The Dynamic and Unique Role of the Teacher Librarian

Dianne McKenzie

Written for course requirements for the M.App. Sc. in TL through Charles Sturt University. 1999. Updated 20 May 2002

Since the inception of the Australian School library in the 1960's,drastic changes have occured. It has evolved from a store for printed works to a dynamic information resource centre, with a huge variety of mediums. Through this evolution, teacher librarians have had to redefine their role, and keep redefining it with each new development that has affected their domain of information management. Currently in this information age the teacher librarian has roles which were not even conceivable when the position of teacher librarian was created. Hopefully, through examining these roles, a greater understanding and appreciation of the teacher librarian as a professional educator can be achieved, and through this understanding, enhance each schools ability to utilise the teacher librarian to their maximum potential and enhance the school programme overall to further enrich student achievement.

Current research (Eisenberg and Berkowitz 1992) indicates the higher the level of involvement a teacher librarian has in the school curriculum, the higher will be the level of achievement of students in reading skills, vocabulary, study skills, verbal expression and problem solving skills, with a wider breadth and quality of reading. Curry Lance (1994) found in his research that well funded school libraries with an active teacher librarian tended to achieve higher average reading scores and test scores in all subjects no matter what type of demographic or socio- economic community the students lived in. Tallman (1995) supports these findings by stating that a teacher librarian who is active in a curriculum and instructional role will have a positive impact on student achievement and on the perception of the school by the school community and external community.

What does this research reveal about the importance of the teacher librarian and the role they have in the school? How can they be so different to non teaching librarians, and classroom teachers? How can one member of staff affect a school and students so dramatically? What key areas do they, or can they affect which brings these improvements to bear? These questions will be attempted to be answered in this paper.

The teacher librarian's basic role has moved from a passive role to an active one with an expansion of the traditional roles, and extension into new areas. (Eisenberg & Berkowitz 1998) Eisenberg and Berkowitz (1998) described the traditional role of the Teacher Librarian as one of collector and manager of resources, supplier of reading guidance, and promoter of literature and information. These roles still exist, and still form a basis of the teacher librarian's role but have expanded considerably. The teacher librarian now has to reach out to users, both students and staff of the school, promote their services and collections and become more directly involved in planning of curriculum strategies, be a part of the research processes and the use of information in the school setting. (Eisenberg and Berkowitz 1998) The NSW Dept of Education ( Handbook for School Libraries 1996 p. 2) states that 'any activities which centre around teaching and learning are central to the school libraries purpose'. This indicates that anything that happens in a school setting should in some way be linked to the services of the school library, making the library the hub of school educational services, with the teacher librarian as the service provider.

The teacher librarian is in a unique position to have a total perspective of the school, very similar to a school executives perspective. They have a knowledge of the school curriculum in a holistic way (Tallman 1995) and need to be involved in the designing, writing, and evaluation of the curriculum, and link together related units. (Oberg 1990, Tallman 1995) With this understanding and knowledge of the curriculum framework, the teacher librarian can then work with individual and subject teachers in designing programs which will enrich student learning in all strands. (Jeffrey 1994) The teacher librarian is then able to integrate key learning areas, providing the opportunity for across the curriculum integration of information literacy skills development and natural progression in learning. This a unique position for the teacher librarian as neither the classroon teacher, or a non teaching librarian has to have this depth of involvement in a schools total curriculum.

To fulfill this role in curriculum development the teacher librarian must know and understand the curriculum guidelines of the state or regional department, the overall goals and mission statement of the school and understand the difference between curriculum goals and content. (Oberg 1986) They must know the processes of curriculum development, instructional development, have access to and understand the most recent research on curriculum design and have a general knowledge of school wide grade levels and content areas so they can be considered as equals or even leaders in the field. (Walker 1998) It has been found that teachers generally tend to plan curriculum around what resources they know are available. (Oberg 1986) Through their role as librarian, the teacher librarian is in a position to know what resources exist, know how to access them, organise them and use them. (Henri 1987) This affects curriculum planning in a positive way by expanding the possibilities and learning experiences available, allowing greater options for a broader based curriculum. (Oberg 1986) This expertise in the knowledge of the use of resources is not required by non teaching librarians, they need to know what is available but it would be up to the user to create methods of use.

In his or her role as a curriculum consultant/ designer/ co planner the teacher librarian must understand and be prepared to incorporate resource based learning into the curriculum. They need to be a proactive supporter, educator and motivator of this mode of teaching and learning (SLASA) to provide students with the maximum opportunity for positive learning experiences tailor made to their needs, abilities and current knowledge throughout the whole school ( Henri 1996) Lundin (1983) states the single most important role of the teacher librarian is co operative planning and teaching with classroom teachers, thus providing better use of resources and better integration of information literacy skills. Through this cooperative arrangement with the teacher, the teacher librarian has a role in explaining and demonstrating what resource based learning is, and then educating and guiding the teachers into experimenting, implementing and accepting it as part of the curriculum and their teaching repertoire. Classroom teachers would possibly have an opportunity to cooperative plan with other teachers at different levels for enrichment activites, however the teacher librarian is expected to do it with all staff, be aware of what is being taught in all classroom and how it is being taught, and be involved in the teaching as well as the evaluation. The teacher librarians role is more inclusive.

Encompassed in cooperative planning is the subject of resources and their management in the school library setting. The teacher librarian is the prime manager of school based learning resources, both in and out of the library. ( Henri 1987) This is similar in roles of the non teaching librarian, however the teacher librarian extends this role into notonly managemet but being fully involved in the use of the resources. Through co operative planning of the curriculum and expertise and knowledge of content areas, teaching and learning experiences can be designed, the teacher librarian is able to more effectively resource the school, and make full use of the resources already there. ( Mobley 1994) They also need to be involved in evaluation of students abilities and units of work which they have helped develop, they will then be fully aware of the objectives to be fulfilled. They will have the total picture and be fully equipped to provide resources and activities that contribute to lifelong learning while accommodating a wide range of differences in teaching and learning styles and to also cater for students needs and interests and reflect the cultural diversity of the community and families through these resources (Texas School Libraries 1999, Brown 1988)

The teacher librarian has a role in helping teachers explore varied and potential uses of resources. (Oberg 1986) To do this they need to have an understanding of learning models and teaching styles that can be applied in practical terms to assist the teachers in this quest. Where current resources are not applicable for the needs required, the teacher librarian needs to identify the type of resource which is to be acquired, produced locally or adapted from other sources, and determine how they can or will be developed and applied. (Walker 1998) Cross (1996) has stated that library resources need to be wider and richer than the curriculum to extend the potential of students and staff.

The role of information manager encompasses a wide range of tasks and roles within it. The teacher librarian needs to be able to identify and recall resources in their own collection, in the wider school collection and be aware of what is available beyond the walls of the school in the community, such as community libraries, tertiary institutions, museums, government departments, the internet and other electronic resources and facilitate the sharing of information with these other agencies. ( Toronto Board of Education 1996) In most cases this would entail evaluating, filtering, repackaging and validating information for use in school so that it would be in usable form in light of curriculum needs.

( Mitchell 1996) The range and depth of resources has grown beyond the control of the school library to manage or administer so, part of the teacher librarians role in managing this information is to ensure it is available when required, such as an internet site that is required for a lesson or that a specific resource still can be obtained from an outside source, in much the same way that an in house resource is confirmed available. This requires planning, time management and negotiation skills. (Naude 1996) As part of this information management the teacher librarian needs to be aware of community , educational, national and global events so as to facilitate units of work which are related around these themes or time frames. They also need to be aware of television programming so as to be sure to 'catch ' any worthwhile programmes which could be useful in any part of the school curriculum. The classroom teacher also needs to be aware of the total community, but generally does not have the full vision of the total school in mind, whereas non teaching librarians generally have the vision of the library in their sights and how external sources can be integrated into the library program, to enhance the library services, rather than to enrich a school curriculum.

The organisation of resources for the library, and many other school resources, also comes under the juristriction of the teacher librarian. The selection process is done in partnership with the teachers following the curriculum guidelines, taking into account the needs and interests of the students. For those resources which come under the category of general interest, the the teacher librarian is responsible for applying professional selection techniques, following the school selection policy. (Eisenberg and Berkowitz 1998) The teacher librarian also has the role of actively pursuing sources, purchasing or borrowing resources and equipment, accepting delivery of same, checking it is correct, ensure the payment policies are adhered to, set about protecting the resources in special packaging if required, labelling the resources as appropriate,ensure the item is placed on the inventory , then catalogued and placed in the appropriate setting. (Texas School Libraries 1999) The teacher librarian also has the role to develop an efficient system for circulation of the resources and equipment which is relevant to the ages and abilities of the users. (Haycock 1979) They need to have expertise in the management of automated systems both for practical purposes in their own library, circulation and retrieval, but also for outside sources. (ALIA/SLAV) They need to build a bibliographic and evaluative source to provide current information about school and outside school resources and equipment, and this needs to be checked and updated regularly, ( Haycock 1979) thus providing a centralised record of school resources. They then need to link the students, teachers and others with the information they need.

(Brown andShepperd 1997) The non teaching librarian has a similar role in resource management, however the classroom teacher need not need to concern themselves with this aspect of school services, al though they will go through the processes on a much smaller scale for the resources in their classroom.

The Teacher Librarian is also responsible for organising and maintaining the resources to ensure they remain in good condition and are currently serving their intended purpose. The Teacher Librarian is responsible for supervising the weeding out of poor or outdated stock, ensuring the process and disposal is following the school policy for this task. (ALIA/SLAV) This ensures the library resources are current and frees space for more acquisitions which are more useful.

One of the major roles of the library is accessing information, and in so doing, plays a role as the information centre for school documents and policies. The teacher librarian has a role to play in ensuring the school curriculum and policy documents are organised to be accessed quickly and easily by anyone requiring them. Stored with these documents should be supporting documents on information policy issues such as copyright, research on information literacy, regional and state curriculum and mission statements. ( Hay 1997) The school history records also need to be organised in a logical manner and accessible if appropriate. Haycock (1985) suggests that even units of work developed need to be also stored and managed in the library so the school library holds a large collection of resource based units which integrate research and study skills for demonstration and revision for future use. The role of the teacher librarian would be to organise this into a usable format so that retrieval is easy and useful.

A new role that that has been adopted by many teacher librarian's is that of supervisor of the school internet web site or home page. This role entails ensuring that policies are written and adhered to regarding access, acceptable use and monitoring of this medium, some teacher librarian's taking ownership of the site, while others have taken more of an overseers role.

The physical environment of the library is also the teacher librarian's responsibility. The teacher librarian has to create an environment which will appeal to students and staff so they will want to visit and stay a while. (Toronto Board of Education 1996) To do this the teacher librarian needs to provide encouragement and hospitality to visitors, creating and reinforcing an open, positive and participatory environment. The library should have an attractive, active and stimulating atmosphere for library users that is also functional, congenial and supports the achievements and desired learning outcomes of the school and follows occupational health and safety guidelines. (Sheiber and Moring 1997, Texas School Libraries 1999, 1999, Handbook for Schools 1996) This can be achieved through the use of space, lighting, furniture, acoustics, temperature, and fixtures that are appropriate for the ages of the users . They need to create an environment which is efficient and ensures optimal user access to information resources. (NSW Teacher Librarian Action Group)

In large or well funded schools the teacher librarian also has a role of staff management, both as a leader of a team and as a member. (Brown & Shepperd 1997) They need to select, supervise, train and plan for effective use of support staff, and supervise and evaluate their performance. (Haycock 1979, Simpson 1996) As an extension of this the teacher librarian has a role in recruiting, training and motivating parent and student volunteers in the skills required for library work. Unfortunately for many teacher librarian's, particularly in small schools, the teacher librarian does not have the opporotunity to manage staff, but faces different problems in having to deal with the administrative side of the library such as filing, processing, cataloguing, book repairs, and circulation. These tasks can take away the time for potential professional support for teaching staff and curriculum development. Where possible the teacher librarian needs to actively recruit helpers to be trained to do these tasks, and to be able to delegate so they can be completed without too much input from the teacher librarian. The teacher librarian needs to be on a good relationship with the principal to be able to argue their case for paid, permanent staff, using all the diplomacy , advocacy and assertive skills one has to make this a reality. (Hay and Henri 1995)

As a member of the teaching team in the school, they need to take a leadership role in educating teachers as to how the library functions, its policies and layout and how the library can be used most effectively to meet their needs. (ALA and AASL 1998) As part of the teaching team the teacher librarian can contribute to staff development by providing opportunities for teacher 's and administrators in effective utilization and production of resources as well as appraising new and emerging technologies, and relevant laws that effect the use and communication of ideas and information. (Walker 1998) The teacher librarian has a role in locating professional literature that the teachers will read and use. The teacher librarian has a role in providing guidance to teachers on locating and evaluating information.

Technology in the library has made the role of the teacher librarian both easier and harder. Easier in that it has become more efficient for cataloguing and circulation tasks, freeing up time from these administrative tasks. It has made the role more demanding as more is expected from the teacher librarian in knowledge, practical expertise and abilities. The teacher librarian's role in the light of technology in information services is to be interested and aware of information technology and be enthusiastic about new developments. (Nimon 1996) They have a role in educating the school community about current options and future possibilities (McKenna 1997) and must be proficient in it's use to promote and instruct students, teachers and parents in it' s applications to the school curriculum and for student information literacy. (Simpson 1996, Naude 1996) The teacher librarian needs to have a knowledge of the range of information technology and its application so they can guide students and teachers in the acquisition of sophisticated skills of research and retrieval. (Croke 1997)

The teacher librarian must also liaise with the school executive on hardware systems, software and other areas of technology which will affect and meet the needs of the school, and the library. (Benson 1997) They should have enough knowledge and credibility that these decisions regarding information technology in the school will be made with the consultation of the teacher librarian.

Communication is one of the key elements of the teacher librarian's role in a school. Through formal and informal methods the teacher librarian conveys information and thoughts regarding library procedures, services, facilities, library content, school policy, and wider community issues. It is through communication that the teacher librarian advances their cause and credibility. ( Hartzell 1997) The Teacher Librarian is responsible for updates, reports and budget accountability to the school administration, and the school community. (Texas School Libraries 1999) To enhance the profile of the library and the school, the teacher librarian needs to develop an information and public relations program for staff, students and the community. (Haycock 1979) They should also be developing community expectations of the library program through parent organisations, attendance at and presentations to community or parent meetings, utilizing local media, and newsletters to inform the community about the school, and the library. (Texas School Libraries 1999) They also have a responsibility to communicate any new findings in the area of research, information skills and learning processes, and how this might be applied in their own school curriculum.

The teacher librarian has a supportive role to play to parents in issues relating to information literacy and reading, and the learning processes. The teacher librarian should encourage the use of the school library by parents for selection of reading material for all ages, with guidance in techniques to share reading, listening and viewing experiences with their children. They could go as far as teaching parents how to teach their children how to read, to recognise the needs of their children, and selecting appropriate resources for use at home. (Walker 1998) This instruction could be informal consultations, workshops or lecture type of presentations, possibliy in cooperation with the special needs teacher or other english specialist. (Walker 1998) The teacher librarian serves as a resource person for parents needing information on new technology and on its use in school and at home. (Texas School Libraries 1999)

One of the key positions of the teacher librarian is the promotion of childrens literature as an integral and essential aspect of learning in children. (SLASA) They need to have a comprehensive knowledge of children's literature so they can meet the needs and interests of their clients. They have an obligation to promote literacy by motivating, encouraging and reinforcing the childs interest in reading possibly by initiating, implementing and evaluating a school reading program,with informed and involved parents to make it successful. (International Association of School Librarianship 1993,Texas School Libraries 1999) The teacher librarian organises book raps , book week events, author visits, special readings and any other activity which promotes the joy of reading in the school and at home.

Schools run on policies and procedures, and it is part of the teacher Librarians role to be on steering committees regarding policy matters. The library of the school needs clear policies to ensure consistency of management of resources, continuity, and to serve as a reference and training point. (Handbook for School Libraries 1996) Policies which need to be developed for the library include those which cover selection of resources, challenges of these resources, budget allocations, procedures of the library, statement of acceptable use of the internet by students, copyright, social justice, library evaluation and any area for which a need becomes apparent which the teacher librarian needs to be able to assess. The teacher librarian also has a role to ensure that policies are put into practice and evaluated ( Hay 1997) and that students, staff and parents are involved in the creation and implementation, understand the rationale underlying them and are willing to practice them. The policies created need to reflect the ideals of the school, ensuring they fit in with the short and long term plans of the school.

Whole school policies which will affect the library may include resource based learning, information literacy, co-operative planning,reading encouragement programs, budget allocation, staffing allocation, supervision of rest periods, exams and playground, timetabling, and support roles that teachers are expected to play. The Teacher Librarian should be aware of these policies, be an integral part of their evaluation and revision so that he or she ensures the place of the library is enhanced rather than negatively affected by decisions.

Although the Teacher Librarian has a major role to play in information management, they need to be interested in and responsible for the work of enhancing human capacity through the use of this information. (Kieft 1995) Through an integrated resource based learning program the teacher librarian would teach the skills and processes students need to access resources and information, create experiences where they need to think about ideas and create their own approaches to the problem. ( Tallman 1995) The resources need to be discovered by the students to empower them and to increase their confidence and awareness in using the environment, so situations need to be designed for this discovery process. (Tallman 1995)

The Teacher Librarian needs to provide learning experiences which are relevant to the students to encourage the students to become discriminating users and skilled creators of information. (ALA AASL 1998). These teaching techniques need to encompass experiences which will provide direction, improve selection and develop critical thinking, ( Haycock 1979) and not just on an individual level, but to collaborate with others both in person and through technology to create, problem solve and evaluate. ( Kentucky Board of Education 1998) Teacher librarians have a responsibility to facilitate the skills of handling information, and managing large quantities of information not conventionally indexed, edited, refereed or authenticated in students, staff and the community . (Naude 1996) The teacher librarian needs to help students understand the research process and the thoughts and feelings which accompany it to allow them to work through these feelings and give them an insight into their own progression in the learning process. (Kuhlthau 1995)

In their quest to provide a happy environment the teacher librarian must manifest personal interest in the students and staff, and the projects on which they are working. (Kieft 1995) They need to engage students in conversation about the their work and demonstrate good reference librarian skills. The teacher librarian should also demonstrate that education is for life by being an example. ( Kieft 1995) They need to like children and be excited about their discoveries and ideas, they need to allow them the responsibility to demonstrate their abilities, with realistic expectations, as children will live up to expectations they believe they are able to attain. The teacher librarian needs to demonstrate the latest technical skills which will excite the children and motivate them to want to be involved in their school work and areas of outside interest. ( Haycock 1979) Through experiences of working through research projects with the students, the teacher librarian can foster appreciation of the link between critical reading, listening and viewing skills and successful living. (Walker 1998) They can also play a part in fostering an appreciation of adequate, freely available information sources and the importance of this is in an educated and democratic society. ( Walker 1998)

The personality of the teacher librarian will determine the type of place the students perceive the library as. If the teacher librarian is dynamic, encouraging, flexible, organised and an innovator, it is quite likely the library services will reflect this and the atmosphere that is created will be similar to these adjectives. The teacher librarian has a role in determining which services will be offered in the library, if the teacher librarian is a risk taker, there will more than likely be more than the ordinary on offer. ( Handbook for School Librarians 1996)

As part of the creation of a dynamic centre for learning, the teacher librarian must continue with their professional development through interaction with other librarians for ideas, information and comraderie. ( Haycock 1979) They need to be involved in professional organisations that are available and read professional journals, not only for librarians, but for education in general. Being aware of guides and 'helps' such as 'Learning for the Future' (ASLA 1994) and using them in their day to day decisions will allow them to make decisions which are informed and based on substance. (Jeffrey 1994) There is a constant need for teacher librarian's to educate and update themselves, so they can help others and keep up with the rapid changing world of information resources and management. (Croke 1997)

The evaluation of the school library service also comes under the juristriction of the teacher librarian. They need to be aware of, and use library evaluation tools, work towards meeting the goals and objectives set, and then evaluate the effectiveness in doing this. Publishing the results gives an account of the strengths and weaknesses of the library program, and shows where, and possibly how improvements can be made. (Texas School Libraries 1999) The Library services also must be open to external evaluation as objective observations may be useful in improving the library program and facilities. ( Rogers 1994) The teacher librarian is responsible for making these events happen, and then acting on the results. Through evaluation, it is ascertained if the school library service is responsible for student achievement. If it isn't contributing to student achievement, modifications need to made to the program and the teacher librarian is in the best position to do this . ( Jeffery 1994)

The teacher librarian is also a part of the wider school community, whose role is to contribute. There are many extra activities that the teacher librarian is expected to play beyond their role in the library domain. These roles include supervision of and involvement in the school sport programme, assessment time with exam supervision, founding or continuing extra curriculum clubs, fund raising and public relations, book club orders, involvement on school committees, help with special education, supervising private study students in the library, playground duty if required, and socialising with staff. ( White 1997) Participating and contributing to the school in these areas allows greater opportunity for the teacher librarian to know and understand the people they work with, both students and staff, and allows each of the parties involved to see each other in a different perspective. This can, in most cases, only contribute to relationships, which in turn, improves the possibilities of the library services through having a greater rapport with all concerned, as the teacher librarians job is not about resources, it is about people and connecting them with the resources they require.

Teacher librarians are in the business of information literacy, assisting teachers and students to access, use and communicate information, however their role and job description goes far beyond this function. ( Tasmanian Department of Education 1998) They are a teacher, with experience and ideas to maximise learning potential, they are a consultant for staff and students to guide them through the resources and mediums to fulfill curriculum objectives and recreational interests. ( Walker 1998) They are an executive with leadership skills to make decisions and be a part of the school leadership team to be consulted. They are also a manager of people, time, resources and the environment. They need to have good interpersonal skills as their job is interacting with people and at the same time be creative, flexible and have initiative with people and resources. ( Nimon 1996) These roles performed under one title are what make the teacher librarian unique from non teaching librarians and other teachers. Even though roles and job descriptions can be found in all three titles, only the teacher librarian has all the roles encomapssed in the job description.

The teacher librarian can affect the whole school in a way which is positive and quite substantial. They are involved in every aspect of what occurs in the school, and need to be ready to take on any or many roles at any given time. It is a dynamic job, with changes occurring rapidly and the teacher librarian needs to be prepared to meet these changes and have the ability to maximise the potential for the good of the school. Even though there are particular roles of the teacher librarian, each teacher librarian will define their own role in the school through their own personality, knowledge and creativity, as the school library is a service, not a place, and the teacher librarian is the service provider.

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Tasmania Department of Education (1998) Memorandum forwarded to all principals of government schools from Graham Harrington (Deputy secretary, Education) The Role of the School Library Staff and the TALIS Development Committee online http://www.tased.edu.au/library/dealic/1998/role.htm accessed 16th Mar. 99

Texas School Libraries (1999) http://www.tea.state.tx.us/technology/libraries/resources.htm#impacts last modified 19 April 1999, accessed 30 April 1999

Toronto Board of Education. 1996 'The Role of the Teacher Librarian' in the Toronto Board of Education. Fact sheet from Tronto Teacher Librarians online accessed 3rd May at http://www.tbe.edu/lib/model/lib-inf/lib-inf2.htmllast updated 15th February 1998

Walker, S. 1998 Information Power: The Roles of the School Library media Specialist School Library Media Quarterly. fall 1998 p.21- 23

Further Reading

Canadian School Library Association 1998 'Guidelines for Effective school library programs:rationale online' http://geocities.com/Athens/Olympus/1333/guidelne.htm accessed 3rd May 1999 site last modified 10 February 1999

CoSla 1998 Council of School Library Associations (SA) accessed online 4th may 1999 http://www.ceasa.asn.au/cosla/rolest.htm last modified 7th February 1998

Davison, P.' Censorship and the need to develop policy' In A meeting of the minds ITEC Virtual Conference, 96 Proceedings Hay, L. and Henri, J. ASLA: Canberra.p.7

Eisenberg, M. and Brown,M. (1992)' Current themes regarding library and information skills instructions: research supporting and research lacking'. School Library Media Quarterly, 20(2), 103-109 from ETL 401 1999 Reading 31

Fort Garry School District 'The role of the Teacher Librarian' online http://fgsd.winnipeg.mb.ca/library/ teacher.htm#As Teacher accessed 31 March 1999

Haycock, C.A. 1985' Information Skills in the Curriculum:developing a school based Continuum 'Emergency Librarianr Sept -October

Haycock, K. (1995) 'Bridging the Gap between research and practise'. In Sustaining the vision: A selecton of conference papers. Paper presented at the 24th International Association of schol Librarianship Conference, Worcester, England, July. pp.26 -33. ETL 401 reading 30

Hughes, S. Revisioning the role of the TL In A meeting of the minds ITEC Virtual Conference, 96 Proceedings Hay, L. and Henri, J. ASLA p. 75

Kuhlthau C.C. 1994 Teaching the library research process 2nd ed Scarecrow Press: London

Leisener, J.W. (1985) 'Learning at Risk: School library media programs in an information world' School Library Media Quarterly, 14 (1), 11-20. From ETL 401 readings reading 11

Marcum, D.B. 1995 'Librarians or technicians? Which Shall we be?' Chapter 2 of Information for a new age:redefining the Librarian, American Library Association Library Instructiuon Roundtable (LIRT) 15th Anniversary Publication. Libraries Unlimited p.pp11-14

Mc Gregor,J. (1994) an analysis of thinking in the research process. School Libraries in Canada,14(2),4-7. ETL 401 reading 26.

Taylor, P. (1996) 'Some beginning ideas In A meeting of the minds ITEC Virtual Conference, 96 Proceedings' Hay, L. and Henri, J. ASLA : Canberra p. 86

Williams, H. and Zald, A. (1997) Redefining roles:Librarians as partners in Information Literacy education. 2nd International Symposium on networked learner Support 23rd- 24th June 1997, Sheffield, England. online http://netways.shef.ac.uk/rbase/papers/zaldwill.htm accessed 21 march 1999

What's in a name? In A meeting of the minds ITEC Virtual Conference, 97 Proceedings Hay, L. and Henri, J. ASLA p. 188

The Teacher Librarian as a Leader

Dianne McKenzie

Written for course requirements for the M.App. Sc. in TL through Charles Sturt University. 1999. Updated 20 May 2002

The role of the Teacher librarian in a school is a dynamic and unique role as it usually entails the responsibility of running the school library as a head of department, but without the official recognition of being such. The responsibilities includes resource management, customer service, collaborative planning, liason with colleagues, promotion of the library services, keeping abreast of new technology as it pertains to education, teach , motivate, respond, follow policy and instructions, develop policy and procedure and a number of other responsibilities. In effecting these roles, the teacher librarian is both a part of the school body and a leader within the school.The role of the leader is complex and multidimensional (Lashway 1996). There are so many factors which determine a leader, what and how their thoughts, actions, emotions and values combine to meet with different situations and people.The role of the teacher librarian as a leader will be further explored in this paper.

 

Ontario Prevention Clearinghouse (1997) and Hough and Paine (1997) suggest that leaders create circumstances in which people can collaborate and support each other. As part of their role the teacher librarian needs to collaborate with others, being involved in the design, writing and evaluation of the curriculum and linking together related units. (Oberg 1990) The teacher Librarian needs to be able to work with individuals and faculties to design programmes which will enrich student learning in all strands. They also need to work with the students, creating opportunities for team research and instruction, and motivating them to reach their potential as team players.

 

Linked with this requirement is that of having a vision. Vision is a keyword in much of the literature in leadership (Bolman and Deal 1997, Lashway 1997, Burke 1998, Barron 1996). It is the overall picture of the ideal or direction the organisation is to move. The teacher librarian needs to have a vision of how they and the library will work within the school and the community, what would be the ideal situation for this relationship and then design methods of achieving it. The teacher librarian is in a unique position in the school as they see the total picture - how everything works together and, with this perspective thay need to have an ideal to move towards so that growth may occur. A vision is dynamic, allowing for growth and change as one moves closer to the vision becoming a reality. Hogan (1998) states that a part of being a leader with vision is to be able to persuade and motivate people to follow your vision. There are many instances where a teacher librarian may have to use their powers of persuasion - change of policy oor procedure, to innovate new ideas, to help teachers plan in a collaborating planning situation.

 

Roden (1997) suggests that school leaders need to have a working knowledge of what they are leading and making decisions about. Teacher librarians need to be on the cutting edge of technology advances, curriculum design, research processes, and marketing to be able to persuade others to set aside their personal preoccupations to meet tthe vision. Through this knowledge, the teacher librarian can display integrity and gain respect from peers and customers. Roden (1997) also states that a leader of students needs to lead by example - be a leader of actions. This will motivate teachers and students to a clear understanding of the goals and visions they are working towards. The teacher librarian needs to be seen doing what they vocalize and believe in. This again gains respect and credibility. Lashway ( 1996) states that leaders teach through words and actions, as suboordinates take cues from leaders.

 

Kaufman (1997) mentions that good leaders must also be good learners. In the quest for a vision of lifelong learning, the teacher librarian must also be seen to be continually learning for their own personal growth and for discovery of new ideas. (Murphy 1999) As part of this, the process of making mistakes and learning from them needs to be promoted as an essential part of the learning process. The teacher librarian must acknowledge mistakes made, take responsibilty for them, learn from the experience and move on. (Smartleadership 1999) This would nuture a development of learning and promote an atmosphere of inquiry, without fear of reprisal or failure. An important aspect of creativity and improvement.

 

As professionals dealing with change in a fast changing world, the teacher librarian needs to be an innovator and not be afraid of change, but in fact embrace it as an opportunity for growth. (Murphy 1999). They need to create an environment in which creativity and innovative behaviour by others is encouraged and rewarded. (Nolan 1987). The teacher librarian needs to be open to new ideas and accept change as part of the learning process, (Duignan 1996) and at the same time help others to understand this concept, whilst being sympathetic to the emotional risks of doing something new. (Nolan 1987) They need to protect the self esteem of individuals as they learn and experiement, and learn from these new experiences. (Nolan 1987). The teacher librarian needs to bear in mind that others may need more time to adjust to the idea of change (Fullan 1998) and that those who resist do so usually because of perspectives and situations which may not have been percieved earlier. As part of being a change agent, the leader needs to have good problem solving skills, negotiaion and good communication skills as these are essential to help new ideas come to fruition. (Fullan 1998)

 

In much of the literature describing what effective leadership is, relationships and communication are two of the key areas which are continually mentioned. Bolman and Deal (1997) state that leadership is a three way relationship between the leader, the constituent and the concepts, with the constituents and the concepts being the most powerful forces of the relationship. Bulach, Pickett and Booth (1999) state that relationships are the major aspect of leadership, for if there is no one to lead, then there is no leader. Smartleadership mag-ezine (1999) suggests that the greater your relationship with someone, the greater your influence with them. They extend this further by saying that leaders need to know their followers passions, personalities and preoccupations so that the leader can understand each persons ideals, and how the group objectives translate into personal values for each individual. It also allows the leader to influence others with integrity and in a way which uniquely fits the individual, making processes much more personal. Searcy (1998) moves on to to point out that the leader should work at every relationship being intentional, need based, forgiving, flexible, long term, unique, encouraging, necessary co-operative and energizing. The leaders should be sincerely interested in those around them. The teacher librarian has an opportunity to know everyone in the school - all the administrators, teachers, students, support staff and parents. Working with the Samrtleadership principals, the teacher librarian needs to formulate a unique relationship with every person. They can do this by greeting all by name, finding out there name if they do not know it, asking questions about their interests, needs, make small talk with them, use humour. Help people to solve their problems and be interested in their lives. By being personal with each individual the teacher librarians network grows, as this grows so does the teachers perceived integrity and the possibility of influence. Murphy (1999) states that the influence needs to be guided by professional expertise with a moral imperative. As rapport increases, the relationship increases the possibilities of helping people connect with the resources they require - the main role of the teacher librarian.

 

Through the relationships and influence of the teacher librarian, the library takes on a personality, as the leader defines the culture they lead. (Peterson and Deal 1998) If the leader of the library is interested in people, then the library becomes a comfortable, happy place where people want to be and to be involved. If the leader is dynamic, encourasging, flexible, organised and an innovator, it is more than likely that the library service will reflect this. The teacher librarian determines what is on offer in the library, if the teacher librarian is a risk taker then there will be more than the ordinary on offer. (Handbook for school librarians 1996)

 

Trust is an important component of relationships (Hough and Paine 1997). The degree of trust given to leaders is an indication of how leaders are performing with regard to their leadership qualities. (Hogan 1998) Developing trust begins with the leader trusting others, it then takes time and successful actions to earn trust from others, but a trust which cannot be betrayed for fear of losing all credibility, integrity, respect and trust. Through trust, the leader is able to influence others into making decisions and supporting them in new ideas or actions which need to be taken to achieve the vision and goals.

 

Part of being an effective leader is empowering others to make decisions and to help others develop leadership qualities. (Barth 1998, Beare Cladwell and Millikan 1990). The teacher librarian has many opportunities to interact with others and to help them realise their leadership strengths - both in staff and students. One of the interestng findings by Barron (1996) is that a good leader is dispensible. If they have done a good job of empowering others there will be no problems if the leader is absent for a short or long period. The staff and students will be ready to take over as they have confidence in themselves to manage the actions using the behaviours required. They will be empowered to move out of their normal role and take the risk of doing something new. They will have the infrastructure in set in place to make good decisions based on policy, ethics and have the confidence they will make the right decision. As part of this the teacher librarian must then accept the behaviour as an opportunity for growth, if mistakes are made, teach the person responsible to learn from it and move on. The teacher librarians reaction to the behavoiur and decision will determine future behavours by the learner.

 

Bear et al (1990) would place this under building morale, encouraging growth and creativity and involving others in decision making. If others have been in volved in problem solving and decision making previously, they will understand the process and be confident in their own ability. (Chambers 1998) This encourages autonomy in the work place.

 

Part of the decision making process required by the leader is the acceptance of responsibility or accountability for the action taken. The teacher librarian must take responsibility for the decisons if they are to develop trust and be seen as having integrity. The leader also needs to act on ethical and moral grounds, with their behaviour and decisions reflecting their vocalized thoughts and beliefs. This type of behaviour would be relected through their involvement in policy making, whole school procedures, planning for future events and routine behaviour. (Duignan 1996) They need to be aware of the short and long term goals in their decision making, and make decisions based on a balance of these. (Lashway 1996)

 

A good leader is also a good follower, they need to develop the capacity to be directed and guided, be highly motivated and highly disciplined in carrying out responsibilities to completion. To be shown to be reliable and dependable, consistent and committed to completing tasks, whilst at the same being a critical thinker will elevate the influence and percieved integrity in the eyes of the leader of the situation. (Barron 996) The teacher librarian works within a school system where they are not the leader for the overall situation. They must respect the decisons of the head teachers, principals, departments and work within the paradigms set by these leaders. By displaying the qualities mentioned, the teacher librarian will become more influential with these leaders and be seen to have integrity and can be trusted in all aspects of their field. The principals backing of the library and the teacher librarian is essential for effective programs to be implemented and maintained. (Hay and Henri 1995 ) By being an effective follower, the teacher librarian strengthens their leadership position and serves as a role model for those the teacher librarian leads.

 

As a leader, Nolan (1987) suggests to set demanding objectives and stimulate problem solving to discover ways to achieve the apparently impossible. An effective leader is able to solve problems by making the best decision from the known choices. By involving others in the creation of the options and the decision making processes the leader empowers others, educates in the techniques of of problem solving and decision making and acceptance of the consequences. A teacher librarian has much opportunity to help others learn the decision making and problem solving techniques by providing opportunities for students, teachers and administrators in effective utilization of the library resources through creating experiences where the learners need to think about ideas, and create their own approaches to the problem. (Tallman 1995) The environment needs to be designed by the librarian so that resources can be easily discovered or found by the seekers - to empower them further in making decisions on what resources would best suit their needs (Tallman 1995) so they can be independent explorers of information, which then gives them possesion of their own learning. (Cross 1996) A good leader does not solve all the problems, they ensure the problems are solved. (Lashway 1996) The teacher librarian is not the 'slave' of the researchers - they are there to educate and empower others by helping them to solve their own problems.

 

As part of the design of a leadership model , Murphy and Shipman (1999) mention that leaders should lead with people, not through them and the organisation should be made to fit the customer, rather then the customer needing to fit in the environment. The teacher librarian as leader of the library needs to make it user friendly for everyone - from booking a video taping, borrowing resources, assistance in locating resources to the technology available. The teacher lirarian needs to demonstrate the ethic of care to all members of the school community. (Murphy and Shipman 1999). They need to treat their clients as important customers so they will leave satisfied with the service and will want to return. The teacher librarian should be aware of total quality management principals and implement them into the library culture.

 

Communication is a large part of the leadership roles, as without it, there would be no leader. Communication is the basis for relationships and teaching, therefore it is imperative that the TL has a knowledge of communication skills. If the leader of the library is innovative, open to suggestions, has a good rapport with their clients, plan the environment so it is easy to move around, this opens the possibilities for questions and approachability. The teacher librarian needs to have skills in finding out what people really need, and to begin this they need to approach others, initiate contact, show interest , listen and then act on the information they have. The teacher librarian needs to be aware of and sensitive to how their message is recieved, and the climate set with each intervention. (Skow 1996) Irmsher (1996) states that an effective leader will seek first to understand then to be understood. To do this the teacher librarian needs skills in using open ended and focused questions, which draw more infornation from the seeker, and listening skills. Irmsher (1996) mentions that 93% of a message is sent non verbally, so the teacher librarian needs to be aware of their body language, facial expressions, voice tone, personal appearance and how the combination affects messages. It is through communication that relationships are built and credibility is developed. To have a productive rapport with all those you meet is certainly an advantage when needing people for support. Kline ( 1999) mentions that effective productivity depends on effective communication, others mention that if the 'followers' do not respect or trust their leader, they will subversivly and unconsciousley deprive the leader of achieving their goals.(Hogan 1998)

 

Levine and Crow (1993) state that leaders learn through listening and people respond to those who listen. Listening is the most important of all the communication skills as it shows respect for the speaker, their needs and concerns. Levine and Crow (1993) continue by stating that people won't say what they think, nor listen to what you say unless a foundation of genuine trust and shared interest has been laid. Leadership requires patience, listening and mediating. (Ontario Prevention Clearinghouse 1997) The teacher librarian needs to make time to form relationships, to listen to people, to be a sounding board for new ideas.

 

As part of being a good leader, Burke (1997) suggests that being able to diagnose accurately how he or she is affecting and is being affected by followers, and then be able to adjust behaviour accordingly. They need to be attuned to the nature of relationships and be able able to make behavioural adjustments to maintain , if not improve these relationships in order to realize the vision and accomplish the mission. Leadership is contextual in that leaders need to match their style to the situation, taking into account the combined effects of their subordinates and their characteristics, the situation and the culture of the setting.( Church 1998) The teacher librarian needs to have a working knowledge of different techniques of leadership and the practicalities and be able to use them in the appropriate settings.

 

There are anumber of personal characteristics identified in effective leaders - high energy and boundless enthusiasm (Barron1996), flexibility and adaptability, (Burke 1998) organisational diagnosis, (Gehurke 1991) a deep commitment to outcomes moving into a passion. (Bolman and Deal 1997) They need to be honest, sincere, fair, have a clear focus, have established meaning, belief and faith. (Bolman and Deal 1997) Be forgiving, ethical, consistent and predictable, (Hough and Paine 1997) responsible (Beare et al 1990) and to be be aware of weaknesses both in their leadership and personal qualities. (Bulach et al 1998). The teacher librarian, therefore needs to display or develop these characteristics if they wish to become an effective leader within their school and community setting.

 

Leadership creates the future, provides guidance, direction, inspiation and empowers people to realize their own leadership potential. (Barron 1996) The teacher librarian's role is undergoing a huge transformation with many conflicts and challenges arising which need to be addressed if the teacher librarians role is to be maintained as an important component of education for life. It is because of this and the striving for continous improvement that teacher librarians need to be effective leaders, they need to be trusted as key educators, they need to have influence with people to gain support to move forward, they need good interpersonal and communication skills to convey their messages, and they need to be innovative and adaptable to the changes which are occurring. If teacher librarians are to create their future, they need to be leaders in their field.

 

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