THE JANUS FACTOR:
EXPLAINING THE UNIQUENESS OF THE
TEACHER LIBRARIAN

“Now, by two-headed Janus,
Nature hath framed strange fellows in her time.”
                   William Shakespeare.
		   Merchant of Venice.
		   Act i, Sc.1.

The duality of the role of teacher librarians is compared to the portrayal of the mythical entity of Janus; having both hindsight and foresight, holding the ‘key’ to education by virtue of their information literacy involvement, and engaged in responsibilities as both librarian and teacher.

Factors contributing to the uniqueness of the role of the teacher librarian are delineated. Professional issues are compared to that of both classroom teaching colleagues and educational administrators within the school.

A brief history of teacher librarianship is presented, together with an examination of the scope of the role of teacher librarianship.

Future directions for the profession are discussed.

Unique amongst the staff of a school is the teacher librarian. The Curriculum Corporation (1994) notes that the teacher librarian’s role requires the integration of teaching skills and librarianship.

Having responsibility for the school’s library, the teacher librarian is not only accountable for the supervision of the resources, but is also entrusted with ensuring accessibility, relevance, currency and quality of materials to support the school’s curriculum.

Additionally, the teacher librarian is an educator in the truest sense of the word. In the past, this role has been restricted by administrative perceptions to bibliographic instruction - how to use the library. With the development of a holistic approach to education, and the emphasis on information literacy, the teacher librarian is now being recognized as possibly the most qualified information professional within a school. A whole school perspective (Henri,1998a) with wide knowledge of all key learning areas (Todd et al, 1996), the teacher librarian is able to work collaboratively with colleagues to appropriately action necessary strategies in order to achieve information literacy outcomes.

The mythical figure of Janus is depicted as having two faces, not as a reflection of duplicity, but because he was supposedly acquainted with both the past and the future (Lamprier, 1984;334). This comparison is valid for teacher librarians, as they must be cognisant of the traditions of librarianship, the current pedagogical paradigms plus the future trends that are becoming apparent. Additionally, the ‘two-headed Janus’ is appropriate in representing the ‘meaningful duality’ (Mobley, 1994) of the teacher librarian’s role as concurrent ‘instructional consultant and information provider’ (ibid).

According to Encyclopedia Britannica Online, Janus was an ‘animalistic spirit of doorways’ whilst Encarta describes Janus as a god whose assistance was sought in every domestic undertaking. In considering the role of teacher librarians in providing instruction in information literacy (Kuhlthau, 1995) it is possible to extend the analogy to encompass the concept that all educational experiences are underpinned by information literacy. Being a core competency,(Burnheim, 1992) information literacy underpins all other learning in addition to being a life skill and necessary for meaningful employment in the current climate.

In classical literature, the name of Janus was evoked before all others, despite the academic dispute as to whether or not he was one of the mythical gods. The status of Janus was such that he was ranked with the gods as he presided over all the ‘gates and avenues to the gods’ (Lamprier, 1984;334). Brown and Sheppard (1997) note that the role of the teacher librarian must include that of a ‘leader of leaders’, with a primary expectation of being able to guide and advise the whole school community as to policy development.

Janis was often illustrated as holding a key in one hand and a rod in the other. Again, an appropriate analogy for teacher librarians becomes apparent. The key symbol is particularly appropriate, as the role of the teacher librarian is a pivotal one within the school. Lance et al (1993) notes the direct correlation between academic achievement, the school library and the role of the teacher librarian.

Thus, it may be said that contributing to the uniqueness of the teacher librarian is a ‘Janus factor’, having a multiplicity of roles, skills and responsibilities.

In countries other than Australia, the term school librarian is utilised, rather than teacher librarian. However, in recent years , there has been much discussion regarding the title of that member of teaching staff who is employed as a teacher librarian (Pennell, 1996). Whilst there is some support in academic areas that the label is precise, adequate and appropriate (Henri, 1996), there are others who argue that it is self-limiting, obsolete and inaccurate (Todd, 1996).

Synonyms for teacher librarian include Library Media Specialist, Cybrarian, Media Librarian, Information Educator (Genco, 1997), and Information Resource Managers (Benson, 1997). Todd et al (1996) proposes not only a change of title to Director of Information Services, but also a complete restructure of the school library.

However, the ongoing debate as to the most comprehensive title for the teacher librarian can be considered as a reflection of the evolution of the role, and the difficulties of members of the educational community to perceive the implications for further development (Leisener,1985;13). Lee (1997) remarks on the need to clarify the role of teacher librarians, and to thus identify a title that reflects the identified role.

It is interesting to compare the nomenclature used for other teaching professionals. Classroom teachers have no ‘crisis of identity’, nor are there any misconceptions concerning their role in education. Prior to the twentieth century, they were commonly referred to as masters or assistant teachers, and currently assume the title of ‘classroom teacher’ without doubt or hesitation. The fact that their role has been clearly defined since the ancient classical era provides immunity in title, and a corresponding security in identity.

School libraries are the largest component of the Australian library and information network (Hazell, 1990), with some eleven thousand schools providing services to over three million students. However, Clyde (1982) records the ‘humble beginnings’ of school libraries, originating from collections of books belonging to Sunday schools in the colonial period. These books were provided with the intention of teaching reading skills, in order that the ‘scriptures’ could be more greatly appreciated. Print material, and instruction in reading, were provided by the Sunday school teacher, who’s qualifications may have consisted solely of the ability to read.

As late as the 1940’s, the concept of libraries in schools had little support in Australia. Whatever print resources were located in the school were generally located within individual classrooms, and administered by the classroom teacher.

Tanner (1997) notes that ‘teacher librarianship’ in the 1950’s was represented by a classroom teacher acting as custodian of the books, with selection and maintenance of a small collection being a minor role.

The 1960’s saw the introduction of a small number of tertiary-trained teacher librarians, the libraries were converted classrooms (Tanner, 1997) with card-based cataloguing systems reflecting the comparatively small nature of the collection.

An increasing number of teacher librarians were employed in school libraries in the 1970’s, with a strong focus on curriculum support being evident. At this time, the recognition of student diversity was reflected in an increase in the depth of the collection, and the overlapping roles of the teacher librarian as information specialist, teacher and instructional consultant (AASL, 1996) became evident.

In the 1980’s, the introduction of computer technology produced a focus on user services and information skills instruction. This required a modification of the tertiary instruction in teacher librarianship to accommodate a strengthening of the curriculum role (Tanner, 1997) and greater emphasis on collection management.

The current decade is one in which digital technology is making a huge impact on school libraries, as elsewhere. Not only are school library systems becoming increasingly more commonly computorised, the availability of library management software is dictating library automation be the norm, rather than the exception (Freeman, 1999). Tanner notes the effect not only of automation of library management, but Local Area Networks, Wide area networks, Internet access and an increasing diversity in format of resources. In this regard Dow (1998;181) notes that teacher librarians must have information technology skills not required of many of their classroom teaching colleagues. Not only must the teacher librarian have the necessary competence to utilise the resources, but also exhibit appropriate expertise in imparting instruction in the use of these resources.

Thus, over the last five decades, teacher librarianship has progressed from a custodial role assumed by a classroom teacher, to an information professional based in the school library. Interestingly, there has been little change in the development of classroom teaching. Information technology has created an additional strand to the curriculum, but classroom practice remains unchanged even in this sphere.

A teacher librarian is vastly different from a person with librarian qualifications that is placed in charge of a school library. Gorman (1998) notes that ‘the librarian’s job is to preserve forms of recorded knowledge, foster public education and continue a historical mission that provides a foundation for democratic society’. This is indeed a noble brief for librarianship in general, but inadequate in the contemporary educational context.

It is noted in Northern America that there is a movement towards teacher librarians being replaced with library technicians (Hamilton, 1995). In some non-government schools in New South Wales, appointments of this nature are approved by the employing body, but the failure to engage personnel with appropriate qualifications in both teaching and librarianship can only lead to the failure to achieve educational outcomes. The Curriculum Corporation (1994) opines that information will be viewed in a ‘passive’ way in environments where the school library is considered merely a repository for information, whereas learning is an active process (Van Orden, 1995).

Conversely, it is common practice in schools (including the NSW state government schools) to appoint a person with teaching qualifications to be ‘in charge’ of the library.

Henri (1997) notes the ‘significant variation in practice’ of teacher librarianship, whilst Todd (1996) remarks on the ‘quality of some teacher librarians’, describing their professional competence as ‘questionable’. Perhaps this is comment is best directed at unqualified staff assuming a professional role for which they are not trained. Haycock (1995) confirms the relationship between effective teacher librarianship and academic achievement in a school. McKenzie (1993) despares of school library evolution paralleling that of commercial banking in that they become mere repositories for information, where knowledge is merely withdrawn as required to achieve an immediate outcome.

It is self-evident that the practice of employing untrained and unqualified personnel in the classroom would not be acceptable. Yet, based solely on financial considerations (Taylor et al, 1997) this is occurring with the utilisation of teacher librarians.

Unlike either librarians or classroom teachers, the teacher librarian has little in the way of specific role statements to guide activities, and in many instances an ad hoc approach has developed in schools where insufficient attention has been given to administrative expectations or the optimisation of the potential to incorporate the specialist skills of the teacher librarian.

Within New South Wales government schools, the Department of Education and Training (DET) administers the function of the teacher librarian via its policy documents. There are three related documents, none of which give a precise ‘role statement’ for the position. The policy statement (Department of Education,1987) provides an indication of the types of activities in which a teacher librarian should be involved. A later publication (Department of School Education, c1990;15) notes that the policy document emphasises the role of the teacher librarian in the teaching and support of information skills programs, and continues to add to the list of suggested activities. The Handbook for School Libraries (DET, 1996) persists in this trend by adding further suggestions for activities in which teacher librarians should be involved.

Lacey (1998) despairs of the ‘long list of assumed duties that have accumulated, and notes that there is no formal role statement for teacher librarians in New South Wales government schools, despite the plethora of documentation generated by the administrating body.

Haycock (1979;10) attempted to refine the concept of teacher librarianship, and undertook a study involving participants from Canadian school libraries, library educators together with district coordinators and supervisors. The investigation identified sixty-three competencies required in numerous areas:

• fourteen competencies in administration of resource based learning programs;
• five competencies in selection of resources;
• seven competencies in acquisition, organisation and circulation;
• eight competencies in reading, listening and viewing guidance;
• five competencies in information and reference services;
• four competencies in promotion of effective use of learning resources;
• nine competencies in cooperative planning and teaching; and
• eleven competencies in professionalism and leadership.

Whilst many of these qualities are common to librarians in general, a significant number are specific to the function of the teacher librarian. Very few have an equivalent in classroom teaching.

Similarly, the Curriculum Corporation (1994; 43) identified the teacher librarians’ role as requiring eighteen different areas of excellence. Included was the ‘cooperative planning, teaching and evaluation of programs with classroom teachers to ensure effective integration of information resources and technologies into student learning’. The other seventeen areas are equally extensive, and it is noted that each one in itself amounts to nearly a full-time career position.

In attempt to more closely define the role of the teacher librarian, the Australian Library and Information Association, in conjunction with the Australian School Librarians’ Association, released a joint statement in 1994. Within that document, seventeen different facets of the role were delineated, with seven different areas of responsibility.

However, common to all the various descriptions, recommendations and suggestions as to the role of teacher librarians is that of their involvement in information literacy (Skrzeczynski, 1995), collaborative planning and teaching (Haycock, 1988), and the resourcing of the school’s curriculum by maintaining an appropriate collection of materials (Henri, 1998b).

Nimon (1996;71) predicts the future production of even more role statements for teacher librarians, but with development of briefer and more general specifications. It is noted that this will place the onus on the individual teacher librarian to define the role within each individual school.

Perhaps the most concise role statement available to teacher librarians in New South Wales is that contained in folded A4 brochure (c1997) available from the Teacher Recruitment Unit. This states that ‘...as a teacher librarian, you will work collaboratively with teachers to enhance students’ learning through the provision of a diverse range of programs....teaching students to competently access and utilise information...Teacher librarians provide information services that are integral to the planning, implementation and evaluation of the school curriculum’.

Internationally, teacher librarianship is proving to be a dynamic field of endeavor. Lemke (1993) notes that the creation of new educational theories is producing a shift in paradigm in many teaching spheres, and in particular the school library sector. He observes that the emergence of multimedia resources expands the depth of the library collection, and thus the scope of the teacher librarian’s role. Van Orden (1995) promotes the necessity for teacher librarians not only to have the necessary skills in assessing the quality of multimedia resources, but must also display technical expertise in the manipulation of these resources. Additionally, the teacher librarian must be cognisant of the potential for use, the equipment requirements and the compatibility with other formats.

This dichotomy of resources (Tanner, 1997) demands the development of new skills, together with the retention of traditional skills. Technological advances in library management have changed the type of work (Henri, 1997), not reduced the workload in a school library, as is commonly perceived. Thus, the role of teacher librarians is expanding in dimensions, rather than following the trend in specialisation.

Webster’s Thesaurus (1998) provides four separate identifying qualities for the property of uniqueness; “only”, “single”, “alone” and “exceptional”. Each of these qualities is an appropriate adjective for the teacher librarian.

With the exception of some large private schools, the teacher librarian is a singular position, being only one person employed in this capacity in an individual school. Indeed, some smaller schools employ a teacher librarian on a part-time basis only. In New South Wales government schools, a prescribed staffing formula (Lacey, 1998) dictates the allocation of teacher librarians as one per school, but internal (school) manipulation often further reduces the ‘one full-time’ position to that of a part-time undertaking in order that funding is available for other specialised staff. It is interesting to note the Curriculum Corporation’s recommended staffing levels (1994), whereby the allocation of teacher librarian positions is dependent on school staffing levels ( in turn, determined by the number of students enrolled in a school). In this case, the average government high school employing 70 to 80 staff would engage in excess of two teacher librarians.

Further synonyms for “alone” include “unequaled, unparalleled” and “unrivaled”. As can be seen from the scope of the role, the teacher librarian displays all of these qualities. In many instances, classroom teachers do not view the teacher librarian as a teaching colleague (Haycock, 1987). The fact that teacher librarians are not based in a classroom (Nimon, c1996), together with the fact that in many cases the ‘timetabled’ scheduling of instruction of classes is less constrictive, often produce the perception that teacher librarianship is a ‘soft option’ for teaching.

Mobley (1994) notes the negative impact of these perceptions on the role of the teacher librarian, and cautions against risking professional rejection by appearing to exceed the expectations of the ‘social hierarchy’ within a school.

Similarly, school administrators often undervalue the services of teacher librarians, engaging them in ‘Relief from Face-to-Face’ (RFF) activities in order to release classroom teachers for lesson preparation (New South Wales Teachers Federation, 1998). There is a noticeable absence of awareness the fact that teacher librarians also have to undertake lesson preparation, in addition to maintaining the collection. In order to maintain the currency and relevance of the school’s resources, the collection need s to be constantly ‘reviewed, evaluated, compared, upgraded and publicised’ (Dow, 1998). Rowen (1996) bemoans the fact that school libraries are ‘restricted by administrators who lack vision’.

In regard to “exceptional”, the extraordinary role undertaken from the whole school perspective is confined, within teaching roles, to the teacher librarian. An even wider perspective than the whole school must be employed by the teacher librarian in regard to legislation. Although classroom teachers must be cognisant of policies and procedures concerned with involvement with students, the teacher librarian must also consider conflicting issues such as copyright and fair use (Griffith, 1997), plus intellectual freedom and censorship (Berger, 1993).

Further, many personal qualities are required in this role, which are not expected of the classroom teacher. Further, ‘independence, extrovertism, social interaction skills, and personal stamina’ are necessary for collaborative planning and teaching (Haycock, 1995). In order to collaborate with colleagues, an understanding of adult learning theory is required (ibid).

In contrast, Oberg (1990) notes that classroom teaching is often charactoried by “conservatism...individualism...and presentism”, which are directly in conflict with the ideals for teacher librarianship. Kulthau (1993) observes that a constructivist approach is required for successful implementation of information literacy into the curriculum.

Thus, the teacher librarian holds a unique position within a school. Having specialist skills in both librarianship and teaching, many particular personal qualities are necessary. Often labouring under conflicting policies, the teacher librarian must assume a paralegal demeanor. The misconceptions of the school community frequently compound the existing difficulties of the assignment.

Regardless of the challenges presented within the field of teacher librarianship, Lee (1996) has identified the schools’ information professional, the teacher librarian, as the most qualified member of staff to assist the school as a whole in students achieving educational outcomes.

Janus is unique amongst Roman mythology. Having no parallel in Greek mythology (Encarta, 1998), the teacher librarian shares this feature, with no counterpart in the teaching profession nor the library profession.

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