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'.