Herring (2007) and Purcell (2010) both realise school libraries are ‘centre[s] of learning’ (Herring, 2007, p. 27) or ‘hub[s] of the learning community’ (Purcell, 2010, p. 30). However, Purcell (2010) seems to have higher expectations; she prioritises the teacher librarian’s leadership role and emphasises multiple responsibilities, whereas Herring believes it is impossible for TLs to ‘fulfill all…roles at the same time’ (Herring, 2007, p. 31). Although teacher librarians possess the ability to fill various roles, they must refine their purpose within the school context by considering the gaps and needs within the local community (Herring, 2007, p. 31).

Lamb (2011) also highlights the importance of ‘identify[ing] priorities’ (p.31), although the requirements listed in her article are extensive. She also proposes a collaborative approach to the school library, where it is important for the teacher librarian to communicate effectively and build relationships within the school and wider community (p.29). Although other authors recognise the importance of collaboration, human connection is not outlined as a key feature of their TL models.

One commonality amongst the literature is the focus on information literacy skills. Herring (2007), Purcell (2010), Lamb (2011) and Valenza (2010) all believe TLs should be teaching students the skills they need to navigate new technologies and delivery modes. Valenza (2010) goes so far as to present a specific list of ‘nonnegotiable’ TL practices, such as the ability to create RSS feeds, blogs, websites and even Twitter posts. Unfortunately, teachers are often unable to develop students’ 21st century skills because they lack confidence and/or understanding (Purcell, 2010, p. 33) or the ‘resources, time, technical support, infrastructure and professional development’ (Lamb, 2011, p. 33), so TLs are required to provide assistance.

Academics also seem to agree that school librarians must teach students and their colleagues as part of their role. ‘School media specialists must be teachers’ (Lamb, 2011, p.35.) and should understand how to teach various individuals within the school (Purcell, 2010, p. 32).

REFERENCES
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). Wagga Wagga , NSW : Centre for Information Studies, Charles Sturt University. Retrieved from https :// www . csu . edu . au /division/library/ ereserve / pdf /herring-j. pdf

Lamb, A. (2011). Bursting with potential: Mixing a media specialist’s palette. Techtrends : Linking Research & Practice To Improve Learning, 55(4), 27-36.

Purcell, M. (2010) All librarians do is check out books right? A look at the roles of the school library media specialist. Library Media Connection 29(3), 30-33. Available via CSU Library’s Academic Search Complete database

Valenza , J. (2010) A revised manifesto. Retrieved from http :// blogs . slj .com/ neverendingsearch /2010/12/03/a-revised-manifesto/

Karen Bonanno believes school librarians will only become extinct if they allow it to happen (ASLA, 2011). Members of the profession must create clear goals and pursue personal development opportunities to ensure their skills remain viable and current. They can extend their learning by attending conferences and networking with peers (Bonanno,2015, p. 16).

Some areas of professional development will need to focus on technological advances as many schools and employers are expecting TLs to possess advanced skills in this area (Bonanno, 2015, p.18). Bonanno states that understanding school plans is a matter of importance (Bonanno, 2015, p.17) because teacher librarians must adapt to the needs of their schools in order to survive.

References

Australian School Library Association (ASLA) (2011) A profession at the tipping point: Time to change the game plan. Keynote presentation, Karen Bonanno . Retrieved from https :// vimeo .com/31003940

Bonanno , K. (2015) A profession at the tipping point (revisited). Access, March, 14-21