Bradley, P. (2012). Library warning poster. [Photograph]. Flicker. https://www.flickr.com/photos/52965040@N00/8073524689
I have been on a journey into the role of the teacher librarian (TL), information literacy and inquiry learning models. Even the ‘basics’ prove challenging, such as the ever growing definitions and types of literacies to be aware of! (Seewald, 2021, Jan 9).
Recently I read Lutpon’s Adding value: Principals’ perceptions of the role of the teacher-librarian (2016), and was pleased to read the positive attributes of the TL as described by the principals. Categories such as curriculum leader, manager, superperson, and connector were assigned (Lupton, 2016, pp.59-61) and it was encouraging to read about the recognition given to great TLs. The TLs were regarded so much more than what Harzell (cited in Farmer, 2007) has described as merely “responsive helpmates” (p. 60). I witnessed the above stated categories (particularly ‘superperson’) in my current school, with a former TL, Judith. I wrote about the teaching of “wisdom” (Sternberg as cited in the Oregon Technology in Education Council, 2007) in my blog (Seewald, 2020, Nov 26). Judith took on this ‘wisdom’ role too. As stated in my very first blog post, working with Judith “had a profound impact on my understanding of the role of a TL” (Seewald, 2020, Nov 22). However, I now realise that this was just the beginning in my exploration of the roles and responsibilities of a TL.
A couple of points from Lupton’s research hit home. The majority of the principals valued the “T” in the TL much more than the “L” (Lupton, 2016, p. 58). Skilled teaching, (particularly in the area of inquiry and ICT) as well as resourcing the curriculum with understanding and insight were highlighted. So much so, that Lupton (2016) has warned that some TLs may “find themselves redundant” (p. 58) if they are focused more on library management rather than on teaching and integrating themselves within the curriculum. As Herring (2007, p.32) states, information literacy is the key role of a TL, and it is educational, as opposed to administrative! This is such an important point to note. It links really well with what Bonanno (2011) has been saying; TLs need to get out there and (not so quietly) show what they can do!
I am still musing over the role of the TL in inquiry teaching. I’ve not seen this done at all, in any of the international schools I have worked at, beyond the occasional stand alone lesson about ‘how to reference’ (Seewald, 2021, Jan 7). I’m struggling to reconcile the expectations of a TL in this area and what I have witnessed in over 20 years of teaching. Most of our readings point to an expectation that the TL is hands-on with inquiry/information literacy teaching. Not an “it’s the icing on the cake if they do this” approach, but more a ‘this is a huge part of the role’.
Why haven’t I seen more of this in practice then? Have I just missed the opportunities? I have always been pretty self sufficient in teaching research skills because they are embedded in my subject criteria of MYP Individuals & Societies, so I have always taken on that responsibility, as outlined in a recent blog post (Seewald, 2021, Jan 9). Have I not seen a TL/subject teacher partnership because of the IB framework I have always worked in – one which expects subject teachers to teach inquiry-based lessons as the ‘norm’ not the ‘exception’? Or is it because we as teachers have really pigeon-holed the role of the TL, with more of the emphasis put on the “L” in “TL”? I suspect it is more of the latter. And that is what I have found so challenging in the past few weeks – confronting what I thought a TL was and recognizing that, in part, my own beliefs have hampered the TL / teacher relationship, of what we could do together in a collaborative partnership.
Another light-bulb moment for me was learning about the information literacy models that I had never heard of before (Seewald, 2021, Jan 9). I would really value working with a TL to implement an agreed upon framework to provide a consistent approach (Seewald, 2021, Jan 10). I can only take students so far with my little ‘Research Booklet”! In addition, the realisation that TLs can be involved in their own research, such as using the SLIM Toolkit (Todd et al., 2005) really brought home to me the wide ranging skills a TL can offer and the importance of evidence-based practice.
References
Data, information, knowledge, and wisdom. (2007, February 27). Oregon Technology in Education Council. Retrieved January 16, 2021, from https://otec.uoregon.edu/data-wisdom.htm
Farmer, L. (2007). Principals: Catalysts for collaboration. School Libraries Worldwide, 13(1), 56-65.
Herring, J. (2007). Teacher librarians and the school library. In S. Ferguson (Ed.), Libraries in the twenty-first century: Charting new directions in information. (pp. 27-42). Chandos Publishing.
Lupton, M. (2016). Adding value: Principals’ perceptions of the role of the teacher-librarian. School Libraries Worldwide, 22(1), 49-61.
Todd, R. J., Kuhlthau, C. C., & Heinström, J. E. (2005). SLIM: A toolkit and handbook for tracking and assessing student learning outcomes of Guided Inquiry through the school library. Centre for International Scholarship in School Libraries at Rutgers University. Retrieved January 16, 2021, from http://eclipse.rutgers.edu/wp-content/uploads/sites/20/2014/03/slimtoolkit.pdf