What does a teacher librarian do?

A teacher librarian has several roles as defined by the American Association of School Libraries. Below you can see the goals I've set for myself and strive towards in the various roles of my job as a teacher librarian.

Teacher librarians are also known as information specialists. In this role, teacher librarians model and teach others on how to effectively gather, evaluate, and properly use information. We are knowledgeable about and share recent apps and other technologies as well as how to best utilize those resources safely and responsibly. In addition, teacher librarians curate resources to be used by students and teachers for specific projects.

Information Gathering and Use:

• Help students to learn how to make decisions about which sources of information are reliable and accurate when choosing resources to use (AASL, 2018).

• Instruct and guide “students in the finding and evaluation of information" (Church, 2008).

Technology:

• Introduce and model technology resources and apps while staying up to date on the newest technologies (AASL, 2018).

• Teach students about creating a positive digital footprint through digital citizenship lessons and reinforcing the acceptable use policy of the district ((Weisburg & Toor, 2015).

Curation of Resources:

• Create and maintain curated lists of a wide array of resources for students and teachers that assists in meeting their curricular needs. (AASL, 2018).

• Organize and display these topical resources in a place where all users are able to access them (AASL, 2018).

As a teacher librarian, becoming an effective and valued instructional partner includes building and nurturing trusting relationships, forming collaborative partnerships, as well as sharing knowledge and resources with colleagues to most effectively meet the diverse needs of the learners we serve. Ultimately, these ongoing partnerships will utilize the curricular or subject area expertise of the teacher and the information and digital literacy proficiencies of the teacher librarian to produce increased academic results (Weisburg & Toor, 2015).

Building and Nurturing Relationships:

• Taking time and putting forth the effort to get to know colleagues and building relationships is an integral part of successfully working together (Weisburg & Toor, 2015).

• Develop trusting relationships by being positive, remaining confidential, communicating clearly and regularly, and following through on my commitments (Weisburg & Toor, 2015).

Forming Collaborative Partnerships:

• When working with colleagues, strive to be a collaborative instructional partner by co-planning, co-teaching, and co-evaluating alongside other educators (Church, 2008).

• Join curriculum committees and Professional Learning Communities (PLCs) to learn what standards are being addressed and what units are being taught to be able to offer ideas and suggestions as well as to initiate collaborative opportunities (AASL, 2018).

Sharing Knowledge and Resources:

• It is important to keep current on resources, technology, apps, and trends so that you have ideas to share when teachers are seeking out resources to utilize (Weisburg & Toor, 2015).

• Connect globally through social media and Professional Learning Networks (PLNs) to learn about what others are doing, new resources available, ideas for collaborating, and information to share with teachers.

As teacher librarians, we work closely with and build collaborative partnerships with a wide array of our colleagues. In these working relationships we have the opportunity to be leaders who demonstrate that we are knowledgeable innovators that inquire about and try new things as well as being lifelong learners that seek out information and ideas in order to achieve professional growth and improve effectiveness, all while sharing and supporting others in their quests to do the same.

Collaborative Partnerships:

• Develop trusting relationships by being positive, remaining confidential, communicating clearly and regularly, and following through on your commitments (Weisburg & Toor, 2015).

• Connect with teachers, who may have different personalities and learning styles, and consider those traits when collaborating with them (Weisburg & Toor, 2015).

Cultivating a Community of Readers:

Knowledgeable innovators:

• Actively use technology, learn about best practices, incorporate digital citizenship lessons, and teach others about integrating technology to enhance students’ learning and sharing that learning with a wider audience (Iowa Department of Education, n.d.).

• Take risks by trying new things and advocating for Makerspaces, STEM/STEAM ventures, and four Cs (critical thinking and problem solving, communication, collaboration, and creativity and innovation) activities.

Lifelong Learning:

• Attend conferences, seek out classes or other professional development opportunities, and read professional journals to show your “increased professional commitment (AASL, 2018).”

• Utilize social media chats, groups, and posts as well as a global Professional Learning Network (PLN) to keep current on trends, technology, books, and more (Weisburg & Toor, 2015).

As program administrators, teacher librarians have numerous responsibilities and considerations that guide us as we build our collections, set up procedures, and “ensure that all members of the learning community have access to resources that meet a variety of needs and interests” (AASL, 2018). Some important factors to keep in mind are policies that guide intellectual freedom, privacy, and ethical use of information.

Library Resources:

• Teacher librarians follow district policy, review core collection lists, and consult professional journals for book reviews in addition to considering curricular needs and teacher and student requests when purchasing new items for the school’s library collection.

• Diversity of resources is an important consideration when developing a library collection. Resources in the library should “represent the diversity of people and ideas in our society (ALA, 2018).”

Intellectual Freedom and Privacy:

• Advocate for and ensure that all have the freedom and the right to have access to and explore topics of interest as well as pursue information without restriction (Weisburg & Toor, 2015).

• Safeguard students’ privacy of checked out materials when setting up procedures for check out times, overdue notices, and the retention of records once materials have been returned (Weisburg & Toor, 2015).

Copyright:

• Be knowledgeable and ready to answer inquiries about fair use materials and guidelines to help students gain a perspective about the research process and the importance of integrating information from a variety of sources in an ethical manner (Weisburg & Toor, 2015).

• Educate staff and students about “ethical behavior in the use of information.” (Weisburg & Toor, 2015).

Teacher librarians have a considerable responsibility and the unique opportunity to design welcoming environments and creative learning experiences that are student centered, cultivate the habits of mind, and encourage an inquisitive climate that nurtures kids’ curiosities.

Student Centered:

• Provide opportunities that empower students to have choice and voice in their own learning (AASL, 2018), books read,and topics investigated.

• Building relationships with students is an essential foundation to build and foster. Taking the time to connect with kids individually, getting to know them, treating them kindly, and genuinely listening to them are vitally important (Weisburg & Toor, 2015).

Cultivating Habits of Mind:

• Learners can use their experiences in the school library with inquiry-driven projects, STEM challenges, and Makerspace materials to develop problem solving skills and a growth mindset. As students take risks, overcome challenges, and are persistent with their efforts, they develop perseverance. As facilitators, teacher librarians can support this process and encourage reflective thinking (AASL, 2018).

Inquisitive Atmosphere:

• When working with students on inquiry-based research, teacher librarians actively listen for understanding when students are asking questions and guide students in their quest to seek out answers to their questions (Weisburg & Toor, 2015).

• Sharing our genuine passion for reading, technology, and continuously learning new things is a model as students develop their reading habits and interests, learn how to pursue information about topics that interest them, and learn how to best utilize the vast amount of technology that surrounds us (Abarbanel, Davis, Hand, & Wittmer, 2013).

Resources:

AASL. (2018). National school library standards for learners, school librarians, and school libraries. Chicago: American Association of School Librarians.

Abarbanel, E., Davis, S., Hand, D., & Wittmer, M. (2013). The new school library. Independent School, 72 (4), 68-74.

ALA. (2018). Diversity in collection development. Retrieved November 10, 2018, from http://www.ala.org/advocacy/intfreedom/librarybill/interpretations/diversitycollection

Church, A. P. (2008). The Instructional role of the library media specialist as perceived by elementary school principals. Retrieved October 6, 2018, from http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/vol11/SLMR_InstructionalRole_V11.pdf

Iowa Department of Education. (n.d.). Vision for iowa's school libraries. Retrieved October 21, 2018, from https://educateiowa.gov/pk-12/content-areas/school-library#Vision_for_Iowas_School_Libraries

Weisburg, H.K., & Toor, R. (2015). New on the job: A school librarian's guide to success. Chicago: American Library Association