My view of the teacher librarian (TL) role has dramatically changed as a result of study in the Teacher Librarianship Course. Reflecting now on what my expectation of the role was I am surprised at the true scope of the role. I certainly thought that being informed in areas of library organisation and purpose were the focus of any TL however, I have uncovered a myriad of new ideas in the field of education and learning. Importantly I have changed to improve my teaching practice, leading to improved student outcomes.
The evolution of my role perceptions is reflected in blog entries. Even the creation of a blog demonstrates how far I have come. At the beginning of the year I was unaware of what a blog was- a web log. I now post on one, read many others, and have set up a staff communication via blog and forum postings on ‘Ning’(Blog April 16, 23). In Term three I have planned for students to write book blogs and to partake in a ‘book rap’. A new experience for my school community.
My most profound discovery during this course has been with ICT. Not just its application to student learning but far beyond my teaching practices to changes in lifestyle. The course has forced me to take on technology. I now qualify as a Prensky (2001) digital immigrant. I have been astounded with the capabilities and the applications possible with ICT.
As I was a novice a short time ago, I empathise with colleagues struggling with ICT in teaching practice. Having just experienced this transition I am well placed to provide assistance to other staff members who are hesitant with ICT (Blog April 7). I am now extensively using and promoting ICT through teaching practice and in teaching others. (Blog April 27,28). Johnson’s humorous musings on TLs and the ICT push (Blog March 27) have intrigued me and empowered me to make changes. It is now evident that ICTs are a valuable and effective learning tool.
Informing and teaching colleagues has been rewarding as they too are encouraged to embrace ICT in their teaching practice (Forum April 30). Experiencing the benefits first hand during library lessons has helped the shift to occur. Being a change agent as proposed by Hughes-Hassell & Harada (2007), was not envisaged as a part of my TL job description. (Blog March 18,22,27,30. April 7 Forum April 17)), but now such an integral part of my role.
I originally thought my pressing challenges in the TL role would be that of tracking barcoded items. Hazell (1990) alerted me to the scope of the role and challenges faced by TLs. (Blog March 13). I had very narrow ideas of the TL role, preoccupied with resource management and literature studies. I now realise I have, in the role of TL the capacity to improve my teaching practices greatly improve student outcomes by employing more effective teaching strategies. The TL role provides a platform to improve information literacy in the school community. Improving student outcomes with information literacy gains through collaborative teaching, and using ICT to advantage (Blog April 7).
My inexperience in library procedures has seen me a on a huge learning curve, Kennedy (2006) informing me of vital issues in running the library to maximise benefit for users. Writing the Collection Policy for the school has formalised expectations and procedures, this document now forms the basis of decisions made in the library, rather than the haphazard approach of before. (Blog May 19). Now a more efficient library service is exists for the school community.
Joining listservers, subscribing to SCAN and attending network meetings has enlightened me to the possibilities and impact that the TL role does hold. I was not aware that these professional bodies existed.
I am now focused on information literacy gains (Forum April 17) and how best to reach them (Forum April 12), having moved from resource based teaching to actively practising resource based learning as prescribed by Haycock (1991). I have been able to positively influence classroom teachers in this area. (Blog March 16). The TL role allows for more exchange and professional leadership opportunities.
Teachers are often staid in their ways in regards to teaching style and practice, there is opportunity for the TL to demonstrate a different approach with classroom teachers. The team teaching advantage allows for not only cooperation but collaboration (Forum April 30), a most challenging area.
I was previously unaware of information search models, analysing Herring’s PLUS model (2002) and its advantage in directing students in the pursuit of literacy gains (Blog May 18, Forum May 5, 23) opening the door to a beneficial learning support systems. Classes throughout the school now employ search models. Teachers have commented on improvements in student motivation and performance when supported by these models. This has been particularly evident with English Second Language (ESL) and special needs students (Forum April 12).
There are many challenges and many rewards in the TL role. My learning journey has not ended, it is evolving.
Haycock, C. (1991), resource-based learning: a shift in the roles of teacher, learner, NASSP Bulletin 75 (535)
Hazell, A. (1990). School library and information services in Australia. In M. Nimon & A. Hazell (Eds.)Promoting learning : challenges in teacher librarianship Adelaide, Auslib Press.
Herring, J., Tarter, A. & Naylor, S. (2002). An Evaluation of the Use of the PLUS Model to Develop Pupils’ Information Skills in a Secondary School, School Libraries Worldwide 8 (1), pp. 1-24.
Hughes-Hassell, S. & Harada, V. H. (2007). (Eds.) Facing the reform challenge : teacher-librarians as change agents. School reform and the school library media specialist.(pp. 57-78). Westport, CT : Libraries Unlimited.
Johnson, D. (2008).Machines are the easy part; people are the hard part: Observations about making technology work in schools. (2nd Ed.) Blue Skunk Press. Cleveland
Kennedy, J. (2006). Collection management : a concise introduction. (Rev.Ed.). Wagga Wagga, NSW : Centre for Information Studies, Charles Sturt University.
Prensky, M. (2001). Digital Natives, Digital Immigrants. In On the Horizon. MCB University Press 9 (5)
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