My teaching story began back in 2007 when I commenced teaching in a Catholic School with 29 four-year-old students. We visited our school library at a scheduled time each week. In this amazingly picturesque library space with panoramic views over the city, was a tidy collection of books and the hard-working Library Assistant who returned and scan out books. I had an extremely limited understanding of this role as a newly graduated teacher!
After two years, I moved to work full-time in a four-year-old class in a large independent school which is where I still work today. This school is greatly influenced by Inquiry-Based Learning (Murdoch, 2021) and the Early Childhood year levels were inspired by the Reggio Emilia Educational Project (Malaguzzi, 1998). We visited the library at a scheduled time each week where the inspiring and passionate Teacher Librarian would warmly welcome us with the most amazing picture book read-aloud. She would then guide the children in their book selections, teach them how to make informed choices and converse with them about their interests to match them with their ideal book. She made the job seem effortless (even though I’m certain it wasn’t!), and she was always full of excitement for the next story she would share. This was her way of encouraging the children to become lovers of books.
Just after her retirement, we had a HUGE redevelopment. The new space was enormous and full of potential. A space for robotics, self-checkout stations, large interactive screens, flexible furniture and a range of seating options, but one key ingredient was missing. This space did not have a Teacher Librarian. There were teachers working in this space, and also a Library Assistant but it didn’t seem to fill the void. Another change was the switch to a flexible timetable. The idea behind this was ‘just in time learning’: the accessibility of information and the opportunity to access these whenever needed, or ‘just in time’.
This approach to our Learning Hub (no longer called a library) continues today but has dimmed a little without a Teacher Librarian. My understanding of the TL role was that of management and organisation of the physical library space working predominately with books. I recognised that the TL worked alongside teachers to resource the library with materials to support planned learning. I understood that an important part of the role is to promote a love of reading and literature through read-alouds, displays and engagement with learners. Whilst I’ve only worked with a TL for a brief time in my career, I see the role as being so much greater that what I thought and see it as a vital piece to the puzzle for developing a culture and love of inquiry and reading in any school community. The Teacher Librarian is our missing link between teachers, students and information as well as playing the pivotal role of being the passionate champion of reading and literature. I look forward to cultivating this culture of literature rich learning and inquiry in this space as I step into this role.
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Malaguzzi, L. 1998, ‘History, ideas and philosophy’, in Edwards, C. Gandini, L. and Forman, G. 1998, The Hundred Languages of Children: The Reggio Emilia Approach, Ablex Publishing, Greenwich
Murdoch, K. 2021, ‘The art of inquiry’, ACCESS, Vol. 35 (No. 4), 39-43, Australian School Library Association, The+Art+of+Inquiry+article+ACCESS_Vol35_No4_Dec_2022.pdf (squarespace.com)
Hi Laura, I really enjoyed reading your post. I can see that you’ve had many different experiences with TLs and school libraries. I’m saddened to hear that your current school has not replaced the TL – I hope that they rectify this soon! I’m excited to be working with you throughout your time with us. Krystal 🙂
The TL will be me, so I’m very excited.