It is a responsibility of a professional in any field to regularly assess the level of their competence and subsequently plan their continuous professional development. Although the rapid changes in the world we live in mean the need to keep oneself informed is universal, being biased towards my profession, I would argue that anyone who carries a pedagogical obligation towards others must take this need even more seriously. There is a commonly shared belief that teacher librarians (TLs) may have a profound impact on student learning. It is therefore imperative for us to always keep aligned with the latest education trends and research and make this impact as meaningful as possible.

“Standards of professional excellence for teacher librarians” is a practical document that provides the core values and goals towards which TLs are able to assess themselves in order to excel in their profession. In the ALIA/ASLA document, the complex work of the TL is encapsulated into twelve standards, within the framework of professional knowledge, professional practice and professional commitment (Australian Library and Information Association (ALIA) & Australian School Library Association (ASLA), 2004).

The first category – professional knowledge – includes knowledge of teaching and learning, the curriculum, and knowledge of library and information management. Looking at the details of each standard, it is clear that the Master of Education (Teacher Librarianship) course at CSU has been designed to provide the required knowledge and skills.

The second category – professional practice – provides TLs with a complete picture of what it should look like when the theoretical knowledge is translated into practice. A regular assessment towards the standards in this section gives a TL a clear picture of where their skills might need improvement. Collaboration with teachers is an aspect that I acknowledge needs to be improved in my practice, given its crucial importance for effective planning and teaching.

ETL503 has provided me with an opportunity to understand the importance and benefits of having a well-designed collection development policy. I have been able to implement this subject knowledge in my own practice, producing a document that has become an essential tool, ensuring consistency in the selection of resources, but also providing acknowledgement, support, and protection.

The final section of the ALIA/ASLA document details the level of professional commitment that is expected of an excellent TL, as well as our duty to instill the desire to become life-long learners in others, willingness to take on leadership roles, share and promote library services to wider community.

Scrabble. Photo by Jan Kosmowski licensed under CC BY.

While my study at CSU provided me with an excellent foundation of knowledge and skills that helped me grow into a competent TL, I am determined to excel in all the aspects of the role, as detailed in the ALIA/ASLA standards document.  I chose “panta rhei” as the name for this site, as it suggests that everything flows, everything changes.  I found it to be an especially appropriate motto in the ever-changing information and education landscapes.  In order to effectively respond to the new challenges that accompany these changes, TLs need to earnestly commit to life-long learning and ongoing professional development.

Reference:

Australian Library and Information Association and Australian School Library Association. (2004). Standards of professional excellence for teacher librarians. Retrieved from https://read.alia.org.au/alia-asla-standards-professional-excellence-teacher-librarians