The Australian School Libraries Research Project
Australian School Libraries Research Project Report 1: A snapshop of Australian School Libraries
Comments from participants
Participant #212:
It is a very isolated position, I am not part of the admin team, not part of
a faculty area. There is very little recognition for the responsibilities
and the roles that I carry out.
Participant #525:
It is undervalued by many traditional teachers who use textbooks. Despite PDs,
offers of collaboration, information dissemination and promotion by the Head
of School, many teachers are reluctant to embrace the opportunities I offer on
a regular basis.
Participant #232:
Still seen as not a teacher by those who do not take the time to find out what
we do.
Participant #343:
While many schools and principals value and appreciate the role of the teacher
librarian in schools teacher pupil ratio/budget restraints from the Department
restrict how much time can be used to employ them in primary schools.
Participant #336:
It is a very complex and demanding role. I do not work the same lines as other
coordinators and am always on duty, except for 2 lunch hours.
Participant #564: Every year have to
renegotiate staffing levels. SA documents allow for 1.0 TL time,
then this is lowered to allow for "contribution
to teaching" which always means taking a formal class out
of library.
Participant #87:
Often left out of the loop of information which could certainly improve in all
areas of the school - admin and committees need to disseminate info better.
Participant #327:
The role is critically dependent on the Principal's understanding of documents
such as the ASLA Standards of Excellence for T/Ls.
Participant #407:
There is a lack of support from many education administrators
for the Library and the role of the Teacher-Librarian. This is
reflected in dwindling aide time and budget allocations. State
education in particular has been left to squabble over crumbs
as public funds get redirected to the “private” sector.
School libraries therefore become easy targets as they are perceived
as being the line of least resistance.
Participant #349:
Overburdened and drowning school administrative tasks. It seems that the most
capable people have the highest workload and more roles placed upon them. Government
schools are largely understaffed and under-funded and administration is always
looking for ways to address the shortfall.
Participant #643:
Undervalued, overworked, frustrated by the lack of specific guidelines governing
my role...should not be subject to the principal's discretion. LOVE my job!!
Participant #252:
Too much time is allocated to teaching, very little to library tasks - this is
the norm in the ACT. Running a library is expected to be done outside of school
hours.
Participant #569:
Because of staffing reductions I cannot do all that I want to do.
Of the participants in the survey, 85.152% (585) indicated they were in charge of the library or the library coordinator. Since only 71.179% of the survey group are TLs, this means that there are some school libraries that are being managed by either librarians, para-professional or non-professional staff. Of the whole survey group over 60% indicated they teach classes in the library. The perception that TLs are non-teaching staff is not supported by this data.
Figure 27 provides a comparative view of the percentage of respondents by state who indicated they were the library coordinator, the percentage of TLs, the percentage of libraries with no TL and the percentage who teach in the library. Figure 27 indicates that the respondents in independent schools in this survey teach more than those in government schools. However, in this survey there are more TLs in independent schools.
Figure 27: Library coordination and teaching
Figure 28: Australian School Libraries: Teaching by School Type
