Initially, I saw the role of the teacher librarian as simply managing the learning resources of a school including managing resources such as books, providing access to library facilities for classroom teachers and students and identify strategies to improve student learning (Amuso, 2010, July 31st). The definition was narrow and was to expand during the semester, achieved through forum discussion, blog entries and completion of assessment tasks. The most significant change in my perceptions occurred while undertaking Assignment 1. One concept that struck me was that the management of information resources is not the role of a teacher of Information Technology as believed by some, but teacher librarians as they qualified within this field (Herring, 2005). Following the assignment, I stated that the teacher librarian educates the wider school community on effective use of information through provision of resources including literature and multimedia resources. Teacher Librarians contribute actively towards professional development of staff and propose teaching strategies for students to achieve academic success (Amuso, 2010, August 31st).
Assignment Two provided greater insight through evaluation of the Teaching Standards as set by the Australian Library and Information Association [ALIA] and the Australian School Libraries Association [ASLA], (2004). As stated in my blog, (Amuso, 2010, September 29th; Amuso, 2010, October 4th) I Highlighted the role of the teacher librarian as an educator. I am still expected to provide quality teaching and learning experiences for students despite not being based in a classroom outlining implications of the standards and my future role. Like classroom teachers, I must apply professional knowledge to all aspects of professional practice; otherwise I cannot undertake my role effectively. Also, I can monitor my development as a professional and propose goals for improvement in my practice (Amuso, 2010, October 4th). The role requires commitment to the profession (Langford, 1999; Amuso, 2010, October 4th), as teacher librarians commit to provide quality teaching and learning experiences for students applying current developments in educational theory and pedagogy (Amuso, 2010, September 29; Amuso, 2010, October 4th).
As a casual teacher employed at three schools, I was also provided with one opportunity to relive the teacher librarian at one school for one day. In addition to regular casual teaching duties, I managed the school library including opening the library to students during recess and lunch breaks. The day provided a useful insight into the daily operation of a school library and my role as a professional. Teacher Librarians like classroom teachers are required to participate in the day to day running of the school including teaching classes and assist in daily activities e.g. sport (Amuso, 2010, October 4th). Ultimately teacher librarians are educators engaged in the education of students through their teaching. While the setting is different to a classroom, students are still provided with meaningful educational experiences that they can apply to all facets of their learning but also as citizens in a global community (Amuso, 2010, October 4th).
Lastly, I developed strong insights into the challenges that are associated with the role especially collaboration with classroom teachers. Research has shown the benefits of collaborative work between the teacher librarian and teaching staff. Hartzell, (2003); Herring, (2007) and Todd, (2008) discussed effective collaboration in programming curriculum units. Without effective collaboration, students are less likely to be provided with the meaningful learning experiences required for academic success (Amuso, 2010, September 20). Despite research emphasising the importance of collaboration, I observed through assignment one and conversations with classroom teachers, that this is a difficult challenge facing teacher librarians. One conversation with a teacher at a school highlighted reluctance for teachers to collaborate. Their reason was “a lack of time” and “other commitments”, similar to the response provided by another school in Assignment One (Amuso, 2010, September 30th). Upon further reflection, lack of collaboration may result from laziness as from teaching experience, consultation and collaboration with a teacher librarian is not time consuming. It reminded me of adopting a proactive approach to practice as suggested by Langford, (1999) if I am to achieve effective collaboration. This was reinforced on the ETL401 forums by identifying features shaping an influential teacher such as being persistent, proactive, creating and negotiating (Amuso , 2010, September 7th), and listed under ALIA & ASLA, (2004) as qualities applied by teacher librarians in their practice. Additionally, teacher librarians require leadership skills as they are leaders in education (Ishag, 2010, September 27). Without applying the attributes, I would be unable to provide the quality teaching and learning that is expected in my role as teacher librarian.
Based on my study of the unit this semester, the role of teacher librarian is to act as a leader in education. They advocate, develop and enhance lifelong learning amongst learners, applying their knowledge of education theory and curriculum, working collaboratively with classroom teachers and the wider school community to provide quality teaching and learning experiences for students to achieve student learning outcomes. They are responsible for the effective management of library and information services, including Information and Communication Technology. It is a role of leadership requiring commitment to the wider school community to ensure effective implementation of the school’s vision.
Note to Markers: References are attached to the assignment submitted on EASTS
