As I begin diving into the content of ETL503 I am reflecting on the role of the teacher librarian (TL) and that of the role of the classroom teacher (CT) in relation to resourcing. This raises some interesting questions:

• Do the roles overlap?
• How do the roles complement each other?
• How are the roles different?

First and foremost, the Australian Professional Standards for Teachers (2014) sets out in Standard 3.4 that all teachers must ‘select and use resources’. The four levels are outlined as such:

• Graduate teachers are required to “demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.”
• Proficient teachers “select and/or create and use a range of resources, including ICT, to engage students in their learning.”
• Highly accomplished teachers “assist colleagues to create, select and use a wide range of resources, including ICT, to engage students in their learning.”
• Lead teachers “model exemplary skills and lead colleagues in selecting, creating and evaluating resources, including ICT, for application by teachers within or beyond the school.”

With this standard in mind, my initial reaction is that the roles complement each other and collaboration is vital, as the final goal for both the TL and the CT is successful learning for students. I do feel that the TL, almost by default as a central curriculum and resourcing expert, comply with the criteria for Highly accomplished/lead standards as they collaborate with and assist classroom teachers. ‘The services (TLs) provide and the resources they access impact on every teacher and every student’ (ACT Government Education, 2019, p. 5).

The CT supports the TL by providing specialist knowledge of their subject area and understand the needs of the students in their class. CTs also are up to date with the curriculum requirements for their subject (NSW Department of Education, 2017). This knowledge is important in locating and evaluating potential resources. The TL provides the CT with expertise in locating and evaluating resources.

To complement the skills of the CT, the TL brings the general overview of curriculum, including links to General Capabilities and are up to date with new resources which are available. TLs are skilled at linking teachers and students with resources available both inside and outside the school.

The two roles differ in that the focus for the TL is more on the information service management role (Australian School Library Association, 2021; School Library Association of South Australia, 2015; NSW Department of Education, 2017). This management role is about the needs of the whole school and the selection of resources that meet the curriculum requirements of all students.

So, in some ways the roles of the TL and the CT overlap, but the TL is more focused on a whole-school view, whereas the CT is particularly focused on their class. As such the roles complement each other. It is very difficult for the TL to select appropriate resources without the input of the CT and the TL can provide insight into potential resources across a range of curriculum areas. The two roles become and partnership and work hand in hand.

References

ACT Government Education. (2019). School libraries: The heart of 21st century learning. https://www.education.act.gov.au/__data/assets/pdf_file/0007/1435435/School-Libraries-The-Heart-of-21st-Century-Learning.pdf

Australian Institute for Teaching and School Leadership. (2014). Australian professional standards for teachers. https://www.aitsl.edu.au/teach/standards.

Australian School Library Association. (2021). What is a teacher librarian? https://asla.org.au/what-is-a-teacher-librarian

NSW Department of Education. (2017). Handbook for school libraries. https://education.nsw.gov.au/content/dam/main-education/teaching-and-learning/curriculum/media/documents/schoollibrarieshandbook2015.pdf

School Library Association of South Australia. (2015). Teacher librarian role statement. https://www.slasa.asn.au/Advocacy/docs/RoleStatement2015.pdf