4.1+The+Role+of+Teacher+Librarian

= **__4.1 The Role of Teacher Librarian __** =

My studies have effected a dramatic change in my understanding of the role of Teacher Librarian (TL). I started the course with an idea of this based on limited observations and backed up by the attitude of other teachers. Immediately, the first few subjects generated a sizeable mindshift of what TLs actually do. The first article to cause me to rethink was written by Purcell (2010), required reading for ETL401. The sardonic title ‘All librarians do is check out books, right?’ had me thinking, because this was exactly what I thought librarians did. Librarians were good organisers who liked to read! They managed the collection and got resources you needed. All of a sudden a TL had defined and multifaceted roles that appeared difficult to do.Then I read Joyce Valenza’s (2010) wiki “Manifesto for 21st Century School Librarians”, which broadened my understanding further. This transformation was first established with a comment on my blog, “//As I read more about the role of Teacher Librarian, I am becoming more aware of how versatile and flexible TLs need to be as their role is constantly redefined to accommodate a changing world “// (Morris, 2011). Librarians “were once the guardians of knowledge” ( Miller, 2005), but I have learned that they are now the facilitators of information. If they are to be successful in achieving the goals of facilitating lifelong learning skills, they must be seen to be effective in this role. As such TLs need to be leaders who promote the role they play in the school community, rather than seek isolation (O’Connor, 2007). This was refined through ETL504, which investigated TLs as leaders, leading from the middle. To achieve a change in the stereotypical restrictions placed on them by others (O’Connor, 2007), TLs need to be proactive in keeping informed about the information environment (ALIA, 2005) and all changes that face library users. Positively developing expertise (Herring, 2007) and promoting the accomplishments of the library programs (Purcell, 2010) allows others to positively change their perceptions of the role (Herring, 2005). ETL 504 also made me realise that the library space needs to be inviting, not just a place find books and study quietly. If libraries are dying, we need to reinvigorate with new ideas and new approaches. Both physical and virtual learning spaces that deliver flexibility in learning (Martin, Westmoreland & Branyon, 2011) and foster collaborative partnerships (Martineau, 2010) need to be developed by the TL. The TL as leader drives how others view the library’s usefulness. A major part of a librarian’s role is collaboration with all stakeholders (Todd, 2008). This is especially true for collaboration with administration, as principals play a vital role in the change of school culture (Oberg, 2006) and decide the limit to which TLs play a role in crucial programs (Hartzell, as cited in Everhart, 2007, p. 38). Because the TL is responsible for all students, they can serve as coordinators and advocates (Everhart, 2007). Collaboration with staff is key to developing positive learning outcomes for all (Gibbs, 2003) and the TL is in a unique position to do this effectively. TLs need to meet individualized learning needs (Parliament of Australia, 2011) of 21st Century clients (Winzenried, 2010; Lippencott, 2005). An effective TL seeks professional development in technological, pedagogical and curriculum changes (ALIA & ASLA, 2004) so they can play a pivotal role in the development of structures that support the curriculum and classroom programs (Gibbs, 2003). There is much that I now understand about the role of TL.In their unique position that connects to all users, both teachers and students, TLs play a vital role in creating change in education. They do this by making certain the library is an essential pitstop in the learning journey of all by teaching and collaborating (Martineau, 2010), and cultivating curiosity and creativity (Carmichael, 2009).

__References __
Australian Library and Information Association. (2005). The library information sector: Core knowledge, skills and attributes. In Australian Library and Information Association.Retrieved May 8, 2012 from [] Australian Library and Information Association & Australian School Library Association. (2004). Standards of professional excellence for teacher librarians. Retrieved January 6, 2013 from [] Carmichael, P. (2009). The pedagogy of the heart and the mind: Cultivating curiosity and a love of learning, part 1. School Library Media Activities Monthly, 25(5), 55-58. Everhart, N. (2007). Leadership: School library media specialists as effective school leaders. Knowledge Quest, 35(4), 54-57. <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 16px; text-align: left; vertical-align: super;">Gibbs, R. (2003). Reframing the role of teacher-librarian: The case for collaboration & flexibility. Scan, 22(3), 4-7. <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 16px; text-align: left; vertical-align: super;">Herring, J. (2005). The end of the teacher-librarian. Teacher Librarian, 33(1), 26-29. <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 16px; text-align: left; vertical-align: super;">Herring, J. (2007). Teacher librarians and the school library. In S. Ferguson (Ed.), Libraries in the Twenty-First Century: Charting New Directions in Information Services. Centre for Information Studies, Charles Sturt University, Wagga Wagga. <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 16px; text-align: left; vertical-align: super;">Lippincott, J.K. (2005). Net generation students and libraries. In Oblinger, D.G. and Oblinger, J.L. (Eds.), Educating the net generation. Retrieved April 28, 2012 from [] <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 16px; text-align: left; vertical-align: super;">Martin, A.M., Westmoreland, D.D. & Branyon, A. (2011). New design considerations that transform the library into an indispensable learning environment. Teacher Librarian, 38(5), 15-20. <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 16px; text-align: left; vertical-align: super;">Martineau, P. (2010). School Librarians: Vital educational leaders. Education Digest, 75(6), 4-6. <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 16px; text-align: left; vertical-align: super;">Morris, A. (2011). Access to excellence March 26. In Angie Morris’ blog. Retrieved January 6, 2013 from [] <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 16px; text-align: left; vertical-align: super;">Miller, P. (2005). Web 2.0: Building the new library. Ariadne, 45. Retrieved from [] <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 16px; text-align: left; vertical-align: super;">Oberg, D. (2006). Developing the respect and support of school administrators. Teacher Librarian, 33(3), 13-18. <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 16px; text-align: left; vertical-align: super;">O'Connor, C. (2007). Teacher librarians and school leadership. Access (10300155), 21(1), 5-7. <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 16px; text-align: left; vertical-align: super;">Parliament of Australia. (2011). School libraries and teacher librarians in 21st century Australia.In Inquiry into school libraries and teacher librarians in Australian schools. Retrieved April 21, 2012 from [] <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 16px; text-align: left; vertical-align: super;">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, 29(3): 30-33. <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 16px; text-align: left; vertical-align: super;">Winzenried, A. (2010). Visionary leaders for information, Wagga Wagga, NSW: Centre for Information Studies, Charles Sturt University. <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 16px; text-align: left; vertical-align: super;">Valenza, J.K. (2010). Manifesto for 21st century school librarians. In Voya: Tag team tech October 2010. Retrieved January 20, 2012 from http://informationfluency.wikispaces.com/You+know+you%27re+a+21st+century+librarian+if+.+.+.


 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 16px; text-align: left;">Table of contents **
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 16px; text-align: left;">4.2 Information Literacy **
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 16px; text-align: left;">4.3 Collection Management **