Becoming+an+Effective+Teacher+Librarian+in+the+Future

8. Becoming an Effective Teacher Librarian in the Future.

In reflecting upon the sort of librarian I wish to be in the future, I have drawn upon the ALIA/ASLA, (2004) Standards of professional excellence for teacher librarians. The standards advocate three key professional standards to inspire teacher librarians to professional excellence. They are-:
 * Professional Knowledge
 * Professional Practice and
 * Professional Commitment

8.1 Professional Knowledge
These standards advocate that the TL understand the principles of lifelong learning (1.1); how reading skills are acquired and developed, the role and importance of Information Literacy (IL) and Information and Communication Technologies (ICTs). The TL should understand how these are all intertwined and contribute to lifelong learning.

The TL should have an excellent knowledge of learning and teaching across the curriculum (1.2). They should know and understand the learning community and be able to cater for them by having knowledge of educational pedagogy, curriculum and their IL needs. They should therefore be able to resource the curriculum appropriately.

The TL should know the learning community and the curriculum (1.3). They should know the literacy programs being used across the school, assessment practices and how to foster a desire to read. They should also have the knowledge to be able to professionally manage the library (1.4) and all that entails.

I would like to say that I am “on top of” these standards and that my study has equipped me to competently carry them out, but the truth is, I know that I have a long way to go before I reach the standard of “Excellent TL”. I believe that I have learned much already and I feel that my study thus far has provided a solid framework that will only be strengthened with experience, time and practice.

I have always been an advocate of lifelong learning but now I feel that have been equipped with some of the tools to make that achievable. I now have a good understanding of IL models and have incorporated them into pathfinders and my units of work. That combined with familiar practices of Blooms taxonomy will make for students who are equipped to function successfully in the 21st century information super highway. I still feel however that I would like a deeper knowledge to confidently in-service my colleagues to get it up and running in the whole school (using a change process model such as CBAM of course!).

I feel that I have a good sense of my current learning community but I have never formalized those understanding with surveys as advocated by Kennedy (2006). I have also gained a good understanding of ICT, collection development and library management.

8.2 Professional Practice
The professional practice standards advocate that the TL will create a “supportive, information rich learning environment” (2.1) where students feel inspired to read and research in a professionally managed library that is rich in ICT. They should collaborate with staff to resource meaningful programs that reflect the needs of the learning community and are rich in IL. (2.2) They should promote independent learners who all have equal access to the resources. The TL should have excellent management of the library and information services (2.3) ensuring that the policies, budgets and plans are encapsulated within the context of the school vision and that all services are excellent and are consistent with the national standards. Monitoring and evaluation (2.4) of teaching practices, student progress, programs and resources to inform and aid improvement should be carried out.

I believe that the information services that I provide are developing well. The environment I provide is very nurturing and students always feel valued and supported. Reading is viewed as a pleasure. The teaching of IL has now been incorporated into the library program and the older students are becoming more adept at independently navigating the 21st century learning environment. Skills that need to be further developed are using information ethically and learning to take notes.

The learning community has equitable access to a very well resourced collection and the latest ICT. Collaboration with staff, with the aim of resourcing the curriculum, could be further enhanced, by canvasing the principal for more flexible timetabling. More precise student evaluation could provide evidence of IL progress and thus encourage a more prevalent use of it amongst the staff. A thorough understanding of budgets and policies will ensure that the library will successfully service the needs of the users.

<span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">8.3 Professional Commitment
<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The professional commitment standards advocate that the TL model, and promote, lifelong learning (3.1); empowering others, creating PD opportunities for staff, raising, discussing and debating educational issues with the staff all with the aim of promoting the library. It also advocates commitment to the principles of education and librarianship (3.2) where TLs strive for excellence in professional service, promoting the library profession and fostering a reading culture.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The standards advocate that leadership (3.3) is vital. Leadership in the school through collaborative teams and the promotion of IL, leadership in the community via committees and transformational leadership by providing excellent services. They also advocate community responsibilities (3.4) where the TL participates as a member of the professional community.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">I see my professional commitment as extremely enthusiastic and willing but I believe I need a deeper knowledge and understanding of 'all things library' to feel comfortable enough to elevate myself to the position of leader and role model. I believe that I will develop this confidence with continual professional development and more experience. I can however encourage debate on educational issues, promote and create library related PD and I can take others on the journey with me in my quest for excellence in the library.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">I believe that currently I am the type of leader that leads from the middle (Winzenried, 2010), having a reasonable understanding of the curriculum at each level despite the fact that I only work part time. As a consequence, there is no time for formal collaboration with the staff, however I believe that my colleagues see me as their ‘go to person’ for resources. Given a full time position, I believe I would be able to exert a lot more influence and be the type of leader that the standards advocate. I am also actively committed to attending conferences and network meetings and sharing my knowledge with colleagues.

<span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">8.4 TL for the Future
<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">My aim as TL, is to continually improve my professional practice, knowledge and commitment to enhance the learning of the students within my care. Being a qualified teacher and an information specialist places me in the unique position of being able to achieve this aim. I hope to be able to draw upon the standards set out in the ALIA/ASLA, (2004) document and the study that I have completed and use them in the context of the school vision to become an excellent TL. With continual professional development, I believe this will be a constant “work in progress” as I strive for, experiments with, and refine my practice, knowledge and commitment.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Link to <span class="wiki_link_new">Table of Contents


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">References **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Australian School Library Association and Australian Library and Information Association. (2004). Standards of professional excellence for teacher librarians. Retrieved April 2012 from http://www.alia.org.au/policies/teacher-librarian.standards.html

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Kennedy, J. (2006). Collection Management: a concise introduction (Rev. edn). Wagga Wagga, New South Wales: Centre for Information Studies, Charles Sturt University.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Winzenried, A. (2010). Visionary leaders for information. Wagga Wagga, N.S.W.: Centre for Information Studies.