Over the course of this semester and study of ETL401 I have been exposed to an overwhelming amount of information on the complex and often undervalued roles of the teacher librarian. Whilst reading the articles and participating in the forum discussions I have reflected and altered my own somewhat narrow view of the TL and applied this new knowledge to my own school and its learning needs. My view like so many others has been shaped by stereotypes and ignorance.
“Some of the comments reinforce the stereotypical view of librarians as stated in Melissa Purcell’s article that TL's merely check out books.” Clark(2011)What’s My Role? I believed that the teacher librarian was the gatekeeper and her role was to manage and deliver resources to support the curriculum. They provided a service to classroom teachers and students. I was disappointed that many teachers and principals also held the view stated by Oberg (2006) “in some worst case scenarios "principals believe that teacher librarians are not leaders or proactive educators but service providers who merely respond to teacher or student requests.” This to me is evident by the fact that many schools use the RFF model for library instruction.
I have faced a number of challenges and will continue to do so in regards to the TL roles and time management. My biggest challenge was and will be managing all the roles, particularly the leadership role. “I realise now that with slight panic that the expectations I had of myself as Teacher Librarian; need to be re examined. All those roles! I have been focusing more on the role of the teacher and realise how my skills as a leader, resource manager and collaborator have a long way to go. Can I do it? Realistically.” Clark (2001) Dreaming of Herrings.
I have grown to understand the many obstacles facing TL’s, not only in successful collaboration but in the need for principal and executive support as discussed by Oberg (2006) and Hartzel (1997). “The only way to change principal perceptions is to assault them directly, repeatedly and from a multiplicity of directions. Reshaping takes time and effort.’ This was confronting for me to consider I may have to display more confidence and assertive behaviour as a collaborator and leader.
What I have come to understand since then is that you begin slowly and ‘work with the willing’ as other students posts have stated, use Evidence Based Practice as discussed by Todd(2009) and others writings. We must provide proof that the TL has a positive affect on student learning outcomes. Clark (2011) Evidence Based Practice. Kramer and Diekman’s( 2010) simple equation of ‘Evidence = Assessment= Advocacy’ made a lot of sense to me, although I wasn’t quite sure how to put it into practice as I didn’t have a deep knowledge or understanding of the concept. This article made me aware of the importance of advocacy in the profession in promoting the role of TL for future survival.
When I began to search and construct my own information throughout the course and for assignments I became aware of Kuhlthau’s information seeking process and the typical uncertainty and anxiety that she identifies. These feelings were sometimes captured in my blog entries as in ‘Assignment 1 and Referencing’ although I did not excessively blog about uncertain ideas, feelings and frustrations for fear of seeming too negative or unknowledgeable. The role of TL is much more complex and vast than I assumed and my concerns were that I may not have the qualities and competencies to achieve success. My depth of knowledge was really quite shallow. “The more you learn the more you become aware of your ignorance.” Senge (2007)p10.
Another important aspect discussed on the forum was priorities. In one of my postings for Topic 2- ‘Priorities’(2011, August 15). I agreed that “students needs must drive our priorities in the library but with the focus on proving our worth and justifying our positions to administrators and others, it is easy to lose sight of those who have most at stake, our students.” Clark (2011). Doug Johnson’s website offered some interesting ideas to consider and explore. “We need to redefine our roles… Student interest rather than set curriculum has begun to drive our learning.’ Johnson (2008)
Developing a clearer understanding of information literacy, its theories and practices has been overwhelming and motivating. “Students are prepared to participate in a world and workforce which involve change and these important skills of being a participant who can collaborate critically and creatively are extremely important.” Boss & Krauss (2007)
We as TL’s must collaborate and assist others to become information literate to enable success for lifelong learning. “For effective transfer of information literacy to other KLA’s requires all staff not just the TL to have a responsibility to teach IL as part of the research process.” Clark (2011) Information and Transfer
In summary this subject has enhanced my professional knowledge and allowed me to think critically about myself and the roles of the teacher librarian. The readings, discussions and exposure to exceptional role models like Joyce Valenza, have motivated and inspired me to reshape my role as TL in the twenty first century library.
References
Babblejabber. What’s My Role?(2011, August 14)[Blogpost] retrieved from
http://mvlisa-babblejabber.blogspot.com/
Babblejabber. Dreaming of Herrings. (2011,27th July)[Blogpost] retrieved from
http://mvlisa-babblejabber.blogspot.com/
Babblejabber. Evidence Based Practice (2011, 14th August)[Blogpost] retrieved from
http://mvlisa-babblejabber.blogspot.com/
Babblejabber. Assignment 1 and Referencing(2011, 22 August)[Blogpost] retrieved from http://mvlisa-babblejabber.blogspot.com/
NB: Other references are in assignment reference list. Hope this is correct.
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