Monday, October 4, 2010

A reflection on the development of knowledge, skills and understanding

At the commencement of this course I had very little understanding of the role of the teacher librarian. Initially my preconceived ideas were the teacher librarian had a modest amount of teaching experience, if any at all (McMullen, 2010a). Their role I assumed was to manage the library by loaning books, sorting the collection and doing all the duties you would expect of a librarian. It had not occurred to me at this stage that a librarian in a school would also hold a formal teaching degree. And that this pedagogical knowledge would be needed on a daily basis to inform the teacher librarian of the needs of the learning community. Walter (2008, p. 2) contends that this opinion persists largely in the wider academic community possibly due to the lack of a teacher librarian’s teaching ‘responsibility’ within a classroom. However, I have come to understand that although the role of the teacher librarian does not place them within a classroom teacher librarians are still responsible for learning that occurs within the school. Further, the physical building of the library acts as a classroom in which the teacher librarian is responsible for student learning by providing a variety of services including the supply of resources.

Throughout the course there has been a range of perceptions presented on the role of the teacher librarian. Henri (2005a) simplifies the role of the teacher librarian into six functional categories: leadership, teaching, curriculum involvement, management, the promotion of literature, and provision of services. The Standards of Professional Excellence for Teacher Librarians (Australian Library and Information Association & Australian Schools Library Association [ALIA & ASLA], 2005) accentuates Henri’s dissection of the TL’s role in emphasizing the knowledge, practices and commitment expected of excellent teacher librarians. However, it must be acknowledged that although there is a ‘generic’ statement on the knowledge, practices and commitment (ASLA & ALIA, 2005) of a teacher librarian there will always be variation to the role in individual schools. Further, through face-to-face discussions with my peers and perusing the Interact forums I have come to understand the role of the teacher librarian will vary between primary and secondary schools.

In my teaching experiences in two different schools I have met two teacher librarians who had completed their training within a few years of each other. These two teacher librarians showed completely different attitudes towards their role in the school community (McMullen, 2010b, 2010c, 2010d). Teacher librarian A was an outgoing individual who took on a technology coordinator’s role within the school to keep in contact with staff and executives. Further, he became the Union Representative such that if teachers needed advice they would have to venture into the library to see him. In contrast to this individual is Teacher librarian B. This teacher librarian appears to offer little support to students and teachers and remarked to myself that he would be of little use as a mentor as he completed his studies over three decades ago (McMullen, 2010d). These observations have developed my thinking and appreciation of the role that I wish to play in the school learning environment.

Over the past few months a range of literature has been read that has developed my understanding of the position of the teacher librarian in a school. I have come to understand that the role of the teacher librarian is a leader and innovator in many fields. The teacher librarian impacts on the professional development of teachers (Thompson, 2002, pp. 234-235) and other staff members as well as on the development of learning initiatives in the school. As the ‘keeper of information’ it is the responsibility of the teacher librarian to ensure the information literacy is a key focus within the school (Herring, 2007, p. 32). And in the creation of ‘information literate school communities’ teachers are prepared for change as technological and pedagogical developments are occurring at a rapid pace (Henri, 2005b, p. 18). The creation of this ‘information literate school community’ through information literacy and resource-based learning tasks seems to be at the centre of current pedagogical initiatives.

Throughout this course I may have not developed skills in the management of a library and the daily duties of a librarian but I have developed a range of technological skills that will help me in my future role. These skills include the use of blogs, websites, and pathfinders to enhance student learning. The development of these skills has enabled me to understand the importance of different learning strategies to increase student use of print and electronic media. It has further demonstrated the role of the teacher librarian as a collaborator with teachers to allow for the teacher librarian to resource the curriculum and provide learning opportunities for students and teachers (Martineau, 2010).

In this entry I have tried to synthesise the skills, knowledge and understanding that I have developed in this course. While this entry is not extensive it provides a view of my development towards becoming an accredited teacher librarian. I have developed from a teacher who had little understanding of the impact a well utilised librarian can have on my professional development and student learning, to a novice teacher librarian beginning to fully realise what she’s got herself into.

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