Topic 3 – Teacher Librarians (TL) and curriculum development

Some questions I have pondered from Topic 3....

What is an appropriate role for the TL in curriculum development?
So far in my learning I have discovered the vital role that a TL can/should be playing in a school in terms of providing the necessary support and assistance in creating a resource based learning environment. Therefore, based on this, I feel that a TL should definitely be playing a role within curriculum development. In their role of ‘media specialist’, their expertise and their knowledge of resources available should be the starting point when beginning to plan new units of work.

What benefits can a school obtain from the active involvement of the TL in curriculum development?
The school can benefit greatly from active involvement from the TL. In terms of a resource based learning model, Campbell et al (2002) outlines the success of a unit that had been planned by both the class teacher and the TL, as opposed to the very much teacher directed unit that was also discussed. As a teacher, I know which unit sounds preferable to plan and teach – the one with the more active student involvement where the students are engaged and learning about something they are really interested in.
Victorian Essential Learning Standards (VELS) supports inquiry based learning. Inquiry learning and planning can only be enhanced with input from a qualified TL. A TL can bring skills that may not otherwise be available.

Should a principal expect teachers would plan units of work with the TL?
Yes, I think that a principal should expect and encourage collaboration within his/her staff. Relating to VELS and inquiry learning again, when planning a scope and sequence for this, the TL should definitely be involved. Apart from any other factors, the TL needs to be ‘in the loop’ in order to ensure that there are appropriate resources available. Also, the inquiry model aims to support students in becoming autonomous learners, which, in my understanding, is what resource based learning is about. Therefore, who better to collaborate with than the TL?

How are students disadvantaged in schools that exclude the teacher librarian from curriculum development?
Students can be disadvantaged in many ways. If the TL is not involved in collaboration, then the TL may not be ‘seen’ by the school community. The library itself will be seen by students as ‘the place where the books are stored’ (a view that the students at my school hold I am sure), rather than the exciting learning hub that it can be. The teachers themselves could miss out on a wealth of knowledge which no doubt would be beneficial to the students they are teaching. Readings I have completed so far have shown evidence of increased student achievement when the TL is actively involved in curriculum development.
It just seems to me to be common sense that if a school is lucky enough to have a fully qualified TL on staff that they should utilise this ‘human resource’ to his/her fullest potential!


Campbell, L., Flageolle, P., Griffith, S., & Wojcik, C. (2002). Resource-based learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. (Wiki-based version of the original publication by Association for Educational Communications and Technology).