The further I progress through my study, the more extensive the role of the Teacher Librarian appears to be. To provide a perfect fit for their users, the TL does not only select best available resources, but is a creator of content that supports the curriculum. Technology is the key element here that turns a resource into a learning tool. It is the TL’s domain to make sure the resources are used in a way that is most conducive to learning.
Providing the resources void of any further guidance reminds me of what it would be like being on the road with no signs. Just like the resources, the roads that can take us to our destination are there, but how much longer will it take to find the right one when there are no signs anywhere?
The TL has the responsibility to provide guidance that scaffolds and accelerates learning. Creating a resource guide made me aware of how closely intertwined librarianship is with pedagogy. Through the process of creating my first research guide, I have realized how much power lies with the TL – a power to make a shortcut, a fast, straight-forward path for the students to reach their learning objective, where they would be lost in a long, tangled journey without any directions.
As O’Keefe mentions, resource creation can be very time consuming (O’Keefe, 2021). Yes, to start with, there was a lot of frustration when the output did not look exactly as I would have liked it to, leaving a lot of scope for developing my knowledge of the platform. However, while the technical bits take a fair amount of time to master, the right template can be reused and serve to create of a bank of learning objects that will ultimately save a lot of time for the students and accelerate their learning. Technology simplifies the process of navigation through resources for the students and links them seamlessly with their learning objectives.
O’Keefe (2021) further notes that evaluation through feedback is critical. From here, the final steps are crucial: ensuring easy access to resources, their distribution and promotion. The way resources are presented and promoted has a great impact on whether they are used effectively (Mann, 2010, Beilharz, 2007 and Magdolenova, 2021).
Digital resources that support the school curriculum, embed a range of information literacy skills and cater to all users are undoubtedly valuable assets. They build upon the strengths of the librarian, their technical competence and above all their curriculum knowledge. While the process and the extent of this service might be overwhelming at first, the key is to not go through it in isolation. Collaboration with the curriculum specialists, HODs and IT specialists will not only make the process more thorough, it will become a part of the advocacy for the services the modern librarians offer.
A 21st century librarian must be able to navigate in the digital environment and continue to develop their skills, in order to remain an important part in the learning process of 21st century students.
References:
Beilharz, R. (2007). Secret library business – part 2. SCIS Connections 63.
Little, H.B. (2016, September 7). Curation and pathfinders. Knowledge Quest. https://knowledgequest.aasl.org/curation-and-pathfinders/
Magdolenova, M. [mmagdolen] (2021, May 24). Resourcing the Curriculum. Panta Rhei. https://thinkspace.csu.edu.au/michaela/2021/05/24/resourcing-the-curriculum/
Mann, A. C. (2010). How to make a good library pathfinder. Amy C Mann. https://amycmann.wordpress.com/practical-experience/continuing-staff-development/make-a-pathfinder/
O’Keefe, A. (2021). One of the many hats. [Forum Post]. ETL501, Interact2. https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_57506_1&nav=discussion_board_entry&conf_id=_114042_1&f