Monday, 30 January 2012

Changing views of the role of teacher librarian

ETL401 Assignmment 2

Task C

A critical synthesis of your reflection on how your view of the role of the teacher librarian may have changed during the subject. This should include examples captured from your personal blog and from participation in the ETL401 forum.

In my first blog I muse about how the family is like a mini-library with all its collections and about the importance of consultation when planning. In the blog there seems to be a hint of my general awareness of the intricacies of a library. However the terminology is not library appropriate. As the course progresses I am continually bombarded with more appropriate terminology.

Kukielka E. Beginnings Retrieved January,30. Retrieved from

In ‘Website Labyrinth’ I am going, inadvertently, through Kulthau’s ISP model. I am frustrated and I need assistance. When I think about it the whole course has really been an aspect of IL models or ISP processes. The feelings aspects are quite important. There have been areas where I have required more assistance than in others.

Kukielka E. Website Labyrinth. Retrieved January,30. Retrieved from

An important aspect of a TL is being to locate information. Rather than relying on Wikipedia or Google it is important to look at professional literature and research articles. The section about using journal database was most informative. I was able to understand that you need to rely on a variety of sources. It also helped me understand the importance of key words and narrowing the field. I was able to compare Academic Search versus Informit.

Kukielka E. (2011, November 21) [Online forum comment]. Retrieved from

In Topic 2 we looked at the role of TLs. I was able to compare a statement from a school where I once worked to other professional documents. I discovered that some items were exactly the same. Late in the course, through another subject, I understood the need to acknowledge sources.

Kukielka E. (2011,November 25). [Online forum comment]. Retrieved from 

Kukielka E.Copyright. Retrieved January,30. from

There was also discussion regarding prioritising the role TL play at school. Purcell promoted the concept of time study. I shared my experience of working at a library as a casual teacher and noting down everything I did during an administration block. I noted this down before I had commenced this course. Actually this was one incident that inspired me to learn more about being a teacher librarian.  Those days made me realise how other teachers perceive the role of the TL .

Kukielka E. (2011,November 25. 9.44pm)). [Online forum comment]. Retrieved from 

( I cut and pasted the link and it came up the same as above.)

I also wrote about how the role of the TL is being downgraded  and the importance of teachers to  collaborate with the TL when selecting resources. At this stage I was unfamiliar with the term ’collaboration’ in relation to TLs.

In Topic 3 I wrote about the need for change. It is important to be flexible from year to year. As the world changes we need to keep up with developments. Students coming into our care will have been exposed to various technologies while still at home.

Kukielka E. (2011,January18). [Online forum comment]. Retrieved from

In the TL and the curriculum I wrote about how some classroom teacher are resistant to change. The more I read professional and research articles the more I am aware of  new concepts regarding teacher librarian initiatives. In addition to what I wrote I feel that all teachers should be encouraged to access professional readings. The readings should be not just about teachers but also about the importance of other specialists within the school. During this course we have read about how the teacher role of the teacher librarian is misunderstood. AS a former ESL, Reading recovery teacher I fully understand that those roles have also been misunderstood.

TLs understand the importance of IL strategies to enable students to transfer this knowledge to other situations. They are finding it hard to implement this across the whole school due to time allocation. I gave an example of one way to be able to do this.

Kukielka E. (2011,January26). [Online forum comment]. Retrieved from

Kuhlthau, Caspari and Maniotes (2007) look at the difference between assessment and evaluation in Guided Inquiry. They write about on-going assessment and not just looking at content but how students access the content. In response to this I wrote about the way projects were researched and presented about 15 years ago. This can be compared in relation to the various IL models and ISP processes

Kukielka E. (2012,January26). [Online forum comment]. Retrieved from

On the 25th January there was a discussion between Amanda Davis, Helen Tindall (Mandie) and myself about Langford’s article. We were looking at is there a time when someone is fluent in information literacy. Through the discussion we covered some of the stages of IL. There is a need, you use various sources to locate the information and then you can present the information in a variety of ways. A person in a western culture would be information literate differently to a person living in the Amazon basin. I am only including the link where the discussion starts. There are six links in all.

Davis A. (2011 December 16) [Online forum comment] Retrieved from

There are quite a few challenges to collaboration. Some factors could be: not understanding fully the strengths of the teacher librarian, some class teachers finding security in working in a class with their own students or only one class teacher from a grade collaborating with the TL and the other teachers not fully understanding the importance of what has been planned.

KukielkaE. (2012 January 12 ). [Online forum comment] Retrieved from

I have a better understanding of the role of the teacher librarian. I was aware of some aspects of it however other roles have been clarified. It is also important to promote the roles overtly and to inform classroom teachers, specialist teachers and school leadership teams of any new insights into the role and the benefits that this role can be in promoting information literacy.


Isbell., D., & Kammerlocher, L. (1998) Implementing Kuhlthau: A new Model for Library and Reference Instruction . In RSR: Reference Services Review, 26(3-4)  p33- 44. Retrieved from

Kuhlthau, C. C., Caspari, A. K., & Maniotes, L. K. (2007). Introduction to guided inquiry – What is it, what’s new, why now?. In Guided inquiry: Learning in the 21st century. Westport, Conn.: Libraries Unlimited. Retrieved from

Langford, L. (1998) Information literacy: a clarification. School Libraries Worldwide, 4, 1, 59-72. Retrieved from

 New South Wales Department of Education(n.d) .Smartcopying: The Official Guide to Copyright Issues for Australian Schools and TAFE. Retrieved from 16/01/2012

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