ETL401: Introduction to Teacher Librarianship

My experience as a classroom teacher is limited as I only have three years’ experience. My only exposure to Teacher Librarians (TL) during this time was them providing Release from Face to Face (RFF) teaching. My understanding of the role of the Teacher Librarian (TL) in schools was quite limited to my own childhood experiences from primary and high school and that of being a parent.

As a child, I remember that library was always fun, and I looked forward to spending time in them as books were my escape from reality and took me to different places. Like a sponge I absorbed various information. Librarians would read wonderful stories and show picture books. I was a library monitor in primary school where we used Dewey Decimal Classification and paper cards to record borrowing, slowly replaced by computers and technology software.

Upon reflecting on what TL do prior to undertaking this course, I only held views that I was exposed to as a child. Through reading the course introduction and unit outline, I was surprised to learn that TL are so much more than the fun teacher who just reads books, and their role is so much more complex.

I became aware of the importance of the TLs role, consisting of them advocating and building effective library and information services and programs to support and bring to life school communities’ visions (Australian Library and Information Association [ALIA], 2016). A TL role includes learning and teaching, management, leadership and also collaboration and community engagement.

I have always had a love for literacy and enjoyed fiction as a child, often receiving books for birthdays and Christmases. Some of my favourites were Anne of Green Gables, Black Beauty and The Magic Faraway Tree. I won a spelling bee in primary school and was awarded a book on fairytales and fables, and I still have it in my bookshelf at home, some 30 odd years later. I remember participating in a program called BOOK It during primary school that was associated with Pizza Hut, whereby students were set reading goals and rewarded with a free kid’s meal at an eat in restaurant. I read so many books because I wanted to eat pizza.

My own daughter was diagnosed with a Specific Learning Disability (SLD) Dyslexia, and I have watched her struggle with trying to learn to read. I am fortunate that she has a love of reading and still interacts with a range of texts, even though reading can be mentally and physically exhausting for her.

Working as a youth worker, community services and welfare worker, I have supported young people and adults who were significantly impacted by low levels of literacy and saw how they became disengaged from the community due to a lack of participation.

Everyone should have the right to read to be able to actively participate in society, even more so in education because a child that has difficulty reading is not just impacted in English, but also every other Key Learning Area, as reading is required in almost every element of education and work.

After reflecting on what I have already learned about the TL role, I have already developed a new understanding of the TL role and the significance that the role plays within a school and children’s education.