Assessment One: Understanding the role of the Teacher Librarian

Within the schooling system staff have certainly a varied viewpoint and understanding of the role of a Teacher Librarian (TL). Only too often the role is stereotyped into a wrinkled old lady with beads galore, thick hairy cardigans and ornate glasses hanging from her neck. Yet what about the vibrant and visible Teacher Librarian managing the ultra innovative library space?

When considering the role of the Teacher Librarian, the first fundamental question that springs to mind is: how can we as educators unpack and deconstruct this multi-faceted role? Purcell (2010) and Lamb (2011) have both centred on deconstructing the multi-faceted role of the TL in their writings. At the forefront of this, of course, is the TL as a school curriculum leader, raising the awareness of teaching staff to understand the importance of students to acquire information skills and resources to broaden their ability to be successful. Furthermore, the role of the TL has many components such as: service provider, collection curator, information expert, resource specialist, and guide for teaching staff and school students in becoming digitally literate.

From my standpoint as an experienced English Teacher training to become a TL, my vision is that the contemporary TL needs to be visible in leading curriculum initiatives and working alongside principals and heads of learning areas towards curriculum development and student academic success. Students are empowered if they can harness critical thinking skills and be able to transform the information they absorb into knowledge. A successful TL is so much more than merely a provider of informational services.

A TL is in the unique position to empower both staff and students within a learning community through upholding a pedagogy of lifelong learning. They can influence what happens in a classroom by becoming digital masters at providing relevant digital and hard resources and layered library guides. TL’s need to be the visible pioneers within a school culture, if they want to get noticed and be respected for intricacies of what they do. They must be active marketeers for the potential of the library space as a vibrant central hub for the school.

In underpinning the role itself, I have made note of Kuhlthau’s (2015) three main roles for a Teacher Librarian:

1. Resource Curator – Developing, selecting, maintaining, organising and categorising the library resources, both digitally and as hard copy resources.
2. Information Literacy Specialist – teaching students the concepts and skills for effective and efficient information access
3. Collaboration Catalyst – the aim of keeping communication open between  wider school staff and library staff.

Watts (1999) openly acknowledges the unusual situation of school staff properly understanding and appreciating the immense capacity of the TL to impact the curriculum and learning programs within a school. Nonetheless, the Teacher Librarian has to be held to account and must be responsible for self-promotion. So in considering this, what can a TL do to spread the knowledge and understanding of their role to the wider school community?

In a moment of epiphany, let’s say it all begins with how a TL successfully manages, designs and creates their library space. Surely, if the library itself is a vibrant and vivacious place, packed with pertinent learning activities, then this will be the vehicle to drive greater respect and reverence of just how valuable a library and a TL can be within a school environment. School libraries have the potential to become the centre of gravity within a school, allowing for a centralisation of information resources whilst simultaneously being a space were learning, problem solving, experimenting, and collaborating can actively take place.

References

Kuhlthau, C, Maniotes L, & Caspari, A. (2015). Guided Inquiry: Learning in the 21st Century. 2nd Edition. Libraries Unlimited.

Lamb, A. (2011). Bursting with potential: Mixing a media specialist’s palette. Techtrends: Linking Research & Practice To Improve Learning, 55(4), 27-36.

Purcell, M. (2010). All librarians do is check out books right? A look at the roles of the school library media specialist. Library Media Connection 29(3), 30-33.

Watts, J. S. (1999). The teacher librarian past : a literature review. In J. Henri & K. Bonanno (Eds.). The information literate school community : best practice (pp. 29-42). Wagga Wagga, NSW : Centre for Information Studies, Charles Sturt University.