Only a few weeks in to the Master of Education (Teacher Librarianship) course and it is glaringly apparent that my former understandings of the role of the teacher librarian will undergo a drastic transformation as I progress through my studies. Whilst it has not been a position that has been on my radar until relatively recently, the more I experiences I have in the role and the more theoretical study and research I undertake, the more I come to realise that the teacher librarian position is an essential role within the school, where “the school library and its staff are significant school assets, and need to be considered as an educational investment rather than a cost” (Spence, 2005).
If I re-wind back to my own school days, I remember the teacher librarian as the ‘gatekeeper’ of the books; often conducting lessons on how to find the right text from various collections, how to fill out and file the library borrowing card and stipulating rules on the proper upkeep of the books and other library resources. Fast-forwarding to my early days as a classroom teacher, my impression of the teacher librarian role admittedly did not evolve much. Often utilised as a RFF (relief from face-to-face) position, I would drop-off students, with the teacher librarian taking over the class for borrowing and then a seemingly unrelated and independent literacy activity, disconnected from any in-class curriculum learning activities. The utilisation of teacher librarian personnel in this way has been identified as contributing to teacher librarians feeling “undermined or undervalued” (Education and Employment Committee, 2011, pp. 68-70). This effectively reduces the allowance and capacity for collaboration with classroom teachers and also diminishes the authentic embedding of relevant ICT and other critical library learning skills into teaching and learning programs.
However, since recently transitioning into the role of teacher librarian in a new school context, I am excited by the boundless possibilities that the role affords. The teacher librarian position is one that is multifaceted, with teacher librarians having three main roles; as curriculum leaders, information specialists and information services managers (Australian School Library Association, n.d.). The changing information landscape presents with it new complexities regarding teaching and learning and the teacher librarian has an essential and fundamental function in navigating this environment. “Teacher librarians’ knowledge and use of current and emerging digital technologies, together with a deep appreciation of literature can transform teaching and learning within the school (Australian School Library Association, 2013, p. 10).
In reflecting on how much my own perspective on the teacher librarian role has shifted in the last few months, I am excited about forging ahead with my own professional learnings throughout this course and also refining my own pedagogical practice in my new school teaching and learning library space.
References
Australian School Library Association. (n.d). What is a teacher librarian? https://asla.org.au/what-is-a-teacher-librarian
Australian School Library Association. (2013). Future learning and school libraries. https://asla.org.au/resources/Documents/Website%20Documents/Resources/2013-ASLA-futures-paper.pdf
Education and Employment Committee. (2011). School libraries and teacher librarians in 21st century Australia. The Parliament of the Commonwealth of Australia. https://www.aph.gov.au/parliamentary_business/committees/house_of_representatives_committees?url=ee/schoollibraries/report.htm
Spence, S. (2005). Teacher librarians, an under utilised asset in schools. Curriculum and Leadership Journal 3(14). http://www.curriculum.edu.au/leader/teacher_librarians,_an_under_utilised_asset,9258.html?issueID=9776
Hi Diana,
This is an exceptional blog – as you know, we’ve used it as a model for other students, and you should be proud of how it’s set up, its navigability, and also how much you’ve already blogged. Do be careful, though, that you are also contributing to the Discussion forums, as indicated by the modules.
Your first assessment shows you with the traditional view of the TL that a classroom teacher holds in schools where RFF is practised. You’ve got right to the core of reasons why RFF is not the best use of the TL’s time and expertise, and how it gets in the way of real collaboration with classroom teachers on e.g. literature enrichment, information literacy, inquiry learning and ethical digital practice.
You’ve done a great job on playing with APA7 referencing too! Well done. If I could put something other than Satisfactory for this initial task, I certainly would, in your case.
With best wishes for the rest of the subject.
Lee
ETL401 Subject Coordinator.
Hi Lee,
Thank you for the kind words and feedback!