TL's role and what matters at this point.

Whilst it is interesting to read the various interpretations of a TL's role description and try and make sense of the enormity of the role both in terms of ability to manage, lead and teach. For me at this point in my journey my focus is to find a workable way to collaborate proactively with the subject teachers to inform, support and enrich the curriculum resources they are currently using. As we are all discovering this is no easy feat, however, after reading Henri's article and in particular Kuhlthau's identifiable inhibitors it clarified for me where my immediate attention must be directed. Ultimately I am a teacher first and this colors my view of my role as a TL. My goal is to continue to initiate, instigate and develop programs that teachers can also use whilst they are in the library and not in isolation. Ultimately this has not been easy as I have taken on the position as TL in a school that has a dated view of how a library should operate and with very little knowledge or initiative to incorporate new ideas and programs -not to mention severely understaffed. My challenges are many, however, I would like to think that I can build upon my skillbase and then tackle the management, leadership and ICT developments that will invariably require continual attention. It is in this light that I would like to make the most impact in guiding an information literate school community. In fact today whilst assisting a History teacher with selection of resources I was paid a compliment- she said " you must have been a teacher first, it shows". This helped to allay my feelings of frustration and overwhelmness as I realised that my contributions are slowly making an impact. Now for the other hurdles!!

As part of my learning journal I am asked to reflect upon my journey and to make comments and observations about the process. At this point in time after having completed the readings of Hazell and Lundin I am wondering about the clarity of our future roles as TL's. Whilst we need to be at the epicentre of new technologies we also need to be able to mesh our new roles with our instructional and research skills to maximise our students' learning. Coupled with promoting our roles and the services we offer we also need to be able to work collaboratively with other staff to ensure that the learning reflects the expectations of both teacher and student.

Hazell's key points are that the role of TL requires unification and clarity.
To persuade teachers that our role is really an extension of the classroom
To promote Research based learning as then we can be seen to be a partner in student learning rather than an organiser of resources. This viewwas consolidated after the Fenwick report (1966) and set the scene for the TL redifinement of their role as- cooperative planning and teaching partner, providing language enrichment through literature and information skills taught in the context of the curriculum.

The current concerns for Teacher-Librarians seem to be to teach content such as info skills in isolation from the general curriculum, and to not have other teachers working along side them with co-operative planning.

My experience as a TL so far has revealed that Teachers welcome promotion of the skills we have. They are unwillingly seeking assistance with their classes and the library's resources are often seen as an exciting adventure to exploit. Teacher Librarians should be actively disseminating information, promoting new ideas, resources etc. My personal experience has revealed that if you show interest in what is being taught you have a much better strike rate with gaining the trust of classroom teachers to bring classes into the library. Today I compiled a wider reading list for a group of year 8's who were doing an assignment on Australian authors. Whilst the students were actively selecting from the list, it gave me an opportunity in collaboration with their teacher to select an appropriate resource. This allowed us both to be a part of their learning process and viewed by the students as equal partners. What made it fulfilling is that the students were palpably excited and solicited advice to select without the fear of being judged. In fact I stressed the importance of reading what you like and repeated the phrase 'Ditch it if you don't like it, there are many other books to choose from'.