Theme Two Reflective Blog Post – The Teacher Librarian, a Teacher’s Best Untapped Resource

After reflecting upon my experiences during the second theme of the course I was left feeling eager and excited to begin the collaborative process. It was my love of literature and the collaborative nature of teacher librarianship that initially drew me into the field. I liked the idea of working alongside teachers and administrators to co-plan and co-teach students. “By collaborating with students and teachers, the school librarian empowers students to be critical thinkers, enthusiastic readers, skillful researchers, and ethical users of information” (Riedling 9). As a new teacher, I am always eager to glean any knowledge I can from colleagues and those experienced in the field. Collaborating with others allows me to see things from different perspectives, giving me the ability to reflect upon, and refine my practice to better meet the unique needs of my students.

As a parent and teacher, I strongly believe that our children learn more when they are exposed to a number of different people and their ways of doing/knowing. I may show my daughter how to tie her shoes one way for example, but this may differ from the way in which her grandfather shows her how to tie them. Just because they are different doesn’t mean that they are wrong. They both lead to the same outcome. By exposing her to different ways of doing something, I am encouraging her to then choose which option bests suits her individual needs. This helps to reinforce diversity and encourage critical thinking and creativity– coinciding with the goals of the American Association of School Librarians (AASL) Standards for the 21^st Century Learner and the Canadian Library Association’s (CLA) Leading Learning Standards of Practice for School Library Learning Commons in Canada.

The same can be said of our students. When teaching students how to improve their information literacy skills it is ideal to have both the teacher librarian and the classroom teacher lend their support. Doing so, has been proven to increase student understanding and achievement. The teacher librarian knows his or her collection and can direct a student towards useful resources which allow them to develop vital skills (information, technology, communication), while the classroom teacher can hone in on his or her knowledge of a specified subject area. Both, play a key role in preparing students with the skills necessary for lifelong learning. Seen in this way, “participants support one another and build on each other’s thoughts and ideas to push farther than each team member could individually” (CLA 4). The library becomes a space where “everyone is a learner; everyone is a teacher working collaboratively toward excellence” (CLA 5).

Unfortunately, some teachers have little interaction with their school librarian. This may be due to the fact that classroom teachers feel a school librarian has little to add to their practice or a lack of understanding of the vital role teacher librarians play within the school. Either way, it is important teacher librarians reach out to the staff within their school. As Haycock asserts, “collaboration between teacher and teacher-librarian not only has a positive effect on student achievement, but also leads to growth of relationships, growth of the environment, and growth of persons, all conducive to improved experiences for all members of the school community” (32). By requesting to help teach students to be information literate, and helping to implement these skills within the classroom, teacher librarians can reach more students and solidify their position as a vital resource within the school.

Below I have attached a short video addressing the need for teacher librarians and classroom teachers to work together as a team to provide the best learning possible for our students.

Youtube Video – Teachers + Teacher Librarians = Better Learning

Below I have attached a link to an article from the Canadian School Libraries Journal. It provides reader’s with a detailed explanation of a successful collaborative inquiry project between a teacher librarian and a classroom teacher that I found to be particularly relevant to our theme. The article breaks down the collaboration process and lists the various resources chosen to support the students on their journey. I felt it was a great example of how we as teachers and teacher librarians, can work together to improve student success.

Link to the Canadian School Libraries Journal – Teacher/Teacher-Librarian Collaborative Inquiry: Exploring Aspects of the Inuit Way of Life. https://journal.canadianschoollibraries.ca/teacher-teacher-librarian-collaborative-inquiry/

Works Cited

Ainsworth, Lisa. “Teacher/Teacher-Librarian Collaborative Inquiry: Exploring Aspects of the Inuit Way of Life.” Canadian School Libraries Journal, vol. 1, 10 May 2017, https://journal.canadianschoollibraries.ca/teacher-teacher-librarian-collaborative-inquiry/.

Canadian Library Association. Leading Learning: Standards of Practice for School Library Learning Commons in Canada. Canadian Library Association, 2014.

Ken Haycock. “Collaboration: Critical success factors for student learning” School Libraries Worldwide 13.1 (2007): 25-35

Reidling, Ann Marlow,. Loretta Shake, and Cynthia Houston. Reference Skills for the library media specialist: tools and tips. Worthington, Ohio, 2013