PART C: Reflection on the role of a Teacher Librarian
My role as a teacher librarian has continued to grow and develop. I see my role as more than just a Release from Face to Face Teacher who is responsible for organising the library and providing teachers with an hour relief. Unfortunately, the majority of teachers at my school see me as the Library teacher who provides them with part of their release time.
Prior to my commencement at Ironbark Ridge Public School (IRPS), I had worked in a variety of positions - classroom teacher K to 6; ESL, STLA teacher and teacher librarian. I have always been committed to providing students with an educational experience, which meets their learning needs, is relevant to their daily lives and fostering a commitment to lifelong learning.
In my capacity as TL at IRPS, I will continue to support and enhance teaching and learning within the School whilst supporting the development of information literacy and lifelong learning. I am developing many specialist skills essential for maintaining a functional library and this will continue now that I am undertaking the Teacher Librarianship with the NSW Department of Education.
In my role as TL I have always been committed to integrating technology across all learning areas. I demonstrate this by encouraging and providing continuous access for students to computer software that reinforces and consolidates teaching and learning activities. It provides opportunities to enhance learning and help students recognise, organise, and present knowledge.
Even though I had worked as a TL casually, this appointment was a steep learning curve. I presumed that teachers would be willing to work collaboratively with me but this year is the first time in the five years at IRPS that I have collaboratively planned with another teacher in the school. Previously I was just told to teach the content however you like – that being the only discussion with classroom teachers. It has been extremely beneficial working with the LOTE teacher – we share the same office and arranged our RFF at the same time – that was easy as we organised the RFF timetable. Collaboration between both of us has
certainly assisted in organising content, resources and maintaining students’ interests. I also hope that other staff members will follow our example in regards to collaborative planning.
Evaluating the “Standards of professional excellence for teacher librarians” proved to be invaluable to me. Even though I have been in this position for a number of years, I wasn’t aware that such a document even existed. It has provided me with a clearer understanding of the roles and expectations for all teacher librarians. Most teachers undervalue the role of teacher librarians but after reading and evaluating this document, it is sheer ignorance on their part.
Since moving in to the role of teacher librarian and beginning the requirements of this course, my understanding of what teacher librarians do, or rather should do, has been constantly evolving. From the content and discussion of this unit in particular, both the details and the overall scope of being responsible for managing the resource centre of the school was, and is, a daunting revelation.
I have been working on increasing an awareness of the importance of the library and the creation of an information literate school community. A major challenge in promoting the teacher librarian as an integral part of the school community is the role that the principal plays in helping it to take place (Watts 1999, Gibbs 2003). At IRPS, the significance of the teacher librarian role and the responsibilities associated with it has not formerly been addressed to the staff. One strategy designed to address this is the development of the school’s first Library Collection Management Policy.
With IRPS being a relatively new school (established 2005) the library is only now becoming more of a school focus. My first priority has been to make the library an appealing, welcoming learning environment full of excellent resources that are easy to access. All work completed by students is hung around the room, information charts and resources are displayed. I believe that the library at IRPS is a very vibrant and engaging learning environment.
It is important to complete management tasks for the library on a regular basis. I am lucky to have a principal that allows me to prioritise according to what I believe the library requires. I see myself as fortunate when I compare myself to other colleagues completing ETL401 who fight for approval to participate in professional development sessions for teacher librarians.
As a negative, I would have liked to have some teaching and guidance on SCIS, Oasis and the dreaded Stocktaking. I have to admit that even though I still find the whole retraining process overwhelming, it certainly was more beneficial than what I thought it would be. Hopefully all members of the IRPS community will see the role of the Teacher Librarian as one that is respected and valued.
