There and back again: a reflection of experiences with teacher-librarians and libraries from across the globe.

Over the past 20 years, I’ve taught in schools of all shapes and sizes, socio-economic brackets and geographical locations. When I think back across this eclectic collection of schools, it makes for a nice little snapshot of school types, and therefore, school library types. In this post, I reflect on my understanding of the role of the TL from the perspective of the classroom teacher, and share that snapshot of the library types experienced in different corners of the world.

First stop. North Queensland.
Back in the early 2000s, this school library was considered well-equipped and high tech, with plenty of desktop computers, a wide range of books and teacher resources, and a mobile trolley of classroom laptops. The TL managed the ‘learning centre’ which included curriculum resources, computers and technologies, as well as teaching library lessons. The role of the TL, as I understood it then, was to manage this centre with all its resources and support the teachers to deliver the curriculum.

Next stop. East End, London.
This poor little school was in the (very) low socioeconomic area of East End, London. It was a depressing building where long curtains separated “classrooms” like an emergency room. No library here. Not even a bookshelf.

Take a train ride north to frosty but stunning regional Scotland.
A teeny country school where a mobile library bus would visit once a month. No TL, just a driver named Morag.

Next stop a little less regional Scotland.
This school had a library but no teacher-librarian. In fact, it was completely unstaffed, with a volunteer who came once a month. Classroom teachers showed their own initiative to use it and ensure students checked books in and out properly. This was apparently a budget decision. No funds for a TL, not even a peripatetic one.

Long haul back to Australia. Sunny Queensland. 
This school regarded its library as a beacon of wonder and awe. A symbol of the school’s central philosophy to foster knowledge, innovation and imagination. My understanding of the role of the TL was largely to ensure the centre nurtured these values. She was a curator of curious things, which students and teachers were encouraged to touch and discover. Here, the role of the TL was to provide a shining light, to remind the community of the school’s mission . . . and messaging.

Last stop. A small school in regional Queensland.
This TL was the first I’d encountered to engage in research and information literacy. She would teach hands-on lessons, exploring subscription services as well as the big bag world wide web. Also, her role was undoubtedly to provide strategies towards reading development, such as reading programs, book recommendations, and putting the right book into the right little hands. 

Looking back, my understanding of the role of the TLs in all those schools varied as much as the schools themselves. I see now that the role of the TL has not only been affected by budget, culture and technologies but also the attitudes of the TLs and their school leadership.