I’m trying to wrap my head around the TL’s role here. As my subject (MYP Individuals & Societies) has embedded research skills into its criteria, I have actively taught research skills for a long time. I think I’m one of the odd few who absolutely love teaching them, so I have not requested help from a TL to do this. I’m not saying this is a good idea, or that the TL has little to offer – in the moment I just didn’t feel like I needed help AND I didn’t really see the TL role in that light, beyond a ‘stand alone’ research session. (Of course this is now beginning to change.) I have seen TLs do ‘stand-alone’ lessons on how to reference or what databases are available to students, but if they are not linked to the unit specifically, I rarely see the information sink in. Kids switch off as soon as you say “Here’s how to reference properly….” particularly if they have not developed a relationship with the person who is delivering this information. In other subjects that have research components, (but the skills aren’t mandated to be assessed within the criteria) – I see a “brush off” and have heard teachers say “oh, you should have learnt that in English or I&S”. There doesn’t seem a consistent approach.
Who is responsible for what? If your subject has skills embedded and assessed, is this solely the teacher’s responsibility then? If your subject doesn’t have these skills embedded, and there is no pressure then to ‘assess’ them, how do your students progress in research skills in that particular content area? Does the TL become more involved in these subjects then? I don’t think we can isolate research skills just to one subject. I guess, in a perfect world, these questions would be considered and addressed at a school wide level, with the role of the TL highlighted. Although I would say that at my school, we are highly collaborative and inquiry focused, but in our setting, we have not utilized the skills of a TL to their full extent. We are not there yet. And – if this is not an expectation from senior management – what happens then? I also think the personality and drive of a TL has a big role to play here. I’m guessing that a TL who feels content and ‘safe’ within the physical walls of the library will not push for a change in that perceived role. Other TLs, who have the drive and desire to push the school forward will be out and about, being visible, making connections outside of the library. (It’s the same with classroom teachers too!) So there are many factors to consider here.
The right TL for the job + an open minded leadership + teachers willing to collaborate = better research skills for our students?