Critical synthesis of reflection.

The decision to change my career path was the result of the many hours I have spent in the library guiding students with their research tasks. I felt that I could utilise my teaching skills to help students become more confident with their ability to retrieve resources, evaluate information and select appropriate books. Cataloguing and administration were also areas that I believed would form the foundation of this course. However, I was only partially correct and have since discovered the role of the teacher librarian is far more extensive than I'd anticipated. My blog entry of March 14 on the role of a teacher librarian, although not totally naive, failed to recognise that the role's various facets were as diverse as Purcell (2010) & Herring (2007) indicated. The forum entries by (Casey 2011) and (Antel 2011) echoed my thoughts on the role, and also my concerns about which areas of study to prioritise. However, after reading Barnett (2009) and Everhart (2007) on the teacher librarian's role as leader I began to appreciate that without developing leadership skills; especially around areas such as collaborative practices, integration of ICT, principal support and whole school vision, students may not acquire skills that develop independent thinking and learning.

Initially I believed that the leadership role of the teacher librarian was confined to the managing of library staff .The realisation that one of the vital roles of a teacher librarian was in fact leadership on a larger scale came as a surprise and I questioned how this could be achieved. My blog entry of 5 April addressed my concerns about the new positions being created in some schools that place teaching and learning, and the integration of ICT skills in the hands of separate leaders. I pondered, where does that leave the teacher librarian? The forum entry by (Johnston 2011) also raised the issue that having so many layers of management and leadership titles in a school could be problematic. I have come to the conclusion that teacher librarians need to be actively integrating of ICT skills across the curriculum. Furthermore, Herring's (2005) article suggested that teacher librarians needed to that it was important for teacher librarians to be seen as leaders in the instructional use of technological skills, or else it could mean the demise of the profession. I have also learnt that it is important for teacher librarians to develop and maintain close working relationships with other school leaders. This crucial role was one I had not previously envisioned, and my thoughts about how this could be achieved were reinforced in the forum entry by (Williams 2011) who claimed that the 'standards' in place do not match the current ‘reality’.

My blog entry of May 9 shows that my understanding of collaboration within the school context applied primarily to teachers and teacher librarians. However, other responses such as the entry by (Williams 2011) showed more awareness of the significance of collaborating with principals. After reading Farmer (2007) and Hay & Foley (2009) I gained a better understanding of the relationship that a teacher librarian needs to establish with their principal. In my blog entry of April 5 I began to see the big picture concerning the symbiotic relationship between teacher and teacher librarian, and realised that it could help establish a dynamic learning environment.

Early each academic year I enlist the help of the teacher librarian to conduct an information literacy skills lesson. Whilst this is done within the context of what is being researched, I have now realised that the teacher librarian’s role is much more complex. Todd’s (2006) article alerted me to the crucial role the teacher librarian plays in guiding the development of information literacy skills within a sound pedagogical framework. My blog entry of 22 April illustrates that I better understand the leadership role a teacher librarian plays in integrating literacy instruction across the curriculum. Garry Moore’s post (2011) proposes that there needs to be a whole school approach that integrates information literacy skills across the curriculum. Gibbs' (2003) article also identifies a similar role for the teacher librarian, one that helps guide and encourage a whole school vision. As Irene Lu’s entry (2011) states it is a ‘big job’; one that I now understand is an important role for the teacher librarian.

In my forum entry of 26 April I dealt with the area of transference of literacy skills. My then limited understanding of the meaning of ‘literacy skills’ mirrored Herring's (2011) research findings that focused on the practice of information literacy in schools. Carolyn King’s entry (2011) likewise indicated that many of the teachers in her school also do not fully grasp what constitutes information literacy. What's more, before starting this course I did not think the teacher librarian’s role included a whole school approach to developing information literacy. However, after reading Twomey's (2007) research that indicates the teacher librarian can empower their students, I believe what I have learned this semester is also 'empowering'. No longer do I see teacher librarians as primarily administrators and ‘helpers', I now understand the diverse and complex nature of this essential profession.

Reflection.

I am currently completing my second task for this course and while I am immersed in a sea of information I am feeling reflective. What have I learned? Certainly a lot more than I had anticipated. The role of the teacher librarian seems to endless and I feel that this new path I have chosen is going to pose a number of challenges.

Firstly, being a teacher in the humanities means that I am consistently asking my students to complete research tasks. I have to ask myself if I have given my classes enough direction or do I simply book a computer room and assume that they have acquired the necessary literacy skills to complete tasks? My own research has been difficult, after a 25 year period of not hitting the books, completing an essay has been to say the least daunting. Looking at the models in front of me I can say that my research process has reflected the stages as outlined by (Kuhlthau). Yet I have never used the model in my own teaching, something I will have to rectify...soon. Another area that I need to focus on more in class is that of metacognition. I know how I learn, the last 2 months have taught me that I have a preferred learning style and being able to reflect on this area is asset for my learning. Undoubtedly, it will also benefit my students.

Reading Hay's (1999) article Leadership's challenge: the fuzzy future has me thinking. She states that 'the moves towards outcome based assessment has shifted the focus for students towards exhibit learning in a real-world context', but I ponder, what about the fact that the HSC is still a content driven task? As a teacher of senior classes I know that I put aside learner-centered tasks in order to complete syllabus requirements. Again, I now feel that this is an area I need to address.

After beginning this course I decided that I had to try to improve my ICT skills, at times I feel that I am being left behind. Th literature also tells me that teacher librarians are leaders in this area. Well, I took the challenge and am now completing the Web2 course. I am 2 weeks behind (other priorities) but I know that I will catch up. If I had not begun this course I doubt if I would have had the desire or will to challenge myself and develop my skills.

The area that has been one of the most enlightening has been 'leadership'. Using my own school as a model I believe that this area one of the most essential for the teacher librarian. My own lack of knowledge about literacy instruction and learning models has been in part due to a lack of dissemination of information. The school librarian needs to be an advocate for their role and the role of literacy instruction as a whole school policy. There certainly is a lot more to this role than I expected. Back to my assignment I do hope that I am past the stage of confusion!

Collaboration

While I do see evidence of collaboration in the school I teach the readings on this topic have been enlightening. I can now see that on of the major roles of the TL is to encourage collaboration between themselves and educators. The consequence of this process clearly benefits the learning of students. This is clearly presented in views presented by (Montiel – Overall, 2006, Todd, 2008). They clearly demonstrate that collaboration between TL and teachers enables the needs of students to be achieved successfully. However, one cannot discount that there are obstacles. A lack of time and the absence of a whole school vision can hinder the possible achievements of collaboration. Clearly, the TL cannot achieve success in this field if there isn’t a whole school policy that encourages cooperation and shared planning between the TL and teaching staff.

Montiel-Overall (2006) states that collaboration requires equal participation and shared responsibilities. Teachers are more open to the process of collaboration when they consider their role is equal to that of the TL. Thus, the TL’s role is crucial; their ability to work effectively with teachers is essential.

I can’t help but ponder about the collaborative efforts I have experienced with the TL in my school. While our efforts have resulted in sound pedagogical practices it never occurred to me that the TL had worked tirelessly to establish and maintain an equal and cooperative relationship. Collaboration……I now realise the importance of this role!