The TL is a one of a duel role, one which has been cited as “invisible and overlooked” by school governing bodies according to Karen Bonanno is her 2011 ASLA conference speech. Bonanno speaks of a long history which has seen Teacher Librarian roles being underestimated and misunderstood, with added concerns of an aging profession, job conversion and federal initiatives.
It is the duel qualifications that we have that not only make TLs diverse but also unique in the education setting. Though, this isn’t enough it seems, as the rise for more qualifications in ICT and IT are growing in demand it means that the TL is faced with constantly up-skilling themselves in order to keep up. The changes and demands keep on multiplying with the digitisation of learning curriculum and the privatisation of public education but Bonanno suggests that more importantly it is how we as TLs view all of this. Bonanno (ASAL,2011) points out the need to look at the “glass as half full”.
In taking this view we may not describe ourselves as invisible but what can we do to make ourselves seen??? Bonanno (ASAL, 2011) suggests that TLs need to link in with the standards and benchmarks in order to find ourselves, to know who we are and what we stand for. Most importantly, to be seen requires exposure that comes from collaboration and connections with others, whether that be other teaching professionals or students.
Connection points come is differing areas, in the Australian Curriculum TLs must look towards the general capabilities in order to find a common link. Bonanno (2011) notes that in the critical and creative thinking general capabilities there are multiple dynamic opportunities for the TLs to bring forth their skills in inquiry based learning, digital information literacy and higher order level thinking. Not only with the students in mind but also offering this knowledge and skill area with other teachers whom may not be trained in this area of teaching.
TLs should also be looking towards the standards, more so the Australian Professional Standards for Teachers evidence guide, produced by ASLA to encourage teacher librarians to begin to gather evidence of their achievement of AITSL standards. Working towards and meeting these standards allows TLs to be seen by the Educational Sector as part of the professional education structure, our role not separate or invisible.
Foremost, Bonanno (2015) points out that with building of a complex digital environment and the ever digitisation of both curriculum and resources the TL has the opportunity to be that gateway for the school, to demonstrate how that links to the classroom and planning programs. In a way suggesting our importance in leadership roles within ICT integration, Bonanno (2015) adds “With a focus on future skill development and integration of technology, it is imperative that teacher librarians build their capacity to engage in and provide leadership in these areas as they relate specifically to the school library”.
The glass half full approach means keeping up to date and abreast of current and future happenings in the TL field. This is where the importance of professional networks, sharing experiences, challenges, solutions and evidence. Through these professional networks TLs can provide the much need advocacy that, in fact, we are not invisible or endangered but an highly evolving and valuable 21st century learning role.
References
Boanno, K (2011) Keynote speaker: A profession at the tipping point: Time to change the game plan. ASLA. Retrieved https://vimeo.com/31003940
Boanno, K (2015). A Pprofession at the tipping point (revisited). Access. Retrieved http://kb.com.au/content/uploads/2015/03/profession-at-tipping-point2.pdf
