ETL401 - Teacher Librarianship - Assessment 2 - Task C

When I first considered enrolling in the Teacher Librarian course, I thought I was well informed of the role of the teacher librarian (TL). Although, never having worked as a TL, as my library experience was within public libraries, I was quite sure I knew what the role and expectations for TLs involved.

My initial view of the role of the TL was; a teacher who was responsible for encouraging a love of books, literature and reading in all students. I understood that students would visit the school library, usually on a weekly basis as a class group, where the TL would endeavor to teach specific library skills, such as RBL or ICT skills. I understood the role of the TL included processing; cataloging; checking in and out; and selecting and deselecting resources, but to be honest, I did not consider much more than this. While my view may not have been as naïve as the tongue in cheek title of one of the articles read during this topic, ‘All librarians do is check out books, right? A look at the roles of a school library media specialist’, by Melissa Purcell (2010), I can now see how limited by initial views were.

Certainly, by engaging in the readings and forum discussions, my view has been challenged and has expanded over the course of this topic and other topics alike. To be honest, I feel a little overwhelmed when I now consider the role and expectations of a TL (Donham – Leadership, 14 May 2011). Who knew the TL was expected to take on so many roles, tasks and responsibilities? As well as the limited tasks listed above, as a TL I may be viewed as a school leader (Herring, 2007; Purcell 2010), an information specialist (Purcell 2010), a collaborator (Haycock, 2007: Morris, 2007), a program administrator (Purcell 2010) and supervisor (Oberg, 2006), to name a few. Not to overlook that the role of TL may also include the occasional stint of sandwich artist (Lawrence, 2011) and furniture removalist (Morrison, 2011). Where will I find the time to recommend a good resource to a student or staff member?    

During the course of this topic I have encountered several articles and readings which have facilitated my deeper understanding of the role of the TL. Many of the authors of these readings discussed practical elements of the TL’s role, while I feel that some authors have the TL literally running the school. An enlightening moment for me was the Donham (2005) reading titled Leadership. Finally I came to realize that as a TL I don’t need to know everything! (Donham – Leadership, 14 May 2011). I appreciate Donham’s (2005) idea of the TL focusing on a particular area of expertise, while ensuring to develop adequate skills and knowledge within all areas of teacher librarianship.   

The aspect of teacher librarianship that concerns me the most, due to a lack of exposure and skills, is the area of ICT. Having recognized how fundamental it is for a TL to be knowledgeable and skilled with ICT I will certainly be looking to further develop my skills in this area. When I ask myself- could I have learned more during this topic? The answer would have to be a certain yes. While I ensured to complete the essential readings, and read beyond these readings, I certainly could have achieved and learnt more. How? My approach to time-management certainly needs improving. Quite often I found myself attempting to read or engage in assignments at non-conducive times of the night. Of course this resulted in many readings, although read, not completely comprehended. I also let myself down within the online environment. I appreciated and learnt a great deal from the posting of fellow students, but feel that I could and should have contributed more. I have come to realize that the online environment can be hugely beneficial. I did not embrace it as well as I could have.

 

So, what have I gained from this topic? I would have to say a deeper understanding of the roles expected of the TL, but also a desire to continue to learn. I have learnt some valuable techniques I will use as a TL, particularly in the role of collaborating. I identify collaboration to be at the centre of most tasks carried out by a TL (Purcell - 4 May 2011). In hindsight I wish I had of collaborated much more with fellow students and the teaching staff, (Confessions of a bad blogger! - May 14 2011) allowing me to benefit from the skills and knowledge of others. 

I continue to look forward to the day that I begin my role as a TL.

References

Donham, J. (2005). Leadership. In Enhancing teaching and learning: a leadership guide for school library media specialists (2^nd ed.) (pp. 295-305). New York: Neal-Schuman Publishers

Haycock, K. (2007). Collaboration: Critical success factors for student learning. School Libraries Worldwide, 13(1), 25-35

Herring, J. E. (2007). Teacher librarians in the school library. In S. Ferguson (Ed.), Libraries in the twenty-first century: Charting new directions in information (pp. 27-42) Wagga Wagga, NSW: Centre for Information Studies, Charles Sturt University.

Lawrence, J. (2011). Re: Benchmark reality check, Topic 2 The role of the teacher librarian subforum http://forums.csu.edu.au/perl/forums.pl?forum_id=ETL401_201130_W_D_Sub2_forum

Morris, B. J. (2007). Principal support for collaboration. School Libraries Worldwide, 13(1), 23-24

Morrison, H. (2011). Re: Benchmark reality check, Topic 2 The role of the teacher librarian subforum http://forums.csu.edu.au/perl/forums.pl?forum_id=ETL401_201130_W_D_Sub2_forum

Oberg, D. (2006). Developing the respect and support of school administrators. Teacher Librarian, 33(3), 13-18

Purcell, M. (2010). All librarians do is check out books right? A look at the roles of the school library media specialist. Library Media Connection 29(3), 30-33