15 months into the world of TLs and my understanding of the need for TL advocacy grows and shows a far more complex problem than first impressions allowed for.
Most of the stories I was hearing about on TL Facebook groups were to do with a principal using the TL for jobs that are most definitely not in the library or anything to do with the library, reading or information literacy. And of course there are stories about principals choosing not to have a TL role at all.
But what does it mean when your very supportive school executive, who thinks you are doing a great job and who took the time to read the ALIA TL role statement tell you quite directly –
It is not your job to resource the curriculum.
AND
Don’t collaborate with classroom teachers. (Just develop your own program).
And then they reject half of your budget and take away your library assistant.
This is an exec that “believes” in the library program but won’t allow me to do my job the way I want to.
On a practical and personal level, I understand budgets need to be flexible but I will develop a collection policy in the hope of assuring the collection stays relevant and useful, in the hope that a certain amount of money is always set aside for the library collection. I am also recording what tasks I can and cannot accomplish each week without an assistant and asking for parent/community volunteers. And finally, I can see the big picture – that class teachers are being asked to implement many new programs this year so they don’t need any more change, ie collaboration with the TL this year – but I will ask again in future.
But what is the big picture here? It seems I need to revisit Karen Bonanno’s ASLA 2011 keynote speech (watch it here – https://vimeo.com/31003940). My school does not consider the role of TL as endangered but it is still somewhat invisible and I am already resentful of Bonanno’s notion that it is the TL that has to save themselves through self-promotion and education of teachers, executive and parents about what we do and why we are, of course, necessary and worthwhile. Resentful because it adds to my already endless “To Do” list and because we are so alone that we will have to shout, repeatedly, like a hungry four year old, to be heard.
I feel there are two ways this could go.
One: stop begging for scraps and ask for a seat at the big table. If you look at a role statement for TLs, consider the budget they are in charge of and the fact that, usually, they have assistants to supervise – then shouldn’t the role of TL become an executive position? It won’t solve everything but it will give us access to the bigger picture of school goals and school budgets. And, we will be part of the conversation, part of the goal setting, rather than finding out afterwards or in situations where communication is poor – not finding out but having to work it out piecemeal and alone.
Alternatively, step back. I know, I know – it sounds like I’m giving up. Well I’m not. Yet. I believe that all of the roles provided (or supposed to be provided) by a school library and a fully trained TL are still necessary for all schools and all school children. BUT. Maybe it doesn’t have to be the job, the domain, the sole expertise of a TL. Maybe there is another way. So don’t hate me for saying it. Let’s call this my “second impression”. And then wait and see what impact another year of study and work has on my views.
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