Assessment 2 ~ pre-thoughts on the role of a teacher librarian

I thought I better have a closer look at the requirements of Assessment 2 - that way I hopefully won't get myself behind and in a fluster.  Anyway, I figured that if I am to demonstrate how my thoughts about the teacher librarian role have changed as a result of the subject, I really should record what they are now before I continue much further in my reading etc.

Unlike some others in the course, I am currently working as a teacher librarian in a Government school.  This means that to some degree, I have an understanding of the role because that is what I do 4 days a week.  I have also already seen some of the role statements (from Topic 1 reading) as a part of my study at UniSA, have attended T&D facilitated by SLASA and receive emails through SLASANET.  I was also extremely fortunate as I attended a full day conference this year in July with Joyce Valenza.   (Wow!  What an amazing person!)

From all of this, off the top of my head and based on what I currently do,  my belief about the role of the TL is that I:

• support students and provide learning programs that enable them to become lifelong learners who can access, analyse, combine and use, share information from a wide and varied range of sources;
• support and encourage students to read for recreation - ensure they have access to books that they want to read (while making sure they are appropriate), promote and support students and families in the Premier's Reading Challenge etc;
• collaborate with and support my colleagues - team teach inquiry learning units of work and reading programs, support them with resourcing their learning programs, provide leadership and challenge them and myself to try new things (ie Web 2.0 tools and other ICTs) and incorporate these in an authentic way into learning programs;
• ensure the library and curriculum learning areas are resourced within budget and that resources (both print and digital) meet the needs of students, teachers and the departmental initiatives;
• maintain the cataloguing system - ensure the resources are easily accessed and well organised as well as the physical layout of the library itself;
• maintain my own personal development through professional reading, participation in TL networks, online courses and conferences;
• promote the library as an integral part of the school and an inviting and exciting learning hub.

I know there is probably more that I could note but that will do as a start. 

I do want to say though that some of these aspects are becoming harder with the new school funding model.  I am lucky in my school that I am supported by leadership in my TL role, but I do know that there is pressure for change.  For example, TLs are no longer funded separately and I am just in the general teaching pool - as a result, some schools are not having TLs or they are used as NIT providers.  I have heard of a principal being told that TLs teaching a unit collaboratively with teachers is not good use of money! 

It is also is more difficult to get the library budget to cover the needs and interests of students and teachers, particularly in the area of ICT, as well as ensuring we have the resources to meet departmental priorities.  The Deparment also does not fund enough time for IT technicians.

Another thing is that the TL (when there is one) is seen as a leader in the school but are not given time for administrative work and are not paid as leaders.

From TL network discussions, these seem to be common problems for many.  From talking with other TLs, the private schools seem to acknowledge the importance of TLs and fund accordingly, more than Department schools - unfortunately for me!  Enough griping for one day though!