Finishing my Bachelor of Primary Education degree in 2012, I knew what I wanted to do – teach. I never considered any other role. Classroom teacher was the job for me. I was fortunate enough to receive a permanent position when finishing university and was put straight into Kindergarten territory! While feeling overwhelmed and anxious, I also felt excited and thrilled to put all my learning into practice and shape these five-year-olds’ minds.

During my first few weeks in 2013, I quickly realised the consistent communication and interaction I was involved in with students and several staff members and the community. I was beginning to understand that for effective teaching to take place and student outcomes to improve, I needed to collaborate with more than just my neighbouring teacher and assistant principal. During this time, I began familiarising myself with the school’s teacher librarian (TL) and administrative staff.

One distinctive memory that comes to mind when considering my early interaction with the school’s TL was that I did not think she was a teacher at all. I assumed she was more like a school learning support officer (SLSO) whose job was to ensure children had books to take home. As a result, my initial understanding of a TL’s role was that they were more of a support staff member whose sole responsibility was to ensure children borrow and return library books.

As my teaching experience began to increase, so did my knowledge and understanding of other staff members’ roles, including the TL. When I moved schools in 2016, I noticed the TL was involved more in stage curriculum planning and integrating technology into problem-solving based lessons. My initial understanding of a TL role was beginning to widen as I came to see how this new TL used their one-hour of library time, not just ensuring children borrowed and returned books but ensuring they were developing life-long, inquiry-based skills. This was new territory for me as I began to see the TL as a technology expert and resource manager.

Heading to stage 3 in 2017 was frightening and exciting all in one! Having spent all my career teaching infants, I was unsure of how to effectively and confidently approach literacy and literature teaching. This was when I began to approach the TL regularly. My understanding of a TL’s role started to shift once again as I saw them as a literacy leader, someone who had an in-depth knowledge of the curriculum K-6 and a deep understanding of effective literacy teaching strategies and resources. Being able to approach the TL made me feel more confident I was on the right track, and student outcomes would be improved.

Throughout my nine years of classroom teaching K-6, my understanding of a TL’s role has changed. I began my career believing the teacher librarian was an SLSO whose one purpose was to allow students to return and borrow books. Now, becoming a TL myself, my mindset and understanding have shifted to viewing the TL as an expert and leader, whose approachability and accessibility allows all students the chance to improve and all staff members the opportunity to learn.