As a classroom teacher of 12 years, I must admit I was naïve about the evolving role of the teacher librarian and the capacity for change that the position could deliver. I knew that a teacher librarian was able to support students in their research skills, but what I hadn’t fully considered was the ways in which the teacher librarian could collaborate and compliment the learning being developed and planned by teachers, or the broader ways in which the role could address the value of information literacy in the school and influence learning culture.
Teacher librarians teach information literacy- the process of ‘finding, assessing, evaluating, using and referencing information’ (Dring, 2016, para. 4). When considered in the context of ever evolving technology and the immeasurable quantities of information now available, teacher librarians face complex challenges that will require them to continually adapt, “seeking out solutions and strategies” (Combes, 2008, p. 10). This increase in information availability, however, does not need to be an indicator of the decline in relevance for the teacher librarian role. Oddone (2016) explains that as the access to online information increases, the importance of the teacher librarian role is not diminished- rather, it is more vital than ever before. teacher librarians do not just assist with research but are key in assessing, collating, and sharing knowledge and supporting students and colleagues through this process too.
Prior to working in the role of a teacher librarian I was unaware of the need to defend the professional status of teacher librarians both within, and beyond, my school community. Dring (2014, para. 10) comments that teacher librarians face a widespread view of their role as “. . . minders of a spare IT suite or as date label stampers”, which undermines the capacity of the role and its potential for influence. In the current climate of curriculum reform and unprecedented workload (NSW Teachers Federation, 2021), teacher librarians have been presented with an opportunity to render the teacher librarian role as essential in supporting teachers and students through change. Novak (2016, p. 6) highlights the importance of collaboration as an important element in improving the opinion of the teacher librarian role. In 2012, the “Local Schools, Local Decisions” education reform threatened to deregulate the mandated teacher librarian position within NSW schools. This was met with furore from Federation union members and resulted in a recommitment from the NSW Department of Education, to fill vacant teacher librarian positions in a permanent capacity (Marks, 2020). I can now appreciate the significance of these events. The dual qualification of teacher and librarian, and the unique skills that come with those, must be promoted to be valued (Novak, 2016).
While I have only been in this dynamic and demanding role for 5 weeks, my eyes are opening to the possibilities our library learning space holds. I see the potential for reconnecting students to a love of literacy and developing a shared goal of building information literacy with my colleagues. I was recently given my school name badge with the role of ‘LIBRARIAN’ under my name. I immediately had my badge ‘rebadged’. I am a TEACHER LIBRARIAN and I am excited for the possibilities that my dual role will deliver to our school community.
References
Combes, B. (2008). Challenges for teacher librarianship in the 21st century: Part 1 – Technology. SCIS Connections, 66 10-11
Dring, Sally (2014, September 18) Don’t overlook your school librarian, they’re the unsung heroes of literacy. The Guardian. https://www.theguardian.com/teacher-network/teacher-blog/2014/sep/18/school-librarian- literacy-support-teacher-students
Marks, K. (2020). New chapter for SIG recognises vital role. Education: Journal of the NSW Teachers Federation. https://www.proquest.com/openview/63074e303f4ab67390b2dbb8034660a7/1?pq-origsite=gscholar&cbl=27966
Novak, B. (2016). It’s time: Lets improve schools’ perceptions of teacher librarians. SCIS Connections 99 1-3
NSW Teachers Federation (2021, February 20). Gallop report release highlights teaching crisis. https://www.nswtf.org.au/news/2021/02/20/gallop-report-release-highlights-teaching-crisis/
Oddone, K. (2016). The importance of school libraries in the Google Age. SCIS Connections 98 1-3
Hi Bianca, like you, I also didn’t realise the way that we as Teacher Librarians need to defend our professional status, or indeed that it was a role that doesn’t always have support within a school. I love that you’re fighting for our profession and re-badged your badge – these things matter so much!
Thanks for your comment Louise! I am finding it all a very steep learning curve and while we will one day be proficient, or even experts, in information literacy, I feel that I am very much in my infancy on this learning journey!
Hi Bianca, great post! I really liked how you drew on your experiences and built in references to supporting evidence. This demonstrates your solid understanding of the role which will serve you well. The points you make about advocacy are also insightful and timely. I’m excited to be working with you! Krystal 🙂
Thank you Krystal. I’ve been enjoying the (very steep) learning curve I am on. I thought the first blog post would be a good chance to have a go at bringing together some evidence and referencing before the first essay. I appreciate your feedback and have enjoyed the online meetings and course, so far!