The Role of the Teacher Librarian

Each of the authors offer valuable insight into their beliefs about the role of teacher librarians, and not surprisingly, some of their ideas and ideologies are shared.

Lamb stipulates that communication is key and TLs should be developing relationships with all facets of the school community, including the Principal, teachers, students and parents. Lamb states that this communication is fundamental to the role (Lamb, 2011). Lamb is also cognisant of the fact that technology and libraries are a uniform whole and they are interconnected. Lamb also comments on the role funding plays in developing a range of technology platforms in a library (Lamb, 2011).

Purcell believes that the five main roles of the TL include leader, program administrator, teacher, information specialist and instructional partner (Purcell, 2010). Purcell also maintains that the TL practitioner should be collaborating with teachers and administrators to develop programs and support the curriculum, and leave other duties, such as the day-to-day tasks like shelving, for example, to ancillary staff (Purcell, 2010).

Herring states that TLs focus should be one that primarily focusses on the needs of students, teachers and the school community (Herring, 2007). Herring’s beliefs align with Purcell’s in that TLs are information specialists, curriculum leaders as well as managers of the library space. Lamb also states that it is not only these afore-mentioned roles, but that TLs develop a space in libraries that fosters a positive and engaging learning environment (Lamb, 2011).

I think each author offers valid commentary on the diverse nature of this role. From my own experience, I think that communication is key and I agree with Lamb who states that creating a space for students to come to the library, that provides a positive experience and one that is encouraging to both students and staff, can close the gap that sees some libraries operate in isolation to the rest of the school. With the creation of such an environment, and the TL meeting needs and focussing on students and teachers, as Herring suggests, can provide TLs with the exposure they desperately need and justify this valued role in a school community.

Herring, J. (2007). Teacher librarians and the school library. Libraries in the Twenty-First Century,  27-42. doi:  https://doi.org/10.1016/B978-1-876938-43-7.50002-8

Lamb, A. (2011). Bursting with potential: Mixing a media specialist’s palette. TechTrends: Linking research & practice to improve learning, 55(4), 27-36. doi:  10.1007/s11528-011-0509-3

Purcell, M. (2010). All librarians do is check out books, right? A look at the roles of a school library media specialist. Library Media Connection, 29(3), 30-33. Retrieved from  http://web.b.ebscohost.com.ezproxy.csu.edu.au/ehost/pdfviewer/pdfviewer?vid=1&sid=288a18c4-4e6b-4471-8da7-9ef252bc522b%40sessionmgr103