The case for teacher librarians
By: Jennifer Holland
Benefits
Teacher Librarian roles
Expertise
Teaching and Learning
Library staffing
References
This value and contribution of school libraries and teacher librarians assists students to become effective learners who can transfer their literacy skills more broadly to other areas, such as guided inquiry and exploring information. "Thriving school libraries, facilitated by teacher librarians and library
staff, support the delivery of the academic and social curriculum
at a student, classroom and school level." (Meg Brighton, as cited in ACT Government, 2009, p.1)
Research strongly advocates for both the existence of school libraries and qualified teacher librarians for the benefit of supporting and developing literacy achievement, reading engagement and wellbeing in students (Commonwealth of Australia, 2011; Lance & Kachel, 2018; Merga, 2021). Multiple studies and comparative analysis have shown a positive correlation between schools that had a qualified teacher librarian and improved student literacy outcomes across NAPLAN testing (Dix et. al, 2020); Softlink, 2016).
Benefits
A lot of what teacher librarians do are not as visible as other roles. Resource management time is critical for a teacher librarian to be able to manage, facilitate and develop the library’s resources to maintain a quality, balanced and relevant library. This includes: • Locating, selecting and ordering resources to support teaching and learning • Facilitating access to print and electronic resources including subscription services • Original cataloguing (creating personalised, high-quality metadata) • Collection analysis and weeding to ensure the library collection meets the needs of the school community • Development and administration of resource budgets • Development, documentation and review of library resource centre policies to reflect school and system priorities • Day-to-day administration of the collection (loans, returns, losses, shelving, SCIS cataloguing, book covering, resource repairs)
A balanced school library collection caters for reading enjoyment as well as providing information rich resources for teaching and learning outcomes. A well-balanced and resourced library serves multiple purposes and offers a comprehensive selection of resources in multiple formats (Fleishhacker, 2017; Johnson 2009). By developing collections that are responsive and accessible in print and digital formats, teacher librarians are providing best practice and catering for twenty-first century learners. Contemporary and dynamic collections will enhance inquiry, innovation and information literacy for lifelong learning (Wall & Ryan, 2010).
The roles of a Teacher Librarian
They are expert teachers, with high knowledge of curriculum learning areas, humanities and science, and the general capabilities. Teacher librarians are instructional leaders, planning, teaching and modelling literacy and information fluency skills. They are curriculum leaders, working alongside staff and Principals to ensure outcomes are met and supported through quality teaching, resource collection and systems management. Teacher librarians are collaborators, providing specialist assistance to students and enriching teaching partnerships with the curation of sources and explicit teaching of information processes and literary evaluation.
Teacher librarians hold a unique role in schools with dual qualifications holding a Bachelor degree in Education and a Masters degree in Education specialising in Teacher Librarianship. Teacher librarians assist students in becoming critical, creative and collaborative learners. Their knowledge of digital and information literacy, as well as the careful curation and resourcing of the curriculum to meet the diverse needs and passions of all library users, benefits the whole school community. Teacher librarians uphold and maintain cultural diversity and integrity through collection development. By exposing students to a wide range of texts, genre and authors, teacher librarians can support students to develop their understanding of the world, their comprehension and imagination, and build connections and empathy with others.
Expertise
In these domains, the information fluent learner will engage with and analyse multimodal texts, make meaning of print, visual and digital mediums, access and understand information, as well as inquire and apply new ideas. Today's dynamic information environment requires learners to be able to locate, analyse, use and synthesise information, whilst critically applying digital literacy and citizenship skills. Teacher librarians support students in developing information and transliteracy skills, which are essential for learning in the 21st century. Teacher librarians guide students on how to access and utilise information in multimedia formats across multiple platforms and from a variety of sources.
In the Australian Curriculum, the general capabilities (ACARA, 2023) are applied through the content of each learning area. They can add depth to student learning and assist educators with an understanding of the experiences required to meet lifelong learning and work goals. The significance for school libraries in regards to the general capabilities is seen most notably through the elements of:* literacy,* information and communication technology (ICT), and* critical and creative thinking.
Teaching and Learning
1. The library sector and the policies, issues and trends that impact upon the education system. 2. The application of the principles and practices related to developing information services to meet users’ needs. 3. The importance of reading and developing programs for users. 4. Facilitate the management of information resources in a broad range of formats. 5. The application of leadership, finance, communication, and management. 6. Technology and systems to manage all forms of information and media. 7. The importance of information literacy and developing programs for users. 8. Maintaining currency of professional knowledge and practice.
The jointly commissioned report into the provision of "the base allocations needed to provide the information services essential to the facilitation of resource-based learning and information access" (ALIA, 2020, p. 1) outlines the minimum school staffing levels required to provide quality servicing and effective resourcing for school communities. Things that make my heart glow in the TL role: the enjoyment of seeing and knowing 380 faces around the school; the excitement from the students when you find them the right fit book; and especially when students tell me that the library is the best part of their week. I embarked on the Masters degree for lifelong learning - learning for myself and learning for our Hawker students. I am developing my understanding of:
Library Staffing
ACT Education Directorate. (2019). School libraries: The heart of 21st century learning. https://www.education.act.gov.au/__data/assets/pdf_file/0007/1435435/School-Libraries-The-Heart-of-21st-Century-Learning.pdf Australian Curriculum, Assessment and Reporting Authority. (2023). Homepage (Version 9). Australian Curriculum. https://v9.australiancurriculum.edu.au/ Australian Library and Information Association. (2022). ALIA Professional Pathways: School Libraries Research Project Report. https://read.alia.org.au/alia-professional-pathways-school-libraries-research-project-report Australian Library and Information Association. (2020). ASLA-ALIA recommended minimum information services staffing levels: Table 6 revised. https://read.alia.org.au/asla-alia-recommended-minimum-information-services-staffing-levels-table-6-revised Commonwealth of Australia. (2011). Potential of school libraries and teacher librarians to contribute to improved educational and community outcomes. School libraries and teacher librarians in 21st century Australia.https://www.aph.gov.au/parliamentary_business/committees/house_of_representatives_committees?url=ee/schoollibraries/report.htm
Dix, K., Felgate, R., Ahmed, S., Carslake, T., & Sniedze-Gregory, S. (2020). School libraries in South Australia 2019 Census. Australian Council for Educational Research. https://doi.org/10.37517/978-1-74286-583-6 Fleishhacker, J. (2017). Collection development. Knowledge Quest, 45(4), 24–31.
Hughes, H. (2013). School libraries and teacher-librarians: Evidence of their contribution to student literacy and learning. Curriculum and Leadership Journal, 11(12), 1-5. Hughes, H., Bozorgian, H. & Allan, C. (2014.) School libraries, teacher librarians and student outcomes: Presenting and using the evidence. School Libraries Worldwide, 20(1), 29-50. Johnson, P. (2009). Fundamentals of collection development and management [ALA Editions version]. (Vol. 2nd ed). Chicago. ALA Editions.Lance, K., & Kachel, D. (2018). Why school librarians matter: What years of research tell us. Phi Delta Kappan, 99(7), pp.15-20. Merga, M. K. (2021). Why are teacher librarians an excellent investment in contemporary schools? Scan, 40(2). Softlink. (2016). Softlink Australian School Library Survey: A five-year review. Access, 30(2), 26-32. https://search.informit.com.au/documentSummary;dn=134081305399604;res=IELHSS Students Need School Libraries. (n.d.). Infographics. https://studentsneedschoollibraries.org.au/resources/infographics/ Wall, J., & Ryan, S. (2010). Resourcing for Curriculum Integration (Learning in a Changing World Series). ACER Press.
References
School Libraries: The Heart of 21st Century Learning
Australian Curriculum General Capabilities
What do TLs do?
Page 9. ACT Education Directorate. (2019). School libraries: The heart of 21st century learning. https://www.education.act.gov.au/__data/assets/pdf_file/0007/1435435/School-Libraries-The-Heart-of-21st-Century-Learning.pdf
Libraries are the heart of a school
ALIA Staffing Levels
In summary, for our population size: Note: Administration time of a TL is minimum 20% of workload.
TLs in School Libraries
Jennifer Holland
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Transcript
The case for teacher librarians
By: Jennifer Holland
Benefits
Teacher Librarian roles
Expertise
Teaching and Learning
Library staffing
References
This value and contribution of school libraries and teacher librarians assists students to become effective learners who can transfer their literacy skills more broadly to other areas, such as guided inquiry and exploring information. "Thriving school libraries, facilitated by teacher librarians and library staff, support the delivery of the academic and social curriculum at a student, classroom and school level." (Meg Brighton, as cited in ACT Government, 2009, p.1)
Research strongly advocates for both the existence of school libraries and qualified teacher librarians for the benefit of supporting and developing literacy achievement, reading engagement and wellbeing in students (Commonwealth of Australia, 2011; Lance & Kachel, 2018; Merga, 2021). Multiple studies and comparative analysis have shown a positive correlation between schools that had a qualified teacher librarian and improved student literacy outcomes across NAPLAN testing (Dix et. al, 2020); Softlink, 2016).
Benefits
A lot of what teacher librarians do are not as visible as other roles. Resource management time is critical for a teacher librarian to be able to manage, facilitate and develop the library’s resources to maintain a quality, balanced and relevant library. This includes: • Locating, selecting and ordering resources to support teaching and learning • Facilitating access to print and electronic resources including subscription services • Original cataloguing (creating personalised, high-quality metadata) • Collection analysis and weeding to ensure the library collection meets the needs of the school community • Development and administration of resource budgets • Development, documentation and review of library resource centre policies to reflect school and system priorities • Day-to-day administration of the collection (loans, returns, losses, shelving, SCIS cataloguing, book covering, resource repairs)
A balanced school library collection caters for reading enjoyment as well as providing information rich resources for teaching and learning outcomes. A well-balanced and resourced library serves multiple purposes and offers a comprehensive selection of resources in multiple formats (Fleishhacker, 2017; Johnson 2009). By developing collections that are responsive and accessible in print and digital formats, teacher librarians are providing best practice and catering for twenty-first century learners. Contemporary and dynamic collections will enhance inquiry, innovation and information literacy for lifelong learning (Wall & Ryan, 2010).
The roles of a Teacher Librarian
They are expert teachers, with high knowledge of curriculum learning areas, humanities and science, and the general capabilities. Teacher librarians are instructional leaders, planning, teaching and modelling literacy and information fluency skills. They are curriculum leaders, working alongside staff and Principals to ensure outcomes are met and supported through quality teaching, resource collection and systems management. Teacher librarians are collaborators, providing specialist assistance to students and enriching teaching partnerships with the curation of sources and explicit teaching of information processes and literary evaluation.
Teacher librarians hold a unique role in schools with dual qualifications holding a Bachelor degree in Education and a Masters degree in Education specialising in Teacher Librarianship. Teacher librarians assist students in becoming critical, creative and collaborative learners. Their knowledge of digital and information literacy, as well as the careful curation and resourcing of the curriculum to meet the diverse needs and passions of all library users, benefits the whole school community. Teacher librarians uphold and maintain cultural diversity and integrity through collection development. By exposing students to a wide range of texts, genre and authors, teacher librarians can support students to develop their understanding of the world, their comprehension and imagination, and build connections and empathy with others.
Expertise
In these domains, the information fluent learner will engage with and analyse multimodal texts, make meaning of print, visual and digital mediums, access and understand information, as well as inquire and apply new ideas. Today's dynamic information environment requires learners to be able to locate, analyse, use and synthesise information, whilst critically applying digital literacy and citizenship skills. Teacher librarians support students in developing information and transliteracy skills, which are essential for learning in the 21st century. Teacher librarians guide students on how to access and utilise information in multimedia formats across multiple platforms and from a variety of sources.
In the Australian Curriculum, the general capabilities (ACARA, 2023) are applied through the content of each learning area. They can add depth to student learning and assist educators with an understanding of the experiences required to meet lifelong learning and work goals. The significance for school libraries in regards to the general capabilities is seen most notably through the elements of:* literacy,* information and communication technology (ICT), and* critical and creative thinking.
Teaching and Learning
1. The library sector and the policies, issues and trends that impact upon the education system. 2. The application of the principles and practices related to developing information services to meet users’ needs. 3. The importance of reading and developing programs for users. 4. Facilitate the management of information resources in a broad range of formats. 5. The application of leadership, finance, communication, and management. 6. Technology and systems to manage all forms of information and media. 7. The importance of information literacy and developing programs for users. 8. Maintaining currency of professional knowledge and practice.
The jointly commissioned report into the provision of "the base allocations needed to provide the information services essential to the facilitation of resource-based learning and information access" (ALIA, 2020, p. 1) outlines the minimum school staffing levels required to provide quality servicing and effective resourcing for school communities. Things that make my heart glow in the TL role: the enjoyment of seeing and knowing 380 faces around the school; the excitement from the students when you find them the right fit book; and especially when students tell me that the library is the best part of their week. I embarked on the Masters degree for lifelong learning - learning for myself and learning for our Hawker students. I am developing my understanding of:
Library Staffing
ACT Education Directorate. (2019). School libraries: The heart of 21st century learning. https://www.education.act.gov.au/__data/assets/pdf_file/0007/1435435/School-Libraries-The-Heart-of-21st-Century-Learning.pdf Australian Curriculum, Assessment and Reporting Authority. (2023). Homepage (Version 9). Australian Curriculum. https://v9.australiancurriculum.edu.au/ Australian Library and Information Association. (2022). ALIA Professional Pathways: School Libraries Research Project Report. https://read.alia.org.au/alia-professional-pathways-school-libraries-research-project-report Australian Library and Information Association. (2020). ASLA-ALIA recommended minimum information services staffing levels: Table 6 revised. https://read.alia.org.au/asla-alia-recommended-minimum-information-services-staffing-levels-table-6-revised Commonwealth of Australia. (2011). Potential of school libraries and teacher librarians to contribute to improved educational and community outcomes. School libraries and teacher librarians in 21st century Australia.https://www.aph.gov.au/parliamentary_business/committees/house_of_representatives_committees?url=ee/schoollibraries/report.htm Dix, K., Felgate, R., Ahmed, S., Carslake, T., & Sniedze-Gregory, S. (2020). School libraries in South Australia 2019 Census. Australian Council for Educational Research. https://doi.org/10.37517/978-1-74286-583-6 Fleishhacker, J. (2017). Collection development. Knowledge Quest, 45(4), 24–31.
Hughes, H. (2013). School libraries and teacher-librarians: Evidence of their contribution to student literacy and learning. Curriculum and Leadership Journal, 11(12), 1-5. Hughes, H., Bozorgian, H. & Allan, C. (2014.) School libraries, teacher librarians and student outcomes: Presenting and using the evidence. School Libraries Worldwide, 20(1), 29-50. Johnson, P. (2009). Fundamentals of collection development and management [ALA Editions version]. (Vol. 2nd ed). Chicago. ALA Editions.Lance, K., & Kachel, D. (2018). Why school librarians matter: What years of research tell us. Phi Delta Kappan, 99(7), pp.15-20. Merga, M. K. (2021). Why are teacher librarians an excellent investment in contemporary schools? Scan, 40(2). Softlink. (2016). Softlink Australian School Library Survey: A five-year review. Access, 30(2), 26-32. https://search.informit.com.au/documentSummary;dn=134081305399604;res=IELHSS Students Need School Libraries. (n.d.). Infographics. https://studentsneedschoollibraries.org.au/resources/infographics/ Wall, J., & Ryan, S. (2010). Resourcing for Curriculum Integration (Learning in a Changing World Series). ACER Press.
References
School Libraries: The Heart of 21st Century Learning
Australian Curriculum General Capabilities
What do TLs do?
Page 9. ACT Education Directorate. (2019). School libraries: The heart of 21st century learning. https://www.education.act.gov.au/__data/assets/pdf_file/0007/1435435/School-Libraries-The-Heart-of-21st-Century-Learning.pdf
Libraries are the heart of a school
ALIA Staffing Levels
In summary, for our population size: Note: Administration time of a TL is minimum 20% of workload.