Task
C:
What is a teacher
librarian? This is the first question that was posed at the beginning the subject
ETL401, in reflection at this stage I was faced with the image of a traditional
teacher librarian that I had experienced throughout my schooling. I related the
focus that was traditionally placed on the importance of reading and the
developing a love for books but overall I had a very limited understanding of
the roles and responsibilities that a teacher librarian takes on within a
school community.
Through the
introduction modules I have developed a concept of what a role a library plays
within a community, and how the teacher librarian teaching standards represent
a holistic approach of teacher librarians and how they reflect the values of
their communities (Kaplan, 2007) . Through the reading for module one and
two I was able to reflect on the prominent roles that teacher librarians
undertake in their everyday practices. My thoughts were developed further
through readings by (Herring, 2007; Purcell,
2010; Lamb & Johnson, 2008), these readings allowed me to focus on
the roles of information specialists and teacher through the first assessment;
through reflection I believe that at this stage my concept of a teacher librarian
still lacked the deep knowledge on how to implement these roles effectively.
My first thoughts in regards to the role of Information
Specialists overlooked the importance of developing information literacy I
stated that “I believe that more importance should be placed on TLs as an educator
within a schooling community not just in the area of technology” (Higgins, 2011) .
I have reflected on the role as information specialist further and conclude
that the role as information specialists is essential as it allows for
collaboration and the development of teacher and learning plans that cater for
the schooling community.
(Herring
& Tarter; Langford, 1988; Tan & Diljit, 2010; Eisenberg, 2008)
have strong views on how information literacy should be apply in a educational
environments, these views have guided my development of what is information
literacy and the major role it plays in teacher librarians beliefs and
practices. I have developed an appreciation for the amount of time this process
takes to develop and the amount of collaboration undertaken to ensure that the
leaner is able to develop their understanding and work towards being
information literate.
There are many
obstacles that can the opportunities a teacher librarian can apply within a
schooling environment; these include the lack of principal support, and lack of
support for collaboration I have engaged with a range of different articles
looking at these issues including work by (Farmer,
2007; Fullan, 1999; Montiel-Overall, 2005; Russo, 2006) reading about these issues
has given me the opportunity to explore the topic through a range of different
viewpoints. I have found through discussing with teacher librarians that they
feel that collaborating with members of their schooling community is a main
focus. I found that throughout my readings on collaboration that there has been
a growing consensus that collaborative environments promote greater success.
The readings by (Fullan, 1999; Earl & Lee, 1989) have
allowed me to explore the topic of collaboration with a greater understating as
both these articles aided me to identify the importance of collaborating and
clearly defined what a collaborative environment should entail. The statement
that has clarified my understanding of collaboration is by Earl & Lee they
state that “effective collaboration is not based on like- minded consensus but
values diversity because that is how they get different perspectives and access
to ideas” (Montiel-Overall, 2005) . This has given me perspective of what a
collaborative team should look like and allowed for greater understanding when
considering concepts proposed by (Farmer, 2007; Haycock,
2007).
Throughout this subject my thoughts have been
challenged and my understanding of a teacher librarians role is has been
developed and refined. To answer the questions ‘What is a Teacher Librarian’ I
now picture a highly qualified educator that has a strong concept and visions
for developments for the school environment and community. A teacher librarians
must be an efficient communicator that takes a leadership role in the areas of
information specialist and collaborator, they have strong values in the areas
of developing information literacy and are forward thinkers and willing to take
on new practices and continually reflect on their professional practice and the
practices of their working environment.
Reference List:
Eisenberg, M. B. (2008). Information Literacy:
Essential Skills for the Information Age. Library & Information
Technology, Vol. 28, No. 2 , 39-47.
Farmer, L. (2007). Principals: Catalysts for
Collaboration. School Libraries Worldwide Volume 13, Number 1 , 56-65.
Fullan, M. (1999). Deep meaning of inside
collaboration. In Change forces :the sequel. Falmer Press , 31-41.
Haycock, K. (2007). Collaboration: Critical Success
Factors for Student Learning. School Libraries Worldwide Volume 13, Number 1
, 25-35.
Herring, J. (2007). Teacher librarians and the school
library. In S. Ferguson, Libraries in the twenty-first century : charting
new directions in information (pp. 27-42). Wagga Wagga: Centre for
Information Studies, Charles Sturt University.
Herring, J., & Tarter, A.-M. (n.d.). Progress in
developing information literacy in a secondary school using the PUS model.
Retrieved September 2011, from Charles Sturt University:
interat.csu.edu.au/access/content/group/ELT401_201160_W_D/SLIV+article.doc
Higgins, N. (2011, August 3). TL as Leaders.
Retrieved October 2011, from ELT401 Forum Topic 2:
forums.csu.edu.au/perl/forums.pl?forum_id=ETL401_201160_W_D_Sub2_forum&task=frameset
Kaplan, A. G. (2007). Is Your School Librarian ‘Highly
Qualified’? Phi Delta Kappan , 300-303.
Lamb, A., & Johnson, L. (2008). School Library
Media Specialist 2.0: a dynamic collaborator, teacher and technologist. Teacher
Librarian vol 36 issue 2 , 74-78.
Langford, L. (1988). Information Literacy: A
Clarification. From Now on The Educational Technology Journal , 59- 72.
Montiel-Overall, P. (2005). A Theoretical Understanding
of Teacher and Librarian Collaboration (TLC). School Libraries Worldwide
Volume 11, Number 2 , 24-48.
Purcell, M. (2010). All Librarians Do Is Check Out
Books, Right? A Look at the Roles of a School Library Media Specialist. Library
Media Connection: November/ December , 30-33.
Russo, K. (2006). Heart and soul of the School. FYI
, 12-22.
Tan, S.-M., & Diljit, S. (2010). Preliminary
insight of information literacy competencies among school library media
teachers. School Libraries in Action Proceedings of the 12th Biennial School
Library Association of Queensland, the 39th International Association of School
Librarianship Annual Conference incorporating the 14th International Forum on
Research in School Librarians (pp. 1-18). Brisbane Queensland: IASL.
