Teacher Librarians are Vital in Schools

The Impact of Great School Libraries Report 2016 (FAIR, 2016) begins with a telling statement:

“How can we teach students the reading, digital literacy, critical thinking and research skills they need to succeed in this increasingly online world? By ensuring every student in Australia has access to a well-resourced school library and the expertise of a teacher librarian.”

The report, based on data collected as part of a competition run by all of the state library associations along with the Australian governing bodies, highlights three key areas which act as primary drivers for school library activities:

  • Reading
  • Digital Literacy
  • Critical Thinking and Research

The results provide statistical evidence that indicates schools with a qualified teacher librarian had higher NAPLAN scores than those without. At schools without a qualified teacher librarian, NAPLAN scores were consistently below the national mean score for NAPLAN reading and writing. The Softlink Australian and New Zealand School Library Survey 2015 (Softlink, 2015) also provides statistical analysis that suggests that there is a positive relationship between library budget, library staffing and student achievement. The findings indicate that literacy levels are higher for those schools that support and invest in their school libraries, staffing and resources (Softlink, 2015, pg. 23).

internet-librarian

Image by Sarah McIntyre. Used with Permission

The importance of these skills are highlighted by Kay Oddone (2016) in her article, The importance of school libraries in the Google Age. Surprisingly, many teachers don’t realise that Teacher Librarianship requires an actual qualification and that Librarians are Information professionals trained to help teachers and students find the information that they need. As a Teacher librarian, I am thrilled when asked by a teacher to help them locate or explore a topic and I am always willing to share tips and tricks for searching online.

Oddone (2016) is certainly a ‘champion’ for the cause and states: “The teacher librarian has a unique role in the school. Having qualifications in both teaching and librarianship, they are familiar with pedagogy and curriculum, and also have expertise in resource management, information literacy, and literature (ASLA, 2014). Not being tied to a particular year level or subject area means that they interact with everyone, allowing them to develop a ‘big picture’ of the school in a way that few others can.”

The importance of teaching Digital Literacy and Critical thinking and Research skills is well supported in the academic literature. The fact that these skills are part of the General Capabilities in the Australian Curriculum (ACARA, 2016) means that no one teacher has responsibility for them. This may lead to Teacher Librarians finding themselves in the best position to address these vital skills.

In terms of what Teacher Librarians actually do, Novak (2016) provides a useful summary from an article by Dring (2014):

  • Dual qualifications in both teaching and library management means perspective of both student and teacher across a range of subjects and year levels.
  •  An expertise of teacher librarians is teaching information literacy.
  • Teacher librarians can support teachers across the school by providing valuable links to resources relevant to the curriculum.
  • Teacher librarians can assist students to become independent researchers and teach students about how to avoid plagiarism.
  • Teacher librarians can teach skills in how to approach research assignments.
  • Locating the right book at the right time for an individual child or teacher is a skill that should be highly valued and utilised by all members of the school community.

The Great School Libraries 2016 report concludes: “Further investment in school libraries and qualified teacher librarians is essential if Australian students are to fulfil their potential and if future generations are to succeed in the global knowledge economy” (FAIR, 2006, pg. 4).

References and Further Reading

Dring, S., (2014), ‘Don’t overlook your school librarian, they’re the unsung heroes of literacy’, The Guardian, 18 September, https://www.theguardian.com/teacher-network/teacher-blog/2014/sep/18/school-librarian-literacy-support-teacher-students.

FAIR (Freedom of Access to Information and Resources)(2016) The impact of Great School Libraries Report 2016 on behalf of the Australian Library and Information Association (ALIA), ALIA Schools, Australian School Library Association (ASLA), Queensland School Library Association, School Library Association of NSW, School Library Association of South Australia, School Library Association of Victoria and the Western Australian School Library Association. Retrieved from https://fair.alia.org.au/sites/fair.alia.org.au/files/u3/Great%20Australian%20School%20Libraries%20Impact%20Report.pdf

Oddone, K. (2016). ‘The importance of the school library in the Google Age’, SCIS Connections, no. 98, Retrieved from http://www2.curriculum.edu.au/scis/connections/issue_98/feature_article/importance_of_school_libraries_in_google_age.html.

Novak, B. (2016) ‘It’s time: let’s improve schools’ perceptions of teacher librarians,’ SCIS Connections, no. 99, Retrieved from http://www2.curriculum.edu.au/scis/connections/issue_99/feature_article/improve_schools_perceptions_of_teacher_librarians.html

Softlink. (2015). The Softlink Australian and New Zealand School Library Survey 2015. Retrieved from https://www.softlinkint.com/assets/img/banners/2015_Softlink_ANZ_School_Library_Survey_Report.pdf

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