Teacher Librarian Role

Teacher Librarian Role Statement

My school’s Teacher Librarian role statement and that of ASLA are very similar. I think most TL documents are very professional and base their own school role statements on those produced by industry standards. Perhaps my school’s TL role statement does not go in-depth about professional knowledge as the ASLA document, but stresses an emphasis on professional practice and professional commitment.

Purcell

I agree with the roles Purcell has identified and how she has defined those roles, but I disagree with the order she has placed them. I think a TL is a teacher and information specialist before they are a leader and instructional partner. Perhaps I am taking a traditional view of TLs, but I think teaching and information specialist are still the essential skills and responsibilities of a TL. Leadership and instructional partner is a role when the TL has time to promote the library, and when others are available to listen. Administration is always left to last. If the school can afford it they need to hire library staff or turn to volunteer support.

Lamb and Johnson

I don’t think Lamb and Johnson defined the roles of technologist, teacher leader and collaborator. As I read it seemed that the roles overlapped especially the technologist and the teacher leader who are both implement and promoting technology. At my school we have a teacher whose position is to look into ICT for the classroom teacher. Does this mean or technologist role is being gazumped? We are no longer the go to for technology needs for the classroom. However we still have the position for technologist when it comes to the latest technology for finding, using and analysing information, as Lamb and Johnson state TLs “can work with teachers to locate and recommend appropriate assistive technology and specialised resources… to meet specific needs.”. That is still our speciality. It does not mean that we stop investigating technology for ourselves, as we can’t help ourselves. Also we are still asked to be the first to implement new technology strategies because they know we will it a go. I agree with Lamb and Johnson on the roles TLs have, but it is with the expectation that teachers will cooperate and have the time to listen to you, and that you have the admin staff to help.

Herring

I do agree with the chapters defining roles of a TL and it’s in depth look at all the roles of a TL including the admin side.

Herring states that technologies are changing the role of TLs, but that new role is not being communicated to the rest of the school and the school community which I believe is very true. I am still asked do I just read books all day.

I also agree that information literacy is still important as the facets still apply, locating, selecting, organising, creating and evaluation, no matter what technology is used.

Also I noticed Herring mentions collection development as still an important role, as Purcell, Lamb and Johnson did not get it much emphasis. Herring also looks at not just teaching technology tools, but having them within the library as normality, common place and common practice for TLs and library staff, such as the library website as it is the “second front door” to the library. An emphasis on managing these new technologies.

Herring does not mention as much as the others do about selling ourselves to the school and its community.

Principals role

I found Haycock and Oberg's articles to be an interesting read, and agreed with both that for TLs to become more involved in the school with collaborative teaching principals need to be involved and advocate the TLs role in student learning. The youtube video has the principal and staff telling us how important TLs are to their school and the roles they play within the school. It highlights for me the great work a TL can do for the school and its students.

Principals know that there is a need for the school library, but perhaps do not grasp how important libraries can be for the school, students and the teachers. Fortunately at the school I am at the principal use to be a TL and gives the library a long leash but it is up to the library staff to create the opportunities within the school. I believe that TLs can make the effort to reach out to the school as a whole. That they can create ideas for collaborative teaching. Also promote the skills and expertise of the library staff and promote what the library has to offer its students and staff.

Haycock

Haycock suggests that collaboration between classroom teachers and Tls is a key factor that affects student achievement, that collaboration will improve student learning. But how to convince the principals and teachers when the research is only delivered to Tls.

Haycock states where collaboration is expected teachers and Tls find it easier to collaborate, a statement which I agree with. The school I work at now has a Director of Teaching and Learning, with collaboration as something that she and therefore the principal is promoting. The principal is expecting there to be evidence of collaborative teaching. The library has been actively involved in implementing and encouraging the Principal's push for collaborative teaching.

I also agree with Haycock about there having to be clear roles for the partners in collaboration for there to be success. Teachers don't want to waste the lesson, as they don't have lessons to waste. If the roles are not clear it might not be understood who is doing what and how the lessons are to progress. Haycock states that there also needs to be motivation between the teacher and TL for the collaboration to be successful. Our school is fortunate, although not directly involved the principal has made it possible for collaborative teaching between Tls and class teachers.

Oberg

My school is fortunate to have a principal that is promoting collaborative learning though not actively involved herself, but creating the position of Director of Teaching and Learning whose role it is to promote effective teaching strategies, which collaborative learning is one. The Principal is allowing it to happen, but it is still up to the Tls to push their own position in collaborative learning, as Oberg states the library tends to be invisible, especially with the Tls being isolated from the rest of staff. The Director of Teaching and Learning has become a great supporter of the Tls, as the Tls have encouraged the collaborative teaching and other teaching strategies the Director is trying to implement. We are happy to be the test subjects if it gets us out into the school, succeeding in collaborative teaching and crucially building trust with the classroom teachers. As Oberg mentions in her article about the shared outcomes by the principal and the Tls. I do not think our Principal shares the same hopeful outcomes as the Tls that the library has the potential to reach the whole school. Tls still need to prove as Oberg says, that they are leaders and agents of change.

Don't forget the library

Just read Donham article 'Leadership'. Why are we now called Library Media Specialist. Keep changing the name so we fit in to the new digital world, 'Now see here, we are still relevant'. I enjoyed Donham's chapter as it nicely talked up TL's, and I thought 'yes I am in this fantastic important profession'. Working as a TL in a high school I agree with Donham when he states that the school and teachers are not always going to cooperate with you. That we, the TLs must instead find alternatives or compromise with teachers so then we can wow them with our fabulous knowledge and professionalism. Sweep them off their feet as we show them the opportunities available to them and the students.

"Each library media specialist has special strengths in some areas of expertise". From my experience in the library I beleive this satement to be true. The TLs all have different interests and skills. You do start to know who is good at what and asking for their assistance in their special strength and vise versa. This passion that allows you to become an expert comes across to the student and teachers. Your enthusiam can rub-off onto the students and inspire them and encourage them within the field of your expertise.

Donham advises that a clear vision, can not only improve the running of the library, but to earn the professional confidence of colleagues. I sometimes think that is what my library lacks, a clear vision. I think the rest of the school does not see the library and its resources as we do. Our vision of the library is not shared with the rest of the school.

"Library media specialists... are always looking for learning opportunities". The TLs I know including myself always want to be ahead of the classroom teacher, we have a desire to learn, expand and implement our knowledge.
Donham looks at how the library is viewed by the school, and I do believe that the school does see the library and its staff as specialist is what they think are normal library things, but fail to comprehend the diverse and extended skills and knowledge we have to offer.

Donham encourages library media staff to get out there in the school, be part of the work teams that are available. Be seen and be heard. Be the dogs body. I know at my school some staff see the library as old fashion as all the kids need now is the internet. It is sad that we have to keep defending ourselves against those who are educators. Why don't they see the value in a library? Is that our failing? Do we have to do as Donham suggests suck up to the school so they remember we exist. I think volunteering for things that interest you at the school is ok but I think we should focus more on pushing collaborative teacher. Find out what the other departments are doing as say 'hey we can help you their, look at our really cool ideas'. And of course involve the students. We do a great deal of promotion in the library, jumping on those popular fiction bandwagons, drawing them into the library. And if they come once, they usually come again.

EBSCO and Informit

I like EBSCO. I think it helps that I have used it many times before. It gives you more room to add search terms, and prompts Boolean searching. The folders option is great, especially with the cite button and its link to endnote. Informit has great information, and seemed to be more academic then EBSCO but I am not sure I am right on that, yet I found it harder to use. On the right hand side of the search page it does give different search tools that can be used and the Thesauri function would be something that I would use often to help my searching.
Following the CSU video on informit was difficult to follow where as the EBSCO CSU video was really easy. With informit you need to be directed where to go, "click here, then go there, then click on that". It is good to be reminded of what is available to us as a CSU student, and the videos are a great advantage, especially for Distance Ed students. I added them if you would like to take a look. Hope the link works.

Watch-it!Tutorial: EBSCO

Watch-it!Tutorial:Informit

Oh goodie

I am now using this blog for ETL504 as well. They do like this new online learning. Yay for Web 2.0. The library I work for would like the students to use blogs but the filtering system for the internet at the school keeps denying them access. If you ask the IT department to let the students have access its like the end of the world. Sometimes it seems that IT push the technology they like when it should be coming from the teachers as they should be choosing technology that they can actually implement in the classroom. Right better go read something now so I can blog about it, and my critical thinking of course.