staff room and class room.  As Hancock states students that worked in a collaborative manner were more creative. Students who are creative tend to enjoy their studies more as do their teachers (speaking from first-hand experience).  

Finally (but most importantly) the implication for your collaborative efforts (as a TL) 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.

Relevance of reference material

From the definitions for reference material I believe there is still a strong need for this to remain. Not only in its traditional form but to be expanded into the digital world.
Firstly, the reference material needs to be considered a continuing part of a modern library because of rare collections. Not everything is available on the internet and students need to be made aware of this. The internet is one place to search.
Secondly, the definitions mentioned (as have other posts) the use of the librarian as a reference source (material).
Finally, the Teacher Librarian can create a website / page / pathfinder containing valuable reference material for the students.

Alternative views on TL as Teacher / Leader.

Lamb and Johnson (2008) have divided the TL’s duties and responsibilities into 3 main areas. Purcell (2010) on the other hand has identified five clear areas. For this forum I will concentrate upon one; that of Leader / Teacher.
Both Lamb and Johnson and Purcell recognise the role of leader within the confines of the TL’s responsibilities. As they both do with the role of teacher. Where they differ is Lamb and Johnson have combined the two roles into one, that of Teacher / Leader where as Purcell have them as two clear and separate entities.
Lamb and Johnson identify the role of teacher / (leader) as a provider of “ staff development as well as direct and indirect student instruction”. They also state that TL’s provide formal and informal instruction to students in best use of software and hardware to enhance their learning.Both Lamb, Johnson and Purcell agree that the TL plays a vital role in the day to day running of the school and the further development of staff and students within the school.

Where Purcell differs is in her description of Leader. Purcell states that further to the above mentioned activities a TL needs to be an active leader in the wider community outside of the school environment. Purcell points out that a TL needs to “promote their profession through contributions to listservs…publication of professional articles, by developing community partnerships, and through various public relations events”.In conclusion I believe Purcell is correct to separate these two roles. A good TL not only teaches others but manages and organises events, staff, students and activities. The TL publicises and makes certain the library or media centre is recognised as vital part of the school community. Johnson and Lamb limit the role of leader as one that teaches the teacher and does not recognise (within their article) a need for leadership in other areas.