I distinctly remember informing my former boss, who was a
kitchen manager, that I had received a job offer as a teacher librarian. I was
nervous and extremely apprehensive about whether I’d be appropriate for the
job. His response was ‘how hard can scanning books be?’ I knew a teacher
librarian did more than just ‘scan books’ but I had no idea the role would
involve the skills and responsibilities that it does.
Every day I receive mail from companies attempting to sell
the library their product. A lot of the catalogues promote Web 2.0 Tools,
digital resources and technological hardware, such as iPads and Kindles, to
support the use of this software. Because I am working at a rural high school,
my opinion prior to this course was ‘there’s no way these kids would ever want
to use or would benefit from using this expensive technology’ and I’d throw the
brochures away. Since day one at orientation in Sydney, I realise how wrong I
really was.
The massive advances in technology have been the biggest eye
opener for me. My school library owned not a single digital resource or piece
of hardware related to Web 2.0. Trying to build upon and update the collection
has been overwhelming up until now. Since beginning the course, I have been
able to make wiser decisions in choosing resources that will best interest the
users of the library and support their teaching and learning needs.
This course has definitely broadened my perspective with
regard to what I teach within my subject of ‘Information Skills’. I have
shifted my teaching from focusing purely on the library and research skills as
processes separate from other subjects, to collaboratively planning my program
with all faculties to ensure information literacy skills are used in
conjunction with content and skills students are using within other key
learning areas. Since changing the Information Skills program, students are
recognising a link between subjects and are beginning to value what I am
teaching more. Students are asking to complete their assignments from other subjects
in Information Skills because they are relating the skills practiced to the
task they are required to do in HSIE, for example.
When I took over from the previous librarian, I was left
with nothing but a diagram of the Information Skills Process. Using this
particular set of skills did not suit the learning needs of the students at
this particular school context. Upon completing Topic 4: Information Literacy,
I have since discovered there are so many different models to choose from, and
the processes are not set in concrete. On top of this, it is my role as teacher
librarian to make this process known to the teaching staff and to create
opportunities for them to embed it in their teaching programs.
The biggest challenge I have yet to face is one of confidence
and leadership. Due to people’s preconceived notions on the role of the teacher
librarian within the school community, fellow colleagues have thus labelled me
as a ‘bludger’ and my job as ‘breezy’. Whether these labels were made in ‘good
fun’ or not, they have definitely lowered my confidence in being able to try
new methods in my teaching, approach fellow teachers with advice to assist with
tasks, and voice my opinion. This subject has definitely opened my eyes to the
person I need to be within the school community, and has certainly made me feel
valuable amongst my fellow colleagues. The next step I plan to take is to be
more assertive and sure of myself when offering assistance and advice to
teachers, and especially when embracing Web 2.0 in the classroom.
