In comparing the international, national and state-based statements highlighted in this week's readings regarding the role of TL, it is clear that all the statements recognise that TLs are 'uniquely qualified' to fulfil a range of roles and services within a school community. Arguably, everything that defines and characterises the position of a TL develops from the fact that TLs have responsibilities and opportunities within their school community as both teachers and information specialists.
As all the role statements agreed, by being inherently teacher AND librarian, the role of TL becomes a multifaceted one - TLs have a role to play in teaching and learning, leadership, curriculum involvement, management, literature promotion and services (see SLASA statement). The mere fact the the ASLA statement uses TWELVE standards in their attempt to encapsulate the work of the TL highlights just how complex and multifaceted that role is.
Given the multifaceted nature of the TL role, to be effective TLs must engage collaboratively with the other members of the school community. Once again all the statements highlighted the integrated and collaborative nature of the TL's role as they work to "support and implement the vision of their school communities" (ASLA Policy Statement). No matter how the different statements were worded and structured, it was clear all agreed that TLs must be committed to collaborative practices - both to fulfil the standards of professional excellence and to be meaningful in their school communities. Schools after all are social institutions and it is only by interacting with, talking and listening with, collaborating with the different members of those institutions (staff, students, parents and community) that they can succeed.
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