The Teacher Librarian (TL) needs to make the library a visible place within a school. If a TL and library space is helpful to the wider running of a school, a school principal will notice: the TL must become visible to the school leadership team and the wider teaching staff of the school. The support of the leadership team is a crucial thread of the success of a school TL. (Watts, 1999).

An effective TL should position themselves subtly within the limelight of the school culture and consider the principal’s goals and the school strategic plan. Purcell (2010) has acknowledged that when the TL fails to align themselves with the school principal’s direction, a significant hurdle can block the full potential of the TL role in impacting positive student achievement. Perceptions between various professionals within the education sector have caused and continue to create hurdles for TLs as the intricacies of their  role is often not recognised, especially by leadership. (Purcell, 2010).

Yet it is not all doom and gloom! TLs need to be proactive in bringing change. Kachel (2017) suggests that a leading TL can devise strategies to influence principals. Being aware of what the principal’s needs are is central to gaining their support. In reflecting on my own workplace observations, it can be considered that a principal’s goals are often tied into income and expenditure. Ultimately in the independent school sector, principals need to save financial outgoings where they can, and create a sustainable income. They are experts in budget control and for a successful school, a principal needs to spend wisely.

Moving forward, TL’s can be creative in their thinking and develop ideas outside the box. How can the library help the school principal manage the school’s expenditure? A TL is a qualified teacher and librarian and with this dual qualification, a TL can offer unique responsibilities to their principal. For example, a TL could offer to supervise senior study groups or small numbered online class subject groups. An example of such practise in my own school library can be evidenced by the current practices of the Head of Libraries. Year 12 study groups, students with wellness ‘out of class’ passes and students engaging in online learning seminars are just a few examples of how a TL could manage the library space and simultaneously oversee groups of students. This offer of teaching, supervision and use of the library space, saves the principal a substantial amount of money as classroom teachers can be used in other parts of timetabling.

Another key goal for many principals is to increase student enrolment. Being able to showcase an innovative library space which is the centre of a range of learning activities can be an attractive selling point for parents. The library can be creatively promoted and advertised by the TL, so the principal can understand its full potential. (Kachel, 2017; Loh et al., 2021). The school library can make  great use of the space by including more than just book clubs. At lunch and recess times, students can use the library for gaming and lego groups. In addition to such activities, the library space should be welcoming and attractive for every student; and perhaps a safe retreat for some of those more vulnerable students. An innovative TL could equally offer to lead parent groups or evening seminars in such relevant topics as e-safety and cyber bullying.

There are discrepancies with how school libraries are staffed across Australian nations. NSW is the only state in which it is mandatory for a TL to be employed within the school library. Policies and practices differ from state to state and school to school. This is due to lack of transparency and knowledge about the impact and importance of the role of the Teacher Librarian. (Merga 2019, Loh et al., 2021). Therefore, TLs would be best encouraged to align their library school programs alongside the wider school outcomes. It is up to the TL to self- promote these programs. TL’s need to support students’ ability to be creative, innovation and collaborative as well as the literacy requirements of reading and studying. (Loh et al.,2021).

Conclusively, getting the principal ‘on side’ is no easy task and if a TL wishes to recognised by leadership teams, they need to b ecome experts in marketing and promoting what they do. Hochman (2016) and Loh et al., (2021) both acknowledge that the familiar preconceived notions of librarians as little old ladies whom love to silence library users and organise books on shelves has resulted in principals, education boards and even governments failing to give TLs the credibility they wholly deserve. The research and data compiled by Loh et al., (2021) suggests that principals are out of touch with the reality of what a contemporary TL can do within their role. Both principals and teachers often have a stereotypical view of a librarian’s role and simply do not understand the capacity of a contemporary TL role.(Loh et al., 2021; Shannon, 2012). It is time for change!

References

Haycock, K. (2007). Collaboration: Critical success factors for student learning. School Libraries Worldwide, 13(1), 25-35.

Loh, C, Sundaray, S, Merga, M, Gao, J (2021). Principals and Teachers’ Perspectives of Their School Libraries and Implications for School Library Policy. Journal of library administration 61(5) p.550-571 doi 10.1080/01930826.2021.1924532

Merga, M. (2019). Do librarians feel that their profession is valued in contemporary schools? Journal of the Australian Library and Information Association, 68(1), 18–37. doi 10.1080/24750158.2018.1557979

Kachel. (2017). The Principal and the Librarian: Positioning the School Library Program.(ADVOCACY)(Column). Teacher Librarian, 45(1), 50–52,63.

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.

Shannon, D. M. (2012). Perceptions of School Library Programs and School Librarians.

Watts, J. (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.