This exercise asked us to look at the many and varied roles that teacher librarians take on in schools and how to prioritise the roles. Personally, I think what takes priority will depend on the school context and the library context. If your school expects you to teach each class every week your focus will necessarily shift more towards teaching than in a school where you are primarily a librarian and only called on to teach on specific occasions. If you are the only library staff member, you will have to spend more time cataloging, shelving and the like than if you are part of a team of library staff.
Ideally our role would focus on collaboration with teaching staff, teaching literacy, research skills and digital literacy skills to form the basis of inquiry learning programs. It will also involve promoting reading, connecting readers with books and outreach events into the school community. Then, in all your “free time” you will spend time being an advocate, staying on top of relevant trends outside your own field and continuing professional development.
Herring, J. (2007). Teacher librarians and the school library. In S. Ferguson (Ed.) Libraries in the twenty-first century : charting new directions in information (pp. 27-42). Wagga Wagga , NSW : Centre for Information Studies, Charles Sturt University. Retrieved from https :// www . csu . edu . au /division/library/ ereserve / pdf /herring-j. pdf
Lamb, A. (2011). Bursting with potential: Mixing a media specialist’s palette. Techtrends : Linking Research & Practice To Improve Learning, 55(4), 27-36.
Purcell, M. (2010) All librarians do is check out books right? A look at the roles of the school library media specialist. Library Media Connection 29(3), 30-33. Available via CSU Library’s Academic Search Complete database
Valenza , J. (2010) A revised manifesto. Retrieved from http :// blogs . slj .com/ neverendingsearch /2010/12/03/a-revised-manifesto/