My understanding of the importance of the teacher librarian role has increased exponentially during my studies, in the Charles Sturt University ETL401 Introduction to Teacher Librarian subject. The Australian School Library Association (2001) highlights the significance of the teacher librarian role and argues that the quality of information services within the school context will impact the quality of life for learners well beyond the classroom. By understanding how to easily access, critically consume and ethically create information our students will have the best opportunities in their academic, personal, and professional lives (Callison 2009; Rogers-Whitehead, Milstead & Farris-Hill, 2022). While I understood the significance of equitable access to information and the outcomes for students, I had never considered the teacher librarian role as key to defending the principals of freely flowing information that is diverse in nature and in the interest of promoting Australia’s cultures, peoples, and democracy (ASLA, 2016). It certainly is a considerable responsibility.
When I first attempted to articulate the value of the role of the teacher librarian (Bertalli, 2023, March 8) I had only just begun to understand the complexity of Information Literacy, especially in the context of an evolving information landscape. As I considered whether this would see teacher librarians become less relevant (Bertalli, 2023, March 1), I discovered in my readings that the expansion of information actually elevated our role, making us more essential to our students and our society (Oddone, 2016; Whitehead et. al., 2022). Through readings, podcasts and module content I began to feel excited by the idea of Information Literacy being an active set of processes that was more than just the traditional understanding of literacy (Bertalli, 2023, March 22).
Throughout the subject I felt I was emotionally inconsistent. My interest piqued reading new content and I would feel excited however I also felt extremely overwhelmed at times, especially when considering the changes I needed to make in my own school in order to fulfil the teacher librarian role in all of its potential (Bertalli, 2023, April 2). When I began to understand that inquiry learning had emotional processes attached to each stage, I began to better understand my own emotional responses as I engaged in research and writing (Kuhlthau, Maniotes & Caspari, 2015). Being able to experience the various stages of inquiry learning myself, helped me to better understand the value that the various models could provide to my students.
Collaboration has been an ongoing theme throughout this unit. Fontichiaro’s (2009) notion that inquiry provided “common ground” (p. 117) on which teacher librarians and teachers can begin to build collaborative practice, assisted me in viewing inquiry as the key to collaboration. Originally I had pitched co-planning a unit of work as a method of collaboration but was met with passive resistance due to teacher burnout following intense curriculum reform (Bertalli 2023, April 2). Stripling’s (2020) article provided a viable alternative for my context, which gave me renewed hope. Restricted by a release from face-to-face teaching role, it may not be viable for me to co-teach with classroom teachers, however I am able address the ACARA (n.d.) General Capabilities and develop students’ Information Fluency skillset (NSW Department of Education, 2022), by planning inquiry lessons that link into curriculum content already being taught.
I am optimistic as I reflect on my first subject in Teacher Librarianship. I can see now that my role is intrinsically linked to inquiry learning. Nurturing curiosity and wonder in my classroom have always been a passion. I am now aware, however, of the responsibility I have to ensure my students take their inquisitive nature into a world of transient information, equipped with the skills to critically consume and create new ideas.
References
Australian Curriculum and Reporting Authority. (n.d.). General capabilities (Version 8.4). https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/
Australian School Library Association (2001) Learning for the future; developing information services in schools (2nd ed.). Curriculum Corporation.
Australian Library and Information Association and Australian School Library Association. (2016). Statement on information literacy. https://asla.org.au/resources/Documents/Website%20Documents/Policies/policy_Information_Literacy.pdf
Callison, D. (2009). Information inquiry. In Fontichiaro, K. (Ed). 21st century learning in school libraries (pp. 121-125). Libraries Unlimited.
Fontichiaro, K. (2009) 21st century learning in school libraries. Libraries Unlimited.
Kuhlthau, C. C., Maniotes, L. K. & Caspari, A. K. (2015). Guided inquiry: learning in the 21st century (2nd ed.). Libraries Unlimited.
Rogers-Whitehead, C., Milstead, A. O., Farris-Hill, L. (2022). Advocating digital citizenship: resources for the library and classroom. Libraries Unlimited.
Stripling, B. K. (2020). Advocating for the “why” of school libraries: Empowering Students through Inquiry. Knowledge Quest, 48(4), 14-20.
Oddone, K. (2016). The importance of school libraries in the Google Age. SCIS Connections, 98, 1-3. https://www.scisdata.com/connections/issue-98/the-importance-of-school-libraries-in-the-google-age/