Part B – Reflection

Overview

I have learnt so much about what a teacher librarian (TL) needs to consider when acquiring new resources to assist with learning. The modules throughout this unit were presented succinctly, however, my dilemma was not having the time to read them more thoroughly and answer more forum posts.

Although, challenging this unit has been, I have developed a deeper understanding about selecting resources, selection criteria, collection development and management policies and thinking about going forward and what that might look like for the library (Souflias, 2023, July, 14). Overall, the library resources together with the school context is all about the of the learner (Hughes-Hassell & Mancall, 2005). Kimmel (2014) elaborates, developing the collection is paramount to empower learners to engage in reading and see the library as a coherent resource where both print and digital sources can be utilised and appreciated.

Collection Development Policy (CDP)

The CDP is a strategic document that is aligned with the schools’ strategic plan and is essential to guide the library’s principles in collection development and management policy and, procedures. The CDP addresses the goals and mission of the school context reflecting on strengths and weaknesses for the collection (Johnson, 2018). Additionally, the key role of the CDP is to guide the TLs’ decision in developing and managing the collection to support current and future requirements for the school community, learning, teaching, and ensuring the curriculum needs are met (O’Connell, Bales & Mitchell, 2015; Stephens, 2014). The selection is one of the TLs ‘key roles and some of that material could prove difficult to consider or challenge (Souflias, 2023, September 30), therefore, the TL may opt not to add it to the collection in case they are challenged (Dawkins, 2018).

Future proofing

Supporting teaching and learning in the 21^st century provides both opportunities and challenges for the TL. Changes in technologies occurs so often and rapidly it is hard to keep track (Souflias, 2023, September, 30). No sooner is one technology relevant that same technology may become outdated quickly. However, TLs provide an important opportunity in learning, focusing on the curriculum that justify change, new strategies, and new technologies (Gregory, 2011; O’Connell et al., 2015).

Furthermore, the CDP initiates the TL to evaluate the collection and move in the direction that adheres to the users’ needs, also keeping the TL accountable and relevant within the school (Wade, 2005). Keeping up with updated curriculum guidelines, programs and technologies, new trends, different formats and changing content engages learners. When referring back to the policies the school will be able to navigate new technology, and reassess current collections to determine its relevance, currency, accuracy and reliability so as to assist student learning and help guide teachers with their teaching. Likewise, assisting in challenged material discrepancies, keeping the collection safe and, protecting TLs’ decisions based on the library’s collection.

Resourcing the curriculum is an important and informative part of the selection process and the focus and awareness it places on the TL when assessing and evaluating the collection. The TL needs to be geared for changing environment to enable all users with diverse needs to access library material. As a result, the CDP helps to future proof the collection guiding the TL to evaluate the material and different formats to assist student learning. This can assist my current school to enable all users with diverse needs to access library material, which currently it lacks and somewhat disadvantages some students.

I think the future for a TL will be challenging, however together with faculty collaboration and a well written CDP will ensure resources are aligned with teaching and learning needs of the students and curriculum. On the other hand, if material in the library are to be future proof, schools such as mine, must develop a framework for students to access online resources when and where they need them and for all diverse learners, enabling inclusion and interest in the library.

References

Dawkins, A. M. (2018). The decision by school librarians to self-censor: The impact of perceived administrative discomfort. Teacher Librarian, 45(3),8-12

Gregory, L. V. (2011). Collection development and management for 21^st century library collections. Neal-Schuman Publishers, Inc.

Hughes-Hassell, S. & Mancall, J. (2005). Collection management for youth: Responding to the needs of learners. American Library Association.

Johnson, P. (2018). Fundamentals of collection development and management (4^th ed.). American Library Association.

Kimmel, S. C. (2014). Developing collections to empower learners.https://ebookcentral.proquest.com/lib/csuau/reader.action?docID=1687658

O’Connell, J., Bales, J. & Mitchell, P. (2015). [R]Evolution in reading cultures: 2020 vision for school libraries. The Australian Library Journal, 64(3), 194-208.

Stephens, W. (2014). Checking out tomorrow’s school library collections. Young Adult Library Services, 12(3), 18-20.

Wade, C. (2005). The school library: Phoenix or dodo bird? Educational Horizons, 8(5), 12-14.

Censorship is an important part of the collection development policy (CDP) which in simple terms is based on the concept to allow freedom to read or express views to balance point of views (Emeka & Atanda, 2017). However, libraries, in the process of achieving their goals adhere to ethical conduct and morales in order to ensure users are respected. A certain level of “duty of care” is maintained and it is even more important in school libraries where children are presented with age appropriate material that is not harmful, embarrassing, lacks integrity of diversity and that the information is accurate and current.

The Australian Library Information Association [ALIA] (2023), addresses an objective as part of its literacy promotion and states ” to promote the free flow of information and ideas in the interest of all Australians and a thriving culture, economy and democracy”. This is to ensure that everyone can use, evaluate and create the information they seek to assist in their own personal, social or educational goals. In other words, it is a way of keeping the balance so everyone can form their own decision when reading about the same topic but different point of views. The TLs role here is to ensure that the material complies with the CDP on challenged materials, although different view points which are health but informative for students to consider different sides of the coin.

Selection of library material has become more complex with digitised updates of information, making the role of the teacher librarian (TL) more relevant and important to the type of materials that teachers and students will have access (Dawkins, 2018). TLs feel the pressure and the impact it causes when self-censorship occurs as they do not want to add certain material in fear of that material being challenged. It is especially important that the collaboration of TL, teacher and principal is seen as one and not each as a separate entity and communication is key to initiate ongoing conversations and understandings. It is important to note that whilst the TL will follow selection policy guidelines, teachers and principals may be unaware of such policies used in the selection, acquisition and weeding of library material. Additionally, with the library’s collection becoming digital, the challenges between printed and digital material becomes more apparent as printed material in non-fiction circumstances becomes out of date very quickly (Koehn & Hawamdeh, 2010). As new current information is presented quicker and more accurately, some printed material may find itself on the weeding list and the pressure is presents for TL to ensure their library is current.

A well written CDP can also alleviate challenges of material if teachers may want certain material to stay or acquisition of materials that do not meet the standards of the CDP that is in line with the schools strategic plan and mission. Awareness of such policies can assist in protecting the decisions of TL as well as contribute towards their valuable role and presence in the library. This will assist principals understand that TLs are professionally trained and are qualified in actively initiating the processes stated in the CDP, as well as understanding what needs to be done to assist users and in turn easing their distress in constantly  explaining their decision (Dawkins, 2018). It is important to note that the CDP is aligned with the school context for its users.

In terms of the library’s physical collection, there will (at least for a while) be room to house both print and digital resources in the library space. Moreover, budgetary implications and justifying costs to acquire new resources may not always be an option. Many digitised materials requires subscriptions or purchases to online textbooks and other resources and this may not be available for all schools because of funding or lack of devices or poor internet access. The TL would need to justify the usage to cost and evaluate whether online databases may be a better option than to buy a few hard copies and have it on restricted loan (Koehn & Hawamdeh, 2010). However, going forward as electronic resources grow and evolve, it may be necessary to take step to ensure the library complies with censorship laws to protect the school environment and users, but also ensure accurate, reliable, current and age appropriate material is available. Finally, the CDP will ensure the TL is protected as clear guidelines will assist with anyone challenging the material to be selected, acquired or de-selected.

 

References

Australian Library Information Association [ALIA]. (2023). Statement on      information literacy for all Australians.  http://www.alia.org.au/Web/Research-and Publications/Policies/Statement-on-information-literacy-for-all-Australians.aspx

Dawkins, M. (2018). The decision by school librarians to self-censor: The impact of perceived Administrative discomfort. Teacher Librarian. 45(3), 8-12.

Koehn, L. S. & Hawamdeh, S. (2010). The acquisition and management of electronic resources: Can use justify cost? Library Quarterly. 80(2), 161-174.

 

 

As the role of the library continues to change and evolve, so do the services they provide. New technologies and social media platforms constantly require the library to update and provide new services to its users. This also requires learning the new technologies and being able to pass that knowledge within the school environment.

Libraries evolution from catering for only printed material has expanded over the decades to offering a variety of services. The 21^st century has provided a new level of consideration as the digital environment is expanding. Today, we need less printed material as Teacher Librarians (TL), teachers and students use digital resources for information. Printed material quickly outdates so the advantage of online resources is currency and accuracy (Stephens, 2014).

As technologies evolve collection development continues to be a significant part of the TLs practice as new formats become imperative part of the library’s collection (Newsum, 2016). As collections are constantly changing, the context of the school needs to be incorporated when developing the collection. The library’s collection development policy (CDP) outlines the key inclusions of how the collection will select, acquire and de-select resources. A development policy keeps things consistent to ensure the library moves forward. The CDP is a strategic document which allows the library to be aligned with the schools’ strategic plan achieving the goals and the mission of the school in cohesion with the curriculum (Bailey, 2023).

Future proofing

COVID-19 pandemic brought about many changes and the world was forced to adapt to a variety of changes. As technologies advance and new discoveries are made the TLs role is impacted by new changes (Tait, 2016). The TLs role, going into the 21^st century is to support teaching and learning providing opportunities and adapting to challenges. In order to reflect ever-changing technological advances TLs need to develop the schools’ collection so as to become more of a Phoenix rather than a Dodo going forward (Wade, 2005). The collaborative efforts of the TL, teaching staff and administrative staff of the school all play an important role to sustain a technological changing environment and keeping the TLs role relevant. Additionally, working to together with the TL and those who specialise in their subject area will ensure the most updated and relevant resources are available and accessible to teachers and students providing a high level of learning environments for all.

 Reference

Bailey, K. (2023). Chapel Hill State School Library policy and procedures.https://chapelhillss.eq.edu.au/SupportAndResources/FormsAndDocuments/Documents/Library/2023-chss-library-policy.pdf

Newsum, J. M. (2016). School collection development and resource management in digitally rich environments: An Initial Literature Review. School Libraries Worldwide, 22(1), 97–109.

Stephens, W. (2016). Checking out tomorrow’s school library collections. https://web-p-ebscohost-com.ezproxy.csu.edu.au/ehost/pdfviewer/pdfviewer?vid=0&sid=0d116645-4e6c-40c9-ba2c-bf63d259e982%40redis

Tait, C. (2016). Library collection management policy. Windsor High School Library. https://windsor-h.schools.nsw.gov.au/content/dam/doe/sws/schools/w/windsor-h/localcontent/whs_library_collectionmanagementpolicy.pdf

Wade. C. (2005). The school library: Phoenix or dodo bird? Educational Horizons. 8(5), 12-14.

Defining collection development and management

Understanding the concepts between collection development and management is not easy and both terms are used interchangeably. However, reading further I have begun to see there is a difference.

Collection

In general, a collection is the process of both physical and electronic resources that are available to use in school environments and the community and involve collecting all formats and genres (Johnson, 2018). Therefore, to be able to maintain library collections, it is important to consider how the collection development and management of these resources are contained and the responsibilities of the librarian to provide the materials needed for its users.

Collection development

According to Johnson (2018) the library has a specific activity and that is to provide information appropriate for the needs of the community. This may involve planning, decision making, funding, and acquiring of material. She further adds there are five elements in the process of collection development:

• Collection development policies
• Budgeting
• The type of material for the collection
• Selection and the acquisition of that material, and,
• Collection evaluation.

Collection development is a crucial function of building the collection which can be complex as consideration must be taken into the usefulness of the material and the type of library it is (National Library of New Zealand, n.d). A school library will have different requirements than a public library but the act of developing the resources remains the same. Subsequently, collection evaluation is an integral part of collection development to determine if the collection is adequate and fulfilling the objectives of the library.

Collection management

Collection management is the process of making decisions about the material that is part of the collection (Johnson, 2018). Managing a library’s collection and how it will meet the schools’ needs will need to be planned well to initiate success in student learning, especially as digital content is impacting largely on collection management.

One specific task of the collection management process is weeding or de-selection of material. There are several reasons why weeding of particular material may be necessary:

• Worn or poor condition
• Factually incorrect (this may be due to more updated information).
• Irrelevant to the schools’ needs.
• A more suitable format is available.
• Limited space to store all material.

 

Challenges and opportunities

Although, many challenges and opportunities in address collection development and management may be present, it is an exciting time to be able to address the mass amount of literature available. Updating material to support, communicate, engagement and promote the community to preserve libraries and the role they play in the preservation of information and adaptation of new technologies, information, and programs to assist teachers and student success.

Reference

Johnson, P. (2018). Fundamentals of collection development and management (4^th ed.). American Library Association.

National Library of New Zealand. (n.d). Collections and Collection Management. Services to Schools.  https://natlib.govt.nz/schools/school-libraries/collections-and-resources/collections-and-collection-management

Part C: Reflective Practice

I have come to understand the important role the TL contributes towards the school environment. Collaboration with teachers and the principal were also key factors I never considered before. The benefits of the dual role of the TL as educator and librarian is valuable as curriculum specialists and pedagogy experts. Additionally, information literacy and inquiry learning became new concepts in my learning and the key role the TL contributes to schools when teaching these concepts.

I never considered how important information literacy is in critical thinking and development of students’ new skills and knowledge. Moreover, the TL teaches inquiry models to teachers and guides them to scaffold tasks towards student learning achievements. Subsequently, working collaboratively with the principal (Souflias, 2023, May 16) establishes trust, confidence, and accountability towards library programs and towards assisting student learning to build and maintain confidence in the role. (Hartzell, 2002) and (Merga, 2019).

Going forward, into the 21^st Century (Souflias, 2023, May, 16), information literacy and the TLs’ specialised knowledge of inquiry models is foremost when considering which model would best suit the school context and its students. The way students learn and how they use their literacy skills is important if they are going to seek, use and access the information, but also how they will process that information (Laretive, 2019 & SCIS, 2016). Additionally, the TLs’ role, in assisting students’ progress and the skills needed is key in teaching information literacy (Souflias, 2023, May, 19) which can be complex when considering the evolving of multiple platforms. Digital literacy (DL) is another interchangeable term used in information literacy in which TLs guide students in DL to use technology, networks, and communication tools to further enhance their knowledge when using search engines.

IL (Souflias, 2023, May, 16) is a useful tool presented in the Australian Curriculum, which provides students opportunities to challenge themselves acquiring new skills and competencies. With the TLs’ assistance and working alongside the classroom teacher in modelling and explaining inquiry models, extends students’ knowledge, and meets the requirements stated in the curriculum adding to the quality of teaching. Kuhlthau, Maniotes and Caspari (2015) suggest using guided inquiry adds to the pedagogy of the school in the way teachers teach, students learn and the way the school community collaborates. This approach engages students as they acquired a sense of their own learning process. More importantly, learning strategies and skills that are transferable to all subjects and tasks alike. The pressure of the 21^st century and the requirements stated in the Australian Curriculum place enormous pressure on teaching staff. Nevertheless, TL support to teachers and their fulfilment on accountability obligations is evident when students develop IL skills extending their knowledge and critical thinking.

The 5E model assisted students at all stages of learning and easily integrated with minimal steps in activities. When an inquiry model is not present within the school environment the focus then turns to teacher-centred rather than student-centred learning. Maniotes (2018) suggest, when the goal is to inspire students to ask their own personal questions, experiment and share outcomes and ideas, they begin to construct new knowledge, creating meaningful ways of understanding outcomes, guiding them to deeper understanding. Subsequently, student-centred tasks initiate questioning from “What I know?” to “What I want to know?” and finally “What I have learnt?”. The TL is key in schools to promote, teach, provide information and material, and assist both teachers and students in using inquiry models. TLs’ have strong elements of information literacy skills and have the knowledge to make connections between IL and the general capabilities of the Australian Curriculum. However, it remains notable, effective collaboration with teachers and the support of the principal will create positive sustainable work relationships and valued acknowledgment of the TLs role.

I look forward to the next chapter of learning as the course progresses.

 

 

 

 

 

 

 

 

References

 

Hartzell, G. (2002). The principal’s perceptions of school libraries and teacher-librarians. School Libraries Worldwide, 8(1), 92-110.

Laretive, J. (2019). Information literacy, young learners and the role of the teacher librarian. Journal of the Australian Library and Information Association, 68(3), 225-235.

Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2015). Guided inquiry design a framework for inquiry in your school. Libraries Unlimited.

Maniotes. L. K. (2018). Guided inquiry design in action elementary school. Libraries Unlimited.

Merga, M. K. (2019). Do librarians feel that their profession is valued in contemporary schools? Journal of the Australian Library and Information Association, 68(1), 18-37.

School Catalogue Information Services (SCIS). (2016). Connections: School libraries supporting literacy. https://www.scisdata.com/connections/issue-99/school-libraries-supporting-literacy/

Guided Inquiry Approach

Inquiry learning stems from the constructivist theories whereby learners are said to learn through construct knowledge. People experiences the world in different ways and reflect on those experiences building on the information they acquire rather than just taking it in. This requires using higher order thinking and using several skills (WGU 2020). Kuhlthau, Maniotes and Caspari, 2015) elaborate that 21^st learning requires a wide range of skills and guided inquiry is a practical way of using newly acquired skills to deepen thinking and understanding. Students may also be exposed to real life situations that will further enhance their learning and they undertake a variety of skills and use their knowledge to achieve the task.

There are number of principles of constructivism that align with students’ learning processes:

• Knowledge is constructed.
• People learn to learn.
• Learning is an active process.
• Learning is a social activity.
• Learning is contextual.
• Knowledge is personal.
• Learning exits in the mind.
• Motivation is key to learning.

(WGU, 2020).

Guided Inquiry is a process that came about from Kuhlthau’s Information Search Process (ISP). The model defines six stages: initiation, selection, exploration, formulation, collection, and presentation. ISP identifies areas of the student when they may have a series of feeling, thoughts, and actions. It may be a point where the student experiences uncertainty so this may be an opportunity for the TL make a difference to the students’ experiences and assist in overcoming such feeling when answers are established, contributing towards student learning. However, guided inquiry can be a difficult approach so collaboration between teacher and TL would be ideal as the TL specialist skills can provide additional assistance for students and teachers (Kahlthau, 2023).

Getting started with inquiry models and implementing guided inquiry approach can be beneficial for students and keep them interested and motivated. Although it may have its complexities there are benefits towards student learning, particularly improving and acquiring different competencies and developing new skills going forward into the 21^stcentury way of learning.

Reference

Kuhlthau, C. C. (2023). Information Search Process. Retrieve from: https://wp.comminfo.rutgers.edu/ckuhlthau/information-search-process/

Kuhlthau, C, C., & Maniotes, K, L. (2015). Guided inquiry learning in the 21^st century (2^nd ed). Libraries Unlimited.

Western Governors University (WGU). (2020). What is constructivism? Retrieved from: https://www.wgu.edu/blog/what-constructivism2005.html.

Ray (2013) suggests forming strong relationship with principals and other executives can only gain support for the TL and the library programs. Ray (2013) infers offering to help where possible in the school environment will be seen as a positive move. Principals wear many hats and will appreciate handing any of those hats to someone to deal with. The TL is in a good position to do this showing support, building trust and rapport. So instead of asking, what will you do for me? Ask, what can I do for you? Furthermore, TLs can bridge gaps and promote communication and collaboration. Ray (2013) insists that principals recognise good work and like to hear the value of success, so building relationships is paramount going forward as a TL and to be able implement and show the value of library programs to someone who will listen and appreciate the work being done.

Unfortunately, it is not mandatory to have a TL in school libraries, so schools tend to go without to save money. Lupton (2016) offers TLs are going through a period of transition. Henri and Boyd (2002) note TL have specialised expertise with a strong focus on teaching and student learning, curriculum development and promoting information literacy. The way the principal perceives the TL is crucial towards support of the TL and collaboration with classroom teachers. Lupton 2016) signifies principals’ perception may vary between principals and sees the TL as a teacher first and then a librarian. She further adds, principals rather see the funds investing in teaching rather than the role of TL. Hartzell (2002, p.92) states “the problem is that support flows from trust, and trust flows from understanding”. He further adds, principals don’t understand what TLs, do not appreciate the contribution they bring to teaching and student learning. However, to do this TLs need to ensure they are not invisible and show they do reshape the school environment and enhance student learning and progression. The best way to do this is to collaborate with the whole school environment and have regular meetings with the principal. Principal support is vital to sustain the TLs role and be seen as influential.

References

Hartzell, G. (2002). The principal’s perceptions of school libraries and teacher-librarians. School Libraries Worldwide,8(1), 92-110.

Henri, H. & Boyd, J. (2002). Teacher librarian influence: Principal and teacher librarian perspectives. School Libraries Worldwide, 8(2), 1-17.

Lupton, M. (2016). Adding value: principals’ perceptions of the role of the teacher-librarian. School Libraries Worldwide, 22(1), 49-59.

Ray, M. (2013). Making the principal connection. School library Journal. https://www.slj.com/story/the-same-difference-mark-ray-asserts-that-principals-and-librarians-have-a-lot-more-in-common-than-you-might-think-and-he-should-know

 

Information literacy (IL) is no longer an easy task for student and in regard to information seeking, the wide ranges of sources make it very difficult and demanding on students to acquire these skills. Although, demands of the 21^st century demand that students should be quite self-efficient in these skills, acquire extensive knowledge to be able to use them and become effective lifelong learners of information use going forward and into a career.

Inquiry learning increases opportunities for students improving engagement and developing critical thinking skills. Inquiry skills are also embedded in the Australian Curriculum and together with IL skills, it allows the students to explore the curriculum topics engaging in areas they to express, create and develop their inquiry skills (Kuhlthan, Maniotes & Caspari, 2015).

Collaboration with teachers and teacher librarians (TL) help to assist, support, and implement inquiry tasks. Kuhlthau, Maniotes and Caspari (2015) suggest that inquiry models such as the Guided Inquiry Design or the Fosil Cycle can be used but also, IL model as in the Information Search Process (ISP) is useful when people have information needs. According to Kuhlthau, Maniotes and Caspari (2015) the Third Space creates a meaningful lasting learning place for the students taking students learning to a higher level. This enables students to draw on their own experiences, identifying questions and connecting with the inquiry process. This further enhances the students to become motivated learners building ownership and expertise towards their own learning skills and outcomes (FitzGerald, 2010).

The TL is well placed to assist students and teachers with inquiry systems and framework to further enhance learning and IL skills. The TL provides tools to support and contribute towards the development of lifelong learning in a rapidly ever-changing technological environment. However, the TL is faced with challenges to be able to facilitate Guided Inquiry to take learners to a higher level of learning sharing experiences and overcoming obstacles. Guided Inquiry requires more preparation and effort and together with explicit instruction so that students may adapt to this type of learning style (Kahlthau & Maniotes, 2010).

Further the principal is in a position to encourage the school environment to support and work with the TL, highlighting the sills and benefits they bring to the school and as curriculum specialist. Providing time to plan and classroom teachers being more flexible with their content by collaborating with the TL will only see positive student outcomes than not. Schools without TL support or an underutilised one may potentially see less motivated and unconfident students lacking in skills to access IL and evidently to become engaged and active learners (Loh, Sundaray, Merga & Gao, 2021).

It is evident from the literature that the importance of the TLs role in schools is paramount towards student learning in IL skills and the ability to find and seek information. The TL is in the best position to assist such learning and collaborating with teaching staff and the principal to support the community. Before undertaking these studies, it wasn’t something that I considered as a teacher in the school. The library is being used by classroom teachers whereby they are taking their class once a week to borrow/return, use the time to read or finish undone work but the fact the school didn’t have a TL was never a consideration that something was lacking. Commencing the term in TL studies has given another overview to the problem at large and the higher skills these students can obtain from the assistance of a TL and the demands of the 21^st century. These skills that students can use to progress in their learning and the ability to add substance to their learning as lifelong learners taking their skills not only throughout their academic school years but into future careers.

References

FitzGerald, L. (2010). The twin purposes of guided inquiry: Guiding student inquiry and evidence-based practice. International Association of School Librarianship, 1-18.

Kuhlthau, C. C., & Maniotes, L. K. (2010). Building Guided Inquiry Teams for 21^st Century Learners. School libraries Monthly, 26(5), 18-21.

Kuhlthau, C.C., Maniotes, L. K., & Caspari, A. K. (2015). Guided Inquiry learning in the 21 Century (2^nd ed.). Libraries Unlimited.

Loh, C. E., Sundaray, S., Merga, M., & Gao, J. (2021). Principals and Teachers’ Perspectives of their school libraries and implications for school library policy. Journal of Library Administration, 61(5), 550-571.

It would seem, teacher librarians (TL) are an endangered species when you see that many schools have a library and maintain a library collection but no TL. Many with a library service had library technicians to maintain the library collection and management the library. Schools have decided they can do without a TL and if cost cutting is the question, the TL is the first to go. However, are they really an endangered species? With technology advancing so quickly, new concepts coming into play and new ways to research and find information can be very overwhelming for not only students but teachers too. The TL is in a great position to assist classroom teachers and students as information literacy becomes more notable in schools. We are bombarded with data about how students are lacking literacy skills and yet TLs are being cut back. Information literacy needs to be taught rather than learnt and the best place for the school community to do this is through the TL.

At the moment TL are rare commodity in schools but as a TL in training I need to be optimistic and hope that the need for TLs will outweigh the stigma and the financial outlays that are in people’s minds, and the future will bring a new venture. With departments offering scholarships in TL degrees, even they may have some hope that things in the future will turn around and the TL will be seen as an important asset in the school environment. In an ever-changing technological environment the need for TLs in schools can only be seen as paramount to support teachers and students collaboratively and maintain new technologies.

 

Part B: Blog Post

Reflecting on your experiences as a teacher before you became interested in working in a school library, write a 500 word piece about your understanding of the role of the TL in schools.

The Beginning

School libraries have always been part of who I am from an early childhood. I used to assist the librarian in the library at primary and high school as I loved being around books. I liked every aspect of books whether they were mini or large books, fantasy stories or of a historical value. However, since becoming a teacher I have noticed the value of enhancing students learning and the importance of inquiry based learning. As a teacher it is difficult to cover everything that the student may require to help them long their journey into learning new concepts, enhancing their knowledge, acquiring new skills and moving onto new ways to resource that learning.

As a Teacher

As a teacher I felt I could always assist students more with their learning, however, I also knew that I lack many of the skills to be able to further their education outside of following the Australian Curriculum and school policies of what is expected that students will be learning and how they will learn. My interest in working in a school library became more apparent when, as a relief teacher at the time, my executive asked me if I could spend a couple of days during the week doing some work in the library. Of course, I was more than willing to do this but it was just straight keeping the library tidy, putting books away after I returned them on the system, covering books and helping the classroom teacher with student borrowing. Although I enjoyed doing this I also knew the library could be used for much more than that!

Additionally, I was speaking to a teacher who had been at the school for years and she told me there used to be a librarian but once she retired the position wasn’t filled and deemed as “unnecessary”. However, beginning this course and going through the readings as well as listening and reading other people’s opinions, it is obvious that a qualified TL can only elevate student learning especially seeing they have the dual skill of being a qualified teacher and a school librarian.

The TLs Role

TLs co-teach and help develop students skills in resourcing the library’s collection and enhancing their information tech skills. Furthermore, the TL can introduce students to a world of reading creating a culture where enriched learning in collaboration with classroom teachers can be achieved. However, current challenges such as artificial intelligence whereby school communities may deem the TL as unnecessary and allow digital tech to perform tasks normally requiring human intelligence may be deems as a threat. Although, Kirker (2022), states, “Because of the growing complexity of the information environment, librarians’ roles as teachers have become more integrated  with he academy” (p. 335). Therefore, the TL has the vital role to ensure schools have adequate collections of material for them and their students that are accessible and supported, whilst weeding out any outdated resources that are not longer used.

Reference

Kirker, M. (2022). “Am I a Teacher Because I Teach?”:  A Qualitative Study of Librarians’ Perceptions of Their Role as Teachers. Libraries and the Academy, 22(2), 335-354.