Over the course of this semester and study of ETL401 I have been exposed to an overwhelming amount of information on the complex and often undervalued roles of the teacher librarian. Whilst reading the articles and participating in the forum discussions I have reflected and altered my own somewhat narrow view of the TL and applied this new knowledge to my own school and its learning needs. My view like so many others has been shaped by stereotypes and ignorance.
“Some of the comments reinforce the stereotypical view of librarians as stated in Melissa Purcell’s article that TL's merely check out books.” Clark(2011)What’s My Role? I believed that the teacher librarian was the gatekeeper and her role was to manage and deliver resources to support the curriculum. They provided a service to classroom teachers and students. I was disappointed that many teachers and principals also held the view stated by Oberg (2006) “in some worst case scenarios "principals believe that teacher librarians are not leaders or proactive educators but service providers who merely respond to teacher or student requests.” This to me is evident by the fact that many schools use the RFF model for library instruction.
I have faced a number of challenges and will continue to do so in regards to the TL roles and time management. My biggest challenge was and will be managing all the roles, particularly the leadership role. “I realise now that with slight panic that the expectations I had of myself as Teacher Librarian; need to be re examined. All those roles! I have been focusing more on the role of the teacher and realise how my skills as a leader, resource manager and collaborator have a long way to go. Can I do it? Realistically.” Clark (2001) Dreaming of Herrings.
I have grown to understand the many obstacles facing TL’s, not only in successful collaboration but in the need for principal and executive support as discussed by Oberg (2006) and Hartzel (1997). “The only way to change principal perceptions is to assault them directly, repeatedly and from a multiplicity of directions. Reshaping takes time and effort.’ This was confronting for me to consider I may have to display more confidence and assertive behaviour as a collaborator and leader.
What I have come to understand since then is that you begin slowly and ‘work with the willing’ as other students posts have stated, use Evidence Based Practice as discussed by Todd(2009) and others writings. We must provide proof that the TL has a positive affect on student learning outcomes. Clark (2011) Evidence Based Practice. Kramer and Diekman’s( 2010) simple equation of ‘Evidence = Assessment= Advocacy’ made a lot of sense to me, although I wasn’t quite sure how to put it into practice as I didn’t have a deep knowledge or understanding of the concept. This article made me aware of the importance of advocacy in the profession in promoting the role of TL for future survival.
When I began to search and construct my own information throughout the course and for assignments I became aware of Kuhlthau’s information seeking process and the typical uncertainty and anxiety that she identifies. These feelings were sometimes captured in my blog entries as in ‘Assignment 1 and Referencing’ although I did not excessively blog about uncertain ideas, feelings and frustrations for fear of seeming too negative or unknowledgeable. The role of TL is much more complex and vast than I assumed and my concerns were that I may not have the qualities and competencies to achieve success. My depth of knowledge was really quite shallow. “The more you learn the more you become aware of your ignorance.” Senge (2007)p10.
Another important aspect discussed on the forum was priorities. In one of my postings for Topic 2- ‘Priorities’(2011, August 15). I agreed that “students needs must drive our priorities in the library but with the focus on proving our worth and justifying our positions to administrators and others, it is easy to lose sight of those who have most at stake, our students.” Clark (2011). Doug Johnson’s website offered some interesting ideas to consider and explore. “We need to redefine our roles… Student interest rather than set curriculum has begun to drive our learning.’ Johnson (2008)
Developing a clearer understanding of information literacy, its theories and practices has been overwhelming and motivating. “Students are prepared to participate in a world and workforce which involve change and these important skills of being a participant who can collaborate critically and creatively are extremely important.” Boss & Krauss (2007)
We as TL’s must collaborate and assist others to become information literate to enable success for lifelong learning. “For effective transfer of information literacy to other KLA’s requires all staff not just the TL to have a responsibility to teach IL as part of the research process.” Clark (2011) Information and Transfer
In summary this subject has enhanced my professional knowledge and allowed me to think critically about myself and the roles of the teacher librarian. The readings, discussions and exposure to exceptional role models like Joyce Valenza, have motivated and inspired me to reshape my role as TL in the twenty first century library.
References
Babblejabber. What’s My Role?(2011, August 14)[Blogpost] retrieved from
http://mvlisa-babblejabber.blogspot.com/
Babblejabber. Dreaming of Herrings. (2011,27th July)[Blogpost] retrieved from
http://mvlisa-babblejabber.blogspot.com/
Babblejabber. Evidence Based Practice (2011, 14th August)[Blogpost] retrieved from
http://mvlisa-babblejabber.blogspot.com/
Babblejabber. Assignment 1 and Referencing(2011, 22 August)[Blogpost] retrieved from http://mvlisa-babblejabber.blogspot.com/
NB: Other references are in assignment reference list. Hope this is correct.
Friday 23 September 2011
Doug Johnson's Article
I really enjoyed reading 'The Seven Most Critical challenges Facing our Profession' by Doug Johnson (2002).It's a fitting article to finish ETL 401 with.
1.Enhance collaborative efforts.
2.Demonstrate effectiveness through accountability.
3.Remain experts in technolgy and assist others.
4.Fight to retain our profesional status.
5.Encourage other teachers to the profession.
6.Keep our core values when pushed into providing service model.
7.Stay connected with other TL's.
I wholeheartedly agree with number 7. I have always wanted more opportunity to network and share ideas and learn from other Tl's.
Doug Johnson has the knack of simply summing it all up in a positive way.
The future is exciting but daunting. I know the amount of time needed to commit to further study and to being the best I can be in my profession and for my family. So the juggling act will continue. There is still so much reading to do and new technologies and ideas to explore.
I have had to finish assignment 2 early due to school holidays.
Looking forward to just reading a book in the next two weeks ! Wishing everyone else well in assigment 2 and hope to see some familiar names soon.
1.Enhance collaborative efforts.
2.Demonstrate effectiveness through accountability.
3.Remain experts in technolgy and assist others.
4.Fight to retain our profesional status.
5.Encourage other teachers to the profession.
6.Keep our core values when pushed into providing service model.
7.Stay connected with other TL's.
I wholeheartedly agree with number 7. I have always wanted more opportunity to network and share ideas and learn from other Tl's.
Doug Johnson has the knack of simply summing it all up in a positive way.
The future is exciting but daunting. I know the amount of time needed to commit to further study and to being the best I can be in my profession and for my family. So the juggling act will continue. There is still so much reading to do and new technologies and ideas to explore.
I have had to finish assignment 2 early due to school holidays.
Looking forward to just reading a book in the next two weeks ! Wishing everyone else well in assigment 2 and hope to see some familiar names soon.
Sunday 18 September 2011
Shaping our Profession
I found Foley and Hays article 'Shaping our Profession'(2007) relevant to our Blogs. This sort of reflection is a way of developing and sharing knowledge and may lead us to feeling confident enough to contribute teaching experiences and ideas with others in professional journals perhaps at a later stage.
"While it is important to map the profession's journey in practice, the development of a strong body of research that is based on Australian practice is also fundamental to the shaping of our future. Hay and foley (2007)
"Over the years, Scan has published the writings of teacher- librarians, teachers and principals who have evaluated their learning and teaching experiences. Capturing these reflections in formal publications, such as professional journals, conference papers or book chapters, not only provides each of the writers with an opportunity to share their learning, it provides us with a wealth of evidence, a documented history if you like, of our profession's growth, challenges, changes and future directions." p24
"While it is important to map the profession's journey in practice, the development of a strong body of research that is based on Australian practice is also fundamental to the shaping of our future. Hay and foley (2007)
"Over the years, Scan has published the writings of teacher- librarians, teachers and principals who have evaluated their learning and teaching experiences. Capturing these reflections in formal publications, such as professional journals, conference papers or book chapters, not only provides each of the writers with an opportunity to share their learning, it provides us with a wealth of evidence, a documented history if you like, of our profession's growth, challenges, changes and future directions." p24
Priorities
Priorities need to be juggled. The number one priority should be student needs. Cooper and Bray suggest "The reality is there will be some tasks that just don’t get done and others that will be done minimally. “It is imperative, however, that the focus of the school library media specialist’s efforts remain on things that most directly impact instruction, efforts that often involve collaboration with
teacher colleagues.” Cooper & Bray( 2011)p55
I think it is easy to lose sight of the top priorities when there is so much that needs doing. Delegate admin tasks wherever possible and focus on student needs and motivating factors.
teacher colleagues.” Cooper & Bray( 2011)p55
I think it is easy to lose sight of the top priorities when there is so much that needs doing. Delegate admin tasks wherever possible and focus on student needs and motivating factors.
Saturday 17 September 2011
Topic 4 - Information Literacy and Transfer
Information Literacy and Transfer
Herring’s article ‘Assumptions, Information Literacy and Transfer in High School.’ indicates that teachers including the teacher librarian generally make many incorrect assumptions about IL. These are as follows:
1. Information literacy is developed across the school
2. There is a common understanding in the school of information literacy
3. All students understand the concepts that lie behind information literacy teaching
4. Transfer of knowledge and skills is a key element of high school education
5. Students will transfer knowledge and skills across time and across the curriculum as a matter of course
6. Students and school staff will view information literacy teaching in a similar way
Teachers often assume that the information literacy practice is being taught by other staff. These assumptions can then lead to teachers relying on other teachers or the students themselves learning some of these skills themselves without any specific teaching or guidance( via osmosis). For effective transfer of information literacy to other KLA’s requires all staff not just the TL to have a responsibility to teach IL as part of the research process.
Herring’s recommendations (2011)– Teacher-librarians and teachers may be able to improve both learning and teaching in their schools if they : revise the way they teach, encourage and reinforce information literacy practices across the school.
• Teacher-librarians and teachers initiate a discussion of the transfer of knowledge, skills, and practices across the school, particularly in relation to information literacy.
• School senior management explore the ways in which a culture of transfer might be created in the school, taking both a top-down and bottom-up approach.
• Teacher-librarians and teachers seek the views of students across all school levels on developing and transferring information literacy practices.
This research was carried out in secondary schools and it has me wondering at what age should we really be expecting students to show IL transfer? Herring’s recommendations should also be taking place in primary schools. The foundations for IL must be set in the early years of school. Maybe it needs to become part of programming practice. There appears to be a need for an Information Literacy policy with a clear definition of what information literacy is and this would be the start providing a culture that encourages IL and it’s transfer into all KLA’s. Teachers have to consider Aboriginal Ed perspectives, multiculturalism etc , so maybe we need to start including information literacy as a component to be considered as part of programming also.
Herring’s article ‘Assumptions, Information Literacy and Transfer in High School.’ indicates that teachers including the teacher librarian generally make many incorrect assumptions about IL. These are as follows:
1. Information literacy is developed across the school
2. There is a common understanding in the school of information literacy
3. All students understand the concepts that lie behind information literacy teaching
4. Transfer of knowledge and skills is a key element of high school education
5. Students will transfer knowledge and skills across time and across the curriculum as a matter of course
6. Students and school staff will view information literacy teaching in a similar way
Teachers often assume that the information literacy practice is being taught by other staff. These assumptions can then lead to teachers relying on other teachers or the students themselves learning some of these skills themselves without any specific teaching or guidance( via osmosis). For effective transfer of information literacy to other KLA’s requires all staff not just the TL to have a responsibility to teach IL as part of the research process.
Herring’s recommendations (2011)– Teacher-librarians and teachers may be able to improve both learning and teaching in their schools if they : revise the way they teach, encourage and reinforce information literacy practices across the school.
• Teacher-librarians and teachers initiate a discussion of the transfer of knowledge, skills, and practices across the school, particularly in relation to information literacy.
• School senior management explore the ways in which a culture of transfer might be created in the school, taking both a top-down and bottom-up approach.
• Teacher-librarians and teachers seek the views of students across all school levels on developing and transferring information literacy practices.
This research was carried out in secondary schools and it has me wondering at what age should we really be expecting students to show IL transfer? Herring’s recommendations should also be taking place in primary schools. The foundations for IL must be set in the early years of school. Maybe it needs to become part of programming practice. There appears to be a need for an Information Literacy policy with a clear definition of what information literacy is and this would be the start providing a culture that encourages IL and it’s transfer into all KLA’s. Teachers have to consider Aboriginal Ed perspectives, multiculturalism etc , so maybe we need to start including information literacy as a component to be considered as part of programming also.
Information Process - Kuhlthau
I have been reading Kuhlthaus article The Process of Learning From Information She has made me more aware that information literacy requires a process to be followed. " A sense of process allows students to draw on a wide range of skills that they learn throughout their years of schooling for application in everyday living." Kuhlthau explains (in regards to) the abundance of information, "it is not the difficulty of access but the time, effort and difficulty of using the information that are deterrents to library use."
required to which muscertainly didn't take into consideration the affective domains of the information process as stated in Carole Kuhlthau's article 'The Process of Learning From Information'(1995).
The light bulb started to glow dimly when I considered my own learning and research in context with her process. The idea of information as a process rather than set of skills seems more logical now.
I could relate to the typical uncertainty and anxiety identified in her process model as I studied and moved through the research process.
" A wholistic view of the information user encompassing affective experience as well as cognitive aspects is needed.'p7
This knowledge allows us to prepare and reassure students about these feelings and address them as they arise.
required to which muscertainly didn't take into consideration the affective domains of the information process as stated in Carole Kuhlthau's article 'The Process of Learning From Information'(1995).
The light bulb started to glow dimly when I considered my own learning and research in context with her process. The idea of information as a process rather than set of skills seems more logical now.
I could relate to the typical uncertainty and anxiety identified in her process model as I studied and moved through the research process.
" A wholistic view of the information user encompassing affective experience as well as cognitive aspects is needed.'p7
This knowledge allows us to prepare and reassure students about these feelings and address them as they arise.
Monday 12 September 2011
Developing Professional Dispositions and Competencies
Dispositions and competencies are something which I have given a lot of thought to whilst studying ETL 401. I located the e book titled 'Tales Out of the School Library: Developing Professional Dispositions' by Bush and Jones (2010).
Chapter 1 - "Dispositions' looks at the various points of view on student and teacher dispositions. The American Association of School Librarians identifies the following dispositions for students:
Display initiative
Demonstrate confidence, self direction, creativity, adaptability, productivity, leadership, teamwork, motivation.
Maintain a critical stance, openess to ideas.
Use divergent and convergent thinking.
Have and show an appreciation for social responsibility.
After reading chapter 8 -Communication, I considered my own emotional intelligence competencies.
The authors refer to Daniel Goleman's (1992) focus on emotional intelligence as an array of competencies that drive leadership performance.
these are:
self awareness- using emotions and using gut feelings to guide decisions
self management- keeping ones emotions and impulses in check
social awareness- interpersonal skills; ability to sense, understand and react to others emotions.
relational management - empathy, ability to influence, inspire, mentor and manage conflict.
Bush and Jones suggest that for TL's, relational dispositions are important. Rather than hide away in our libraries we need to step out boldy, communicate our role with succinct messages to our constituancies. If necessary we do this one teacher and administrator at a time. "Listening more than talking, knowing when to speak and recognising that variety(as well as flexibility) is the spice of Life."p69
The important idea I gained from reading these chapters is that we don't necessarily have all of these competencies or dispositions but
they are those which TL's should aspire to. Most of us would not possess all of them but they can be used to inform our practice and provide room for growth. They suggest that "dispositions are best acquired, taught and caught through modelling."p4 Teacher librarians must have acquired them first before they can model them for students.
I feel confident that I have the emotional intelligence for the job and feel sure that I have been and will continue to use it to promote good collaborative practices and advocacy for the role.
The challenge for me is how I will develop leadership skills which do not come naturally to me. My image of leaders has always been of strong, vocal, independent individuals . I know that Leadership is far more complex and yet it is still an area for concern for me as I don't see myself as a leader just yet. Perhaps I need to further investigate and re evaluate what effective leadership is all about.
Chapter 1 - "Dispositions' looks at the various points of view on student and teacher dispositions. The American Association of School Librarians identifies the following dispositions for students:
Display initiative
Demonstrate confidence, self direction, creativity, adaptability, productivity, leadership, teamwork, motivation.
Maintain a critical stance, openess to ideas.
Use divergent and convergent thinking.
Have and show an appreciation for social responsibility.
After reading chapter 8 -Communication, I considered my own emotional intelligence competencies.
The authors refer to Daniel Goleman's (1992) focus on emotional intelligence as an array of competencies that drive leadership performance.
these are:
self awareness- using emotions and using gut feelings to guide decisions
self management- keeping ones emotions and impulses in check
social awareness- interpersonal skills; ability to sense, understand and react to others emotions.
relational management - empathy, ability to influence, inspire, mentor and manage conflict.
Bush and Jones suggest that for TL's, relational dispositions are important. Rather than hide away in our libraries we need to step out boldy, communicate our role with succinct messages to our constituancies. If necessary we do this one teacher and administrator at a time. "Listening more than talking, knowing when to speak and recognising that variety(as well as flexibility) is the spice of Life."p69
The important idea I gained from reading these chapters is that we don't necessarily have all of these competencies or dispositions but
they are those which TL's should aspire to. Most of us would not possess all of them but they can be used to inform our practice and provide room for growth. They suggest that "dispositions are best acquired, taught and caught through modelling."p4 Teacher librarians must have acquired them first before they can model them for students.
I feel confident that I have the emotional intelligence for the job and feel sure that I have been and will continue to use it to promote good collaborative practices and advocacy for the role.
The challenge for me is how I will develop leadership skills which do not come naturally to me. My image of leaders has always been of strong, vocal, independent individuals . I know that Leadership is far more complex and yet it is still an area for concern for me as I don't see myself as a leader just yet. Perhaps I need to further investigate and re evaluate what effective leadership is all about.
Thursday 8 September 2011
Critical Thinking
O.K I'm back tracking to topic 3. Hmmm Critical thinking. This I find difficult. I'm consulting the 'Critical Thinking Community' website to see if it can help me. I do a lot of thinking but find it hard to convey my thoughts using the right words. The website states "To make significant gains in the quality of your thinking you will have to engage in a kind of work that most humans find unpleasant, if not painful — intellectual work." Yes I would have to agree with that at times.
I know it seems logical but I'm going to try and reinforce the following things by thinking about my thinking, as suggested by the Critical Thinking Community Website.
Clarify thinking - Try to figure out the real meaning of what people are saying.
Stick to the point - Be on the look out for fragmented thinking, thinking that leaps about with no logical connections.
Question questions - Be on the look out for questions. The ones we ask. The ones we fail to ask.
Be reasonable - Be on the lookout for reasonable and unreasonable behaviors — yours and others.
Upon further exploration of the same website I viewed some of the 'Children's Guide Video Series' on critical thinking. These could be useful in assisting students in developing information literacy and the skills required to work collaboratively with others.
Here is one of them. (also on You Tube)
I have also used another great website on the various thinking skills. The Kurwongbah school website has some great ideas and contracts to use - see links
I know it seems logical but I'm going to try and reinforce the following things by thinking about my thinking, as suggested by the Critical Thinking Community Website.
Clarify thinking - Try to figure out the real meaning of what people are saying.
Stick to the point - Be on the look out for fragmented thinking, thinking that leaps about with no logical connections.
Question questions - Be on the look out for questions. The ones we ask. The ones we fail to ask.
Be reasonable - Be on the lookout for reasonable and unreasonable behaviors — yours and others.
Upon further exploration of the same website I viewed some of the 'Children's Guide Video Series' on critical thinking. These could be useful in assisting students in developing information literacy and the skills required to work collaboratively with others.
Here is one of them. (also on You Tube)
I have also used another great website on the various thinking skills. The Kurwongbah school website has some great ideas and contracts to use - see links
Monday 5 September 2011
Joyce Valenza - The Game Changer
I got sidetracked last night by Joyce Valenza's 'The Game Changer' presentations for the School Library Association of Victoria. It was the next best thing to hearing her speak in person. There are four sessions to watch on You Tube. I have watched the first two sessions and went to bed with a head full of inspiration, new ideas, wonderful websites and tools to investigate and possibly use. Her ideas are probably more suited to secondary schools however. I would highly recommend watching these when you have time if you haven't already. They are long!
Sunday 4 September 2011
Information Literacy
Catching Up! Todays blog entry is somewhat delayed. These are some of the thoughts on IL have been processing for the last couple of weeks and I am updating my blog accordingly.
After days of reading I am still feeling confused over the definitions and differences between information literacy, information fluency, digital literacy, digital fluency, I just want someone to spell it out to me clearly.
From the various readings I see the definition of information literacy is elusive and often unclear. I always saw IL as a broad general concept that was more manageable through compartmentalising it into a set of skills to be taught during IT and library research time.
It is defined by authors very diversly. It is seen by some as possibly a set of skills, a process, a cycle, a practice, a concept or a way of thinking or learning. The term has evolved and diversified and is still in a state of evolution. According to Henri it has evolved from information skills and is often misunderstood and misused.
I like Abilock's (2007) definition which sees IL as a transformational process. One "in which the learner needs to find, understand, evaluate and use information in various forms to create for personal, social or global purpose."
Not sure if this definition is the one I will use for my assignment yet.
After days of reading I am still feeling confused over the definitions and differences between information literacy, information fluency, digital literacy, digital fluency, I just want someone to spell it out to me clearly.
From the various readings I see the definition of information literacy is elusive and often unclear. I always saw IL as a broad general concept that was more manageable through compartmentalising it into a set of skills to be taught during IT and library research time.
It is defined by authors very diversly. It is seen by some as possibly a set of skills, a process, a cycle, a practice, a concept or a way of thinking or learning. The term has evolved and diversified and is still in a state of evolution. According to Henri it has evolved from information skills and is often misunderstood and misused.
I like Abilock's (2007) definition which sees IL as a transformational process. One "in which the learner needs to find, understand, evaluate and use information in various forms to create for personal, social or global purpose."
Not sure if this definition is the one I will use for my assignment yet.
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