Discuss how the teacher librarian’s expertise and role is different from that required by all teachers.

All teachers are required by the AITSL standards to know about and utlise a vast array of resources to support learning in their curriculum areas. The TL differs in that they are expected to have a much deeper knowledge not only of resources required for curriculum learning, but how and where to find those resources, how to access them, provide access to them, support and encourage teacher use of them, and additionally have a wealth of knowledge on quality literature for student leisure and enjoyment. They must understand the diverse interests and characteristics of students across the entire school, and be well versed in current and aging quality literature to be able to match students with texts of interests. They must also have a deep understanding of what constitutes “quality” literature, where/how to find it (e.g. the range of awards for international and national literature, etc.), and what texts should be purchased to fill the gaps in collections.

Share ideas on how teacher librarians might effectively collaborate with the school community in the selection of resources in a school with which you are familiar.

First and foremost, a TL must be aware of what teachers are intending to teach, and the characteristics of the cohorts they are teaching, so that they may effectively cater to their needs by suggesting and providing access to appropriate, quality resources. Asking teachers what kinds of resources they use primarily, what resources they currently depend on, and what areas of the curriculum they feel could be further enriched is another excellent way to collaborate with teachers. Futher, TLs can source resources, and then discuss them with teachers prior to selection and acquisition to determine if they are a good fit for both the teacher and the curriculum content.

Consider also how to engage your learners in selection of resources for their school library.

Learners can be engaged in the selection of resources in many ways in the school library. Taking recommendations of texts for purchase is one such strategy. I recently implemented a Google Form Book Recommendation, and linked it to our library news page, so that students may formally submit requests for texts. Other means of taking recommendations and suggestions is verbally, or implementing a “suggestions box” at the front of the library. Alteratively, enlisting library leaders to survey students about what books they think would enrich the library collections is another stratgegy for engaging learners in the resource development of the library.

Who should have the final say on what is included? Why?

I think, to some extent, it should be the TL. Often I have students recommend texts to me with glowing reviews, and yet upon further research (or because I’ve read the text myself) I realise that the text would not, in fact, be appropriate for our school library, nor the age group the recommendation came from (such as texts with mature themes and excessive, graphic violence). Pigging books, for example, are often inquired about in my K-12 Central School, particularly by boys in year 4. However, investigations into such a topic has revealed that such books are often filled with gruesome, detailed and violent scenes, and often images, that are not appropriate for the school community to have access to.

The TL should take on board the needs, interests, and voices of all in the school community. However, as collection managaement is a highly important element of the TLs role, I believe the TL is most equipped to handle the final judgement on resources of interest.