Critical synthesis and reflection of TL

When I started this subject, I thought I had a comprehensive understanding of the role of the teacher librarian (TL); however, I discovered that this was not the case. My understanding of the role has changed in a number of ways. However, I will only reflect on three areas which have had the greatest impact on my learning, information literacy and the models, evaluation and collaboration.

My knowledge on information literacy has definitely improved. I was surprised to learn that there were so few information literacy policies in schools. Herring’s (2010) post helped me understand why. Herring (2010) stated that while policies are important, implementing the policy can be a problem if the culture of the school does not value and promote information literacy. I learnt that information literacy is not just the role of the TL but must be embraced by all staff. This was confirmed by Loris Phair, a TL (personal communication, April 23, 2010) who explained that she was guided by teachers’ current practice when shaping the policy. She explained that asking the teachers to have a say, ensured that they endorsed and used the policy and was a major step towards implementing a consistent process throughout the school.

I then started thinking about the complexity of the TL’s role. In my dealings with TLs, as a classroom teacher, I knew that TLs were experts at finding resources, resourcing the curriculum and instilling a love of reading. However, I was unaware of how fundamental information literacy was to the role and how many information literacy models were available (Giovannetti, 2010, April 26). Upon reflection, I realised that in my past dealings with the different TLs, they would help me resource units of work and provide reading lessons. They were all competent, efficient and accommodating; however, instead of telling me the services and skills they could provide, they would ask me what I wanted. This realisation had a powerful impact on my thinking as I now know that it is necessary to offer ideas and promote your skills and the library’s services and programs. Smyth (2010) provided two suggestions for achieving this – use the school intranet to share and send out weekly emails. Attending and contributing to unit planning meetings and developing a comprehensive library webpage (Boyd, 2006) are two other ways of promoting how a TL can contribute to achieving outcomes.

This subject has also led me to understand how important it is to evaluate the resources, services provided and teaching practice (Giovannetti, 2010, May 1). Todd (2007) believes that TLs should gather evidence showing the difference a good library and library program makes to student learning. Evaluating what a TL does may seem obvious to others but it was a major learning moment for me. Practical ideas are valuable as they allow me to apply what I have learnt. An example was provided by Cooney (2010). By surveying the students, Cooney found out how they completed research tasks and then taught them skills they lacked (Cooney, 2010). I have listed different ideas for evaluating the program, collection and services offered in my blog (Giovannetti, 2010, May 1).

The reason why one of my latest entries was about collaboration is because I am still trying to make sense of it. I have only worked in schools where the TL had to collaborate with the classroom teachers, so didn’t realise it was an issue. I understand why collaboration is important; however, I thought that lack of time was the reason why it didn’t work (Giovannetti, 2010, May 16). Fullan (1999) states that collaboration won’t work until we understand how to make it work and how emotions, trust, integrity and respect all play a major role. This opened my eyes as to how complex collaboration is. I learned that it is made even harder if the principal is not on board. This was confirmed by Laidlaw’s (2010) comment on how whenever she had a request or query, the principal would dismiss her by telling her it was her library. Inadvertently, reading about collaboration made me think about scheduling and how important it is. Mixed or flexible scheduling fosters greater collaboration between teachers (Haycock, 2007). Prior to learning this, I had never considered the impact that different types of scheduling could have on a library program, particularly with promoting collaboration.

Completing this subject has helped my understanding of a TL grow and has also made me realise how much more I have to learn in order to meet the Standards of professional excellence for teacher librarians.

References

Boyd, S. (2006). The connected library: A handbook for engaging users. Hawthorn West, Vic.: Utopia Press.

Cooney, P. (2010, April 7). Information literacy. Message posted on ETL401 Module 4 sub-forum.

Haycock, K. (2007). Collaboration: Critical success factor for student learning. School Libraries Worldwide, 13(1), 25-35.

Fullan, M. (1999). Chapter 3: The deep meaning of inside collaboration. In Change forces: The sequel (pp. 31-41). London: Falmer Press.

Giovannetti, A. (2010, May 16). Collaboration. Message posted to http://uni-tlblog.blogspot.com/

Giovannetti, A. (2010, May 1). Evaluating what a TL does. Message posted to http://uni-tlblog.blogspot.com/

Giovannetti, A. (2010, April 26). Information literacy, IL models and programs. Message posted to http://uni-tlblog.blogspot.com/

Herring, J. E. (2010, April 19). Policies and reading. Message posted to ETL401 Module 4 sub-forum.

Laidlaw, V. (2010, May 1). Flexible scheduling – prerequisite to collaboration. Message posted to ETL401 Module 5 sub-forum.

Smyth, G. (2010, March 18). Making the teacher librarian’s priorities clear to the school community. Message posted to ETL401 Module 2 sub-forum

Todd, R. J. (2007). Evidence-based practice and school libraries: From advocacy to action. In S. Huges-Hassell & V. H. Harada, School reform and the school library media specialist (pp. 57-78). Westport, CY: Libraries Unlimited.