Reflecting on my Understanding of the Role of the TL in Schools

Schools are diverse and multi-faceted environments and the people inhabiting these environments are equally as diverse and varied in their understanding of an individual role within a school. Certainly, my personal understanding of the role of a Teacher Librarian (TL) may be very different from others. I have been lucky enough that the majority of schools I have worked in have been supportive of the TL and I have seen how the role can encompass many different aspects.

There are many who see the TL as a leader or manager of a large space within the school. This in itself may derive certain connotations. For example, it can be a respite for students who experience social or learning difficulties as a place away from the classroom or school play areas; it can be purely a study and research space within a school; a resource area for printing assignments, study notes or emailing; or a social space to relax, play games and pass the time.

The TL can also be considered as the finder of resources and information. McAdoo (2010, p.8) discusses the teacher librarian as a bridge between the student and classroom teacher, often working with students and helping them to interpret assignments, make suggestions etc. He states that “librarians are typically perceived as neutral or on the same level as faculty members” (2010, p. 8). In my experience, there are certainly some people who perceive the teacher librarian in this way, although this may not always be the case. A small number (thankfully) of the teachers and school executives that I have known undervalue the expertise and effectiveness of the TL in their school. This lack of support can result in the library being cloaked in an air of uncertainty and isolation and I have seen other educational professionals question the role of libraries as an outdated and redundant concept in the modern age.

However, in some schools I have worked in the TL has played a pivotal role in resource acquisition, access to information and the development of literacy and ICT programs. They are considered a ‘specialist’, running workshops and dedicated classes that cover all manner of areas. Commonly these included things like improving literacy, digital citizenship, or study and research skills.

Additionally, TL’s can be seen simply as “service providers”, reserving, issuing and returning books to the collection from students and teachers. Often the library, and by extension the people who work in them, is associated with areas of a school like tech support. Sometimes the technician will occupy a physical space or office within, or in close proximity to, the library. I’ve also seen librarians who have been required to manage the dissemination of ICT hardware to students and teachers alike. Also, the TL adopts the role of the processor and manager of resources. The one who orders the books, maintains the databases and chases up any missing and overdue resources. This last point is interesting, as some may see the TL as a disciplinarian, enacting punitive measures in an attempt to coral any resource that has been away for too long.

References:

• Agosto, D. E. P., & Hughes-Hassell, S. P. (2010). Urban teens in the library : research and practice. Retrieved from https://ebookcentral-proquest-com.ezproxy.csu.edu.au
• McAdoo, M. L. D. (2010). Building bridges : connecting faculty, students, and the college library. Retrieved from https://ebookcentral-proquest-com.ezproxy.csu.edu.au