Image Credit: T Tun
I was already working in as a TL in a primary school library when the doors opened for a scholarship opportunity to study this course. I am truly grateful to have chosen this path which opened my eyes to possibilities of my role.
My Masters journey opened a variety of pathways to aspire towards the three standards of excellent Teacher librarianship in the ASLA/ALIA TL professional standards .
This list below is just a sample and by no means exhaustive. I have learnt so much more.
Professional Knowledge
This course highlighted the importance of information and the role of information agencies. I developed understanding of 21st century learning environments and the role of the TL in creating future focused services. This supports standard 1.1. - to understand the role of information in the development of lifelong learners.
The readings in this course identified the need for the TL to understand how to support the delivery of literature to meet the curriculum standards. Moreover, in the theme – Harmony and diversity, I demonstrated ways to engender accessibility of literature reflecting the school community. This skill aligns with standard 1.3.
Professional Practice
In accordance with standard 2.1, I aligned the library’s mission with that of the school’s strategic vision. This is showcased in my theme – “Lead through service”. A comprehensive collection development policy which supports the strategic vision of the school, and the needs of the school community was also recognised. I also learnt the importance of policies and procedures to keep the collection current and relevant.
I am now confident to lead collaborative endeavours to enhance equitable learning opportunities for students. For example, a collaboration with classroom teachers to deliver a history research unit and providing required reference materials and resources. This creation of information rich learning environments to support research needs aligned with standard 2.1.
The need for equity and acknowledgement of diversity in the school community is another one I learnt to address. Evaluation of gaps in the information environment and planning pathways to meets the needs of the community is essential. The standards acknowledge that TLs need to ensure and plan for improvement for services and evaluate the collection and match resources required to meet the curriculum standards. (Standard 2.3, 2.4).
Professional Commitment
Leadership through service is a new concept that opened my eyes to the possibilities of my role. To be visible, to engage and create trust resonates with the commitment I would like to model. I learnt how to create professional learning opportunities that centres the library, and promoted the library as the hub for many events that promote the love of literature. I realise this aligns with ALIA standard 3.1 as I model the love of lifelong learning.
Community engagement is a key role that a TL plays in promoting the library. I promote the library services to the school and the wider community through assembly announcements, emails, newsletters, and social media. Standard 3.3 highlights the need to advance the role of the library in the school community and beyond.
Future Directions
The further I progressed in this course, the more I realised how much I still need to learn. There will always be more gaps in knowledge that I need to fill.
My current priorities:
Maintain knowledge of national standards of information practices. This would require constant evaluative practices and professional development related to these practices.
To develop and maintain policies and procedural documents to align with the school’s strategic vision.
To keep up to date with current ICT and library management technology. This would require connecting with professional networks and identifying the barriers and solutions to extend the library’s presence online.
(Australian School Library Association (ASLA), 2004)