While every standards document takes slightly different approach as far as the structure and the focus is concerned, all of them dedicate some space to convey the message of the importance of school librarians and school libraries as such: “school libraries are essential to the development of learning skills” AASL, “the school library functions as a vital instrument in the educational process” IASL.
The aim of the ASLA/ALIA standards project is to achieve national consensus for teacher librarians in Australian schools and the focus is on the librarian working at a level of excellence. There are twelve standards grouped into three categories: Professional Knowledge, Professional Practice and Professional Commitment.
The AASL document is structured in a different way, as the centre of attention here is the learner and the standards are set for the learner outcomes and skills that the students are expected to achieve in the library or with the support of the teacher librarian (consequently indicating the roles and responsibilities of the teacher librarian).
AASL highlights the importance of reading, ethical behaviour in the use of information and the equitable access to books and reading. The notion of ‘multiple literacies’ is introduced here, adding digital, visual, textual, and technological literacies to the information literacy.
SLASA statement suggests that “when fulfilling all aspects of the role, the qualified teacher librarian is operating at a leadership level”. The teacher librarian’s roles are grouped under six headings: Teaching and Learning, Leadership, Curriculum Involvement, Management, Literature Promotion, and Services. Under Management,
IASL Policy Statement on School Libraries looks at different functions of the school library classifying them as informational, educational, cultural and recreational.
Further, it discusses “appropriateness” of materials, library facilities, personnel, lifelong education and government and public support.
Comparing the teacher librarian role statement available at my school with the above mentioned role statements and standards, it is clear that while the structure is different, there is a lot of similarities in the content. The school document includes the key requirements – qualifications, knowledge, and skills expected of the teacher librarian, describes the main responsibilities, with stress on promoting reading and collaboration with teachers to integrate with school curriculum. The administrative responsibilities are dealt with in more details, including practical aspects, such as ordering new titles, cataloguing, processing, weeding, inventory, etc. as well as organising book fairs, author visits, and other events. Additionally, and similarly to other standards, continued professional development, membership in library networks and active participation in the life of the school are included as an important part of the teacher librarian’s responsibilities.
References
Australian Library and Information Association (ASLA) and Australian School Library Association (ALIA). (2004). Standards of professional excellence for teacher librarians. Retrieved from http://www.asla.org.au/policy/standards.aspx.
American Association of School Librarians (AASL) (2007). Standards for the 21st Century Learner. Retrieved from http://ala.org.
School Library Association of South Australia (SLASA) (2008). SLASA Teacher Librarian Role Statement. Retrieved from http://www.slasa.asn.au/Advocacy/rolestatement.html.
International Association of School Librarianship (IASL) (2003). IASL Policy Statement on School Libraries. Retrieved from http://www.iasl-online.org/about/handbook/policysl.html.