Through the looking glass: A critical reflection on my developing view of the role of a teacher librarian.
ETL401 201160 Assignment 2: Task C
In 1964, Malcolm X presented a speech to a group of teenagers. In that speech he declared “One of the first things I think young people, especially nowadays, should learn is how to see for yourself and listen for yourself and think for yourself. Then you can come to an intelligent decision for yourself.”[1] The social context in which he framed his speech was very different to that in which I am referring to it today. However, his message remains relevant across the decades and regardless of cultural background. It is a message that should resonate with teacher librarians as we consider our core business and value in education.
My own understanding of the role teacher librarians fulfil was limited. It was initially based predominately on my own interactions with teacher librarians as a student and later as a teaching colleague. This semester, my preconceptions have been challenged and new learning has occurred.
The potential for educators to influence social justice has always been a motivating factor in my decision to become a teacher. I have always held strong views on the role of public schools to promote social justice and equity in education. Earlier posts on this site reflect my view that teacher librarians have enormous potential to support social equity. Brewster Kahl’s stirring speech (on TED talks) highlights the philanthropy of librarians and his vision of “universal access to all knowledge”[2] (Kahl, 2007) is inspirational.
Ensuring students have access to relevant information is a pivotal role of teacher librarians. However, what good is it to be buried under a multitude of information (digital or otherwise) if you don’t know what to do with it? As Fatt Cheong Choy[3] reminds us “Having an over-abundance of information creates the same kind of problems as in an environment with a scarcity of information. Finding appropriate, relevant and reliable information in a sea of undifferentiated information is as challenging as hunting for information in the pre-internet era.” (Fatt Cheong Choy, 2007, p. 121). Therefore, as James Herring[4] (2007) advises, teaching must be the axis around which all other roles revolve. He states, “Developing information literate students is the key role of the teacher librarian in today’s schools.” (Herring, 2007, p.32).
In Australia, the ALIA/ASLA Standards of professional excellence for teacher librarians set the goals to which teacher librarians should aspire. The standards present an informative and in-depth view on the roles teacher librarians fulfill in modern educational settings. They also demonstrate that the crux of teacher librarianship lies in the practitioner’s deep knowledge, commitment to core values and ability to create a quality-learning environment.
During my studies this semester, I have been introduced to the works of many authoritative and influential academics. Reading their works, together with the views of other students via the subject forums, has expanded my understanding of what teacher librarianship entails. I am beginning to gain deep professional knowledge and an awareness and appreciation of the core values of the ALIA/ASLA standards. Forum discussions have illustrated how theory can be put into practice, and also highlighted some of the challenges and obstacles teacher librarians face. The forums are also an example of the collaborative nature of teacher librarians, and how networking can be of benefit regardless of geographical location.
There have been many personal challenges in completing this subject. In particular, the need to interact with technology in previously unexplored ways proved daunting. However, the educational potential of such technology has been proven. Its possible applications to teacher librarianship have been keenly demonstrated and its value to the future direction of education has been proven. Through this subject, I have been introduced to the work of leaders such as Joyce Valenza, who demonstrate effective use of Web 2.0 technologies in the school library, and have gained an insight into the future of library and information services.
The need for collaboration has been a recurrent theme throughout the subject. A good partnership between teacher librarian and teachers is desirable, but the pressure on people due to a lack of time can be an obstacle. In his Week 10 discussion Wizenried[5] (11/09/11) encourages teacher librarians to take the initiative and be creative to establish partnerships. The teacher librarian needs to be a leader in this respect to bring forth change.
Education can change lives. It creates opportunity. As a teacher librarian, there is an opportunity to equip students with the knowledge and understanding required for life-long learning. While the roles of teacher librarians are varied and many, teaching the skills for, and an appreciation of, life-long learning should be the over-arching role that defines all others.
[1] Encyclopaedia Britannica, (2011). Malcolm X: Advice to the Youth of Mississippi (1964). Retrieved from: http://www.britannica.com/blackhistory/article-9399834
[2] Kahl, B. (2007). Brewster Kahl builds a free digital library. In TED. Retrieved from: http://www.ted.com/talks/brewster_kahle_builds_a_free_digital_library.html
[3] Fatt Cheong Choy, (2007). Libraries and librarians – what next?, Library Management, Vol. 28 Iss: 3, pp.112 – 124 doi: 10.1108/01435120710727965
[4] Herring, J. (2007). Teacher librarians and the school library. In S. Ferguson (Ed.) Libraries in the twenty-first century : charting new directions in information (pp. 27-42). Wagga Wagga, NSW : Centre for Information Studies, Charles Sturt University. Retrieved from http://www.csu.edu.au/division/library/ereserve/pdf/herring-j.pdf
[5] Wizenried, A. (2011, Sep. 11). Week 10 discussion. Interact: ETL401 201160 W D [Audio podcast]. Retrieved from: http://interact.csu.edu.au/portal/site/ETL401_201160_W_D/page/8c9c288c-9ea9-4960-00cc-69a5bf6b56d7
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