Professional+Commitment

3 Professional commitment Excellent teacher librarians…

3.1 model and promote lifelong learning [evidence-based practice, reflective practice, professional development of staff] According to Spence (2005), //'Many teacher librarians provide professional development activities in their schools and beyond (see, for example, [|RBL online] resources, Spence 2004). Their combination of expertise in literacy and information skills and knowledge of resources and pedagogy can offer invaluable support to hard-pressed teachers and principals//.' The first Teacher Librarian at Site 2 clearly demonstrated this. She regularly organised professional development for staff by putting on things like Technology Roadshows, orgnaising opportunities on pupil free days, holding short segments at staff meetings and meeting with teachers one on one to train them in applications such as Outlook. She was also very active in setting up resource pages for staff to access online 'hot picks', sites that had been previewed and selected on specific topics that related to current units being studied.

The TLs at Site 3 also act in a similar way. They are constantly on the lookout for new technology and tools that will benefit teachers in the classroom. They have lots of fun 'playing around with them' and creating products to demonstrate to teachers within the school. These TLs also build pages of resources that they forward on to teaching staff. The TL that I replaced regularly sent emails to the Junior School teachers with new Web 2.0 tools that were free and easy to use, often giving suggestions of how they could be used within the classroom.

I hope to continue in the same way. There have been a few times where the tools/programs I have used in my lessons have sparked the interest of classroom teachers and they have asked for a link so they can continue with the activity in class. This has been really encouraging. I think a lot of this comes down to advocacy and promoting the skills and resources we can offer and organise. The more I use these tools and find resources, the more teachers will come to me for ideas and assistance.

3.2 commit to the principles of education and librarianship [promotion of library within school community, promotion of reading (eg book fairs, reading challenges), personal professional development]

Teacher Librarians play an important role in Literacy Development. It has been said that libraries can “//play a role of fundamental importance in the development of future systems of lifelong learning//” (Haggstrom, 2004, p.3). Reading and writing literacy is generally largely considered to be the job of every classroom teacher and “//while relatively few TLs are trained reading diagnosticians, they are trained to know children’s and young adult literature and other educational sources//” (Farmer, 2009, p.53). Farmer notes that, “//Across and beyond the curriculum, TLs actively promote the love of reading not just for a grade but because it is a satisfying way to spend free time//” (2009). TLs can foster the promotion of reading through many various means, some of which include; recommending books to students, highlighting popular or high quality literature, new books displays, book fairs and competitions, newsletters, bibliographies of good books and providing some means for student suggestion.

The Teacher Librarian at Site 1 believes that active promotion of reading is an integral aspect of her role. In order to do this she firmly believes it is important to know the students, know their needs, and know what they like. This lines up with Anne Marie Moserʼs view that one of the main components of a TLs role “//is for teachers and library media specialists to recommend and provide appealing and level-appropriate reading materials for their students//”. This she says, “//cannot happen effectively, however, if the professionals do not know what their students enjoy//” (2006). According to the Scholastic Kids and Family Reading Report, one of the key reasons kids do not read more books for fun (particularly from 9-17) is because they have trouble finding books they like (2008). To combat this issue, the TL at Site 1 often recommends books to students that she thinks they would enjoy and constantly rotates her book displays to highlight popular literature and also good literature that the kids may not have spotted on the shelves.



Another method of promotion that the TL at Site 1 employs is having a big new books display right at the entrance of the library. This is one of the first things that the students see as they come in. This reflects the ideas presented throughout much of the academic literature about displays and notices being one of the most common promotion methods used by TLs. Marjorie Pappas, in her article ‘Display and promotion ideas for Library Media Centers’ states that “//Bulletin board displays that promote authors, books, and exciting ideas motivate children to find new fiction and pique their curiosity about intriguing topics in nonfiction books//” (2005). The TL at Site 1 does this well through featuring differing nonfiction topics every two weeks to spark the interest of students who might not otherwise go searching for these types of books. She also has multiple posters all throughout the building highlighting different popular authors and the books they have written that children might be interested in.



Book fairs and reading competitions are another great form of encouraging reading amongst students. The TL at Site 1 runs special programs throughout Book Week each year to try and encourage reluctant readers. She also promotes such competitions and reading programs as the ‘MS read-a-thon’ and Premiers Cup throughout the school. The TL also coaches various teams for ‘The Readers Cup’ each year.

There is a very strong parent base at Site 1 “//who believe in the value of reading//” (TL, 2010). The TL therefore aims to keep them well informed of what is going on at the library through weekly announcements in the school newsletter. She uses this platform to promote up-coming events or focus on a particular book of the week or student library monitor. Due to popular demand from both parents and students the TL has also published a little booklet ‘A Kid’s Guide to Good Books to Read’ providing bibliographic details of as the title suggests good books to read. This booklet has recently been updated including titles from students that were frequently requested in the suggestions box.

The TL at Site 2 also promotes reading in similar ways. A new books stand is situated right at the entrance of the both the Junior and Senior school spaces. New displays are rotated on a fortnightly/monthly basis, reflecting the current units that are being undertaken in each section of the school. She runs a lunchtime book club session once a week for keen readers who come together to discuss a book that has been read that month.

If I were appointed to either site in the future as a practicing TL I would continue in the great example of the TLs at both Site 1 and 2. Their promotion of reading practices is exemplary, and is a good basis to springboard from. Perhaps the only additions that I would make would be to employ some of the ideas that Farmer suggests ‘model the joy of reading’ such as conducting book talks and read-alouds, starting a book club or book discussion groups, putting on regular reading events such as author visits, read-ins, and poetry slams. (2009, 54). I would also create a review wall where the students can post comments/reviews about particular books that they’ve been reading, in order to make other students aware of what is out there and how others have rated them. I would also personally add comments to the wall, highlighting other titles that are similar if the students have enjoyed a particular item and suggesting my favourite stories. After all, as Moser has stated, “Students who see and hear about the adults in their lives reading are more likely to perceive the importance of the activity” (2006).

3.3 demonstrate leadership within school and professional communities [committee membership and leadership, whole school curriculum, leadership of teams, leadership and management of library support staff]

The current TL at Site 2 has recently been asked to join the Executive team as well as the Digital Literacies committee. Being a part of these groups will provide great opportunity in having her voice heard. From what I've read and observed through places like the OZTL_network this is quite unheard of. Teacher Librarians can fight for many years to have some sort of sway with the decision makers of the school and the TL has been in her position for less than two terms and has been flooded with invites. The previous TL fought hard for these sort of opportunities to little avail. Likewise the TLs at both Site 1 and Site 3 have had minimal interaction with executive staff. I'm not quite sure how the current TL at Site 2 has managed to work her way up to a position of great influence in such a short time, however, I endeavour to find out and learn from these strategies.

While she is active at an executive level, her management of library staff varies greatly to the TL before her. The current TL has pulled back a lot of the freedom that staff members once encountered. The previous TL empowered each staff member with their own role and responsibilities that was unique to their skills and gifting. This fits inline with research conducted by Shoaf in many different fields of the library profession. Several librarians when asked about an example of library leadership within their institution responded with ideas such as, //'Leadership is empowering those below us to make suggestions, speak out on issues, and challenge decision making'//; '//Empowering staff to resolve or participate in the resolution of issues affecting service and performance//', and '//Strategic delegation is one sign of progressive leadership at our library. Leaders in our library create opportunity for staff at all levels to achieve success; our leaders share responsibility and authority and celebrate individual and team achievement and success//' (2009). The TL at Site 1 also operated in the same way. She only had one assistant that was part-time, however, she was very involved in the life and operation of the library.

If/when I have the opportunity to run my own library I would hope to lead in a way that is very similar to that of the previous TL at Site 2. She was empowering, encouraging, inclusive, and corrected with grace. There is so much involved in running a school library that the phrase 'the more the merrier' definitely rings true. When staff are given the opportunity to operate out of their strengths their work is much more productive and the environment is that much more pleasant to work within. Perhaps this mentor was a tad too lenient, and given my nature this is something that I would definitely have to watch out for.

3.4 actively participate in education and library professional networks [membership and participation in professional associations and TL networks both physical & virtual, promotion of library to school community]

The two Teacher Librarians I have observed at Site 2 (both the current Head and the previous one), have approached professional networking in very different ways. My previous boss was very involved in the regional SLAQ branch becoming President at the beginning of this year. She was active in organising different professional development opportunities for TLs within the region along with being highly involved in things like the Reader's Cup competition organisation and promotion. This TL attended most local gatherings of TLs that she could manage and always encouraged myself and other colleagues to do likewise. My new boss, on the other hand has not attended any events or attempted to contact any other local TLs since she started in the role.

The first TL that was mentioned demonstrates a concept to networking that is similar to Sonnenberg. He believes, //'If you make networking a part of your life, you will find yourself part of a larger, richer world filled with new relationships, new opportunities, and vast resources. It will be a world in which you will constantly meet new peo­ple that you enjoy and admire, people who can learn from you and from whom you can learn, and people who are willing to lend an ear when things are going wrong or who will give you a pat on the back when they are going right.'//

As a current Teacher Librarian I am a member of the regional SLAQ association, as a result of my previous boss's encouragement. I attend monthly meetings and professional development opportunities organised by the group. I also subscribe to the online OZTL_network where I receive daily digests from others within the profession. This keeps me up to date with current trends and practice. This I realise is only the bare minimum, so next year (having completed my studies) I hope to be in contact more regularly with other TL's in the area as well as develop my own Personal Learning Network.

According to Nielson (2008), '//PLNs provide individuals with learning and access to leaders and experts around the world bringing together communities, resources and information impossible to access solely from within school walls'.// This year I started my PLN by joining the beginning TL wiki created by Barbara Braxton, however, that is as far as I have reached so far. In furthering my PLN next year I hope to become more proactive with my Twitter account by following leaders and innovators in the library, education and technology realms. I believe there is a lot to be gained by using this form of social networking in keeping myself up-to-date. I also hope to start reading more educational and innovative blogs. About a month ago I started to read blogs by Judy O'Connell (heyjude@wordpress.com) and Joyce Valenza. Recently I have been caught up in the busyness of 'end of year' and haven't had a chance to keep following. Hopefully next year I can learn ways to fit it all in, as I believe this is an important aspect of teacher librarianship.