Month: March 2022

Are school librarians an endangered species?

BelindaLeave a comment

Your view manifests your outcome. If you see the role of a teacher librarian as endangered then you may resigned to that fact and it will end up occurring. If you look at the role with a glass half full mentality then you are more likely to action that will mean the teacher librarian role may be seen as more valuable in the eyes of others.

I think the key takeaways from Karen Bonanno’s key address and her subsequent reflections on the professions a few years later are that teacher librarians need to be looking at their profession with a glass half full mentality. Instead of bemoaning that the role is not looked upon as needed by some parts of the community, teacher librarians should be looking at the ways they make an impact and what makes them unique in their setting. Focusing on upskilling themselves with ICT and continuing to build connections with students, staff as well as creating connections across the curriculum will ensure that their role as seen as vital in the continuing years.

References

Australian School Library Association. (2011). Karen Bonanno, Keynote speaker: A profession at the tipping point: Time to change the game plan. [Video]. vimeo. https :// vimeo .com/31003940

Bonanno , K. (2015). A profession at the tipping point (revisited). Access, 29(1), 14-21.  http://kb.com.au/content/uploads/2015/03/profession-at-tipping-point2.pdf

Teacher Librarian in the Information Landscape

BelindaLeave a comment

The information landscape is a vast space that is constantly changing. As seen in ‘Most Popular Social Media- Growth Evolution (2004-2020)’ (Global Stats, 2020) use of social media applications change rapidly over time, can become quickly outdated and in lots of cases defunct. This is also true for the physical devices that access these applications. With such a rapidly changing information landscape it is important for teacher librarians to have a broader understanding of the topic. With changes to technology and constant new introductions of various applications; policies, guidelines and laws around the access and use of information change as well. Having a broad knowledge of the information landscape and laws, rules, policies and guidelines that surround it allows teacher librarians to make the most appropriate choices when guiding students through the amount of information available to them.

The information landscape affects the role of a teacher librarian by creating a need for the explicit teaching of digital literacy skills. Students need to know not only how to access information, but information that is relevant, and then how to critically analyse its usefulness for their intended purpose. The teacher librarian needs to have knowledge of a broad range of credible sources of information to be able to pass this onto their school community.

Teacher librarians don’t need to hold all of the answers about the changing information landscape (that would be impossible!), but they do need to be open-minded about new technology and information sources as well as have the desire to constantly update and evolve their own digital literacy skills.

References:

Global Stats. (2020). Most Popular Social Media- Growth Evolution (2004-2020) [Video]. YouTube. https://www.youtube.com/watch?v=pPj-TT8K5vA

ETL401 Assessment 1: Reflection on the Role of a Teacher Librarian

Belinda1 Comment

I have always loved reading and have fond memories of attending the weekly library session during my own primary school years. I can recall the librarian’s tall brown boots (I wanted some just like hers), the card catalogue draws and the cosy space where we would be read to. This nostalgia and love of reading is what began my interest in pursuing a qualification to become a teacher librarian. However, the role of a teacher librarian is more than the remembered stories being read and the (now defunct) catalogue draws.

I have been working as a primary school (mainly F-2) teacher for 17 years. During my career each school that I have worked at has had a library, but not always a teacher librarian. I have seen the school library as a place for students to learn about how books are organised, undertake research and to borrow books to read for pleasure. The teacher librarian was a source of knowledge about available resources for students.

I have now developed the understanding that a teacher librarian should be a pivotal role within a school. They provide a conduit to help implement school priorities by supplying and encouraging access to information and resources. Teacher librarians should be involved in planning across the school. In essence they ‘build connections with resources, across curricula, and throughout the school community’ (Kimmel, 2017, p. 174).

One type of resource that continues to change is technology. Over my career technology has developed from computers, digital cameras and calculators to iPads that are many tools in one device. It would be remiss of me not to acknowledge that the rapidly developing digital landscape has a large effect on the role of a teacher librarian. Students’ ability to access information has increased and they require assistance and guidance in managing the amount and quality of information they find. The teacher librarian also needs to stay up to date on digital resources for both student and teacher use. The ability to adapt to change as well as lead and support the needs of the school seem to be key characteristics required by teacher librarians.

Sadly, there is no teacher librarian role at my current school. The school library is managed by an education support staff member (who does a wonderful job of managing the day to day aspects of the library). Classes visit the library once a week to borrow books and to listen to their teacher read aloud. The library is not currently a place students utilise beyond their scheduled borrowing sessions. There are no tables or places to sit that encourage students to access books. I believe that implementing a teacher librarian could revive the physical space and make the library the heart of the school.

The role of a teacher librarian is much broader than I first thought. I am sure that my understandings will continue to change and develop as I carry on with my studies and, hopefully, eventually move into a teacher librarian role.

References:

Kimmel, Sue. (2017). Seeing the Clouds: Teacher Librarian as Broker in Collaborative Planning with Teachers. In Mardis, Marcia, A (Ed.), Librarians and Educators Collaborating for Success. (pp. 174-184). Libraries Unlimited