When I reflect back to what my mindset was at the beginning of this Masters in Education (Teacher Librarianship) course and more specifically at the beginning of ETL401 – Teacher Librarianship, I am blown away by how far my thinking and beliefs regarding the role of a teacher librarian have changed.
I am almost embarrassed to say that I originally viewed the role of a teacher librarian as mainly administrative. Teacher librarians select and acquire books, cover them, check them in and out, chase overdues and, once a week, take on the role of teacher so that the everyday classroom teacher can have their release time.
This got me thinking, where did these original views of a teacher librarian come from? Reflecting back to my own primary (1987-1993) and secondary (1994-1999) education, I remember always having a passion and love for reading for pleasure and that my class would once a week go to the library to return and borrow books, but no where in my recollections is there a teacher librarian who stands out.
Now I cast my mind forward to my first teaching position. I was fortunate enough to have an amazing mentor assigned to help me through my first year of teaching. He also just happened to be the Library Coordinator and chief Teacher Librarian on staff. Perhaps this is where my original views began to grow. Whilst waiting for meetings with my mentor, I often watched the library staff (School Support Officers (SSOs), not teacher librarians) covering and cataloguing books. That was the job of a teacher librarian, wasn’t it? Little did I think about the hours my mentor and I spent together, collaboratively planning units of study and assignments, nor did I think about the times he came to ‘visit’ my class whilst we were working in the library. I now know that my mentor had two hats on during this time, mentor and teacher librarian.
In his Podcast relating to this assignment, James Herring (2010) hit the nail on the head when he spoke about other factors that influenced my initial knowledge and understanding regarding the role of the teacher librarian. Prior to commencing this course I hadn’t done any readings, hadn’t engaged in any professional dialogue with teacher librarians and certainly had not conversed with any other post-graduate students who were also about to embark on this journey.
So that was me then… Where am I now? During my studies this session, I have quickly come to realise that teacher librarians are more than just administrators. The role of teacher librarian is multifaceted. In my initial thinking of what a teacher librarian is expected to be and do, I completely forgot about the teaching aspect. There are two areas in particular where I feel I have gained knowledge and developed the most.
Firstly, collaboration should be occurring between classroom teachers and teacher librarians (Carter, 2010a). Teacher librarians should be working with classroom teachers to ensure information literacy skills are being integrated into everyday teaching.
Secondly, teacher librarians need a strong foundation of knowledge which they can impart on teachers and students relating to technology and how ICTs can best be used to enhance information skills and enhance overall learning (Campbell, 2002).
Throughout this session I have become vastly more enthused about the role of and possibilities for teacher librarians and have gained so many ideas, ideas that have come to me through my readings and discussions from the ETL401 chat room and forums, of what I believe contributes towards a successful library program that I have had to hold myself back on occasions. I’m not currently working in a library and although I have offered my suggestions to my principal and librarian I have gotten the impression that I have to tread very carefully if I want anything achieved. In echoing thoughts I wrote in a forum posting earlier in the year, I (and teacher librarians as a whole) can’t expect change to happen overnight. It takes time for successful collaboration/library programs to get going (Carter, 2010b), a thought echoed by others in the ETL401 Module 5 sub-forum (Ross, 2010; King, 2010). Where I’m left now is to continue to engage in professional dialogue with teacher librarians and other post-graduate students, continue professional reading and bide my time until I am given a position in a library where I can more effectively become a change agent and advocate for the role of teacher librarian.
In conclusion, I believe Sue Spence (2002) articulates well the current ideas I have regarding the role of teacher librarians and gives us all something to aspire towards.
“Teacher librarians ease the workload, not by re-shelving books but by using their expertise to collaborate with teachers; not by covering books but by providing valuable professional development in the use of ICT; not by checking books in and out but by joining committees to develop policies and practices that enhance student learning; not by chasing overdues but by working directly with students to develop their reading and information literacy skills”.
REFERENCES:
Campbell, L., Flageolle, P., Griffith, S., & Wojcik, C. (2002). Resource-based learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved March 24, 2010, from http://projects.coe.uga.edu/epltt
Carter, K. (2010a, February 27). Concerns in the 80s still relevant today. Message posted to http://kcartertl.blogspot.com
Carter, K. (2010b, April 15). Reflection on Page’s article. Message posted to ETL401 Module 5 sub-forum.
Herring, J. (2010, March 5). Assignment 2 podcast. Podcast retrieved from http://interact.csu.edu.au/portal/site/ETL401_201030_W_D/page/e1bff53c-131c-489a-00ff-e2f517b1a5d2
King, A. (2010, April 26). Re: Reflection on Page’s article. Message posted to ETL401 Module 5 sub-forum.
Ross, B. (2010, May 7). Re: Reflection on Page’s article. Message posted to ETL401 Module 5 sub-forum.
Spence, S. (2002). Survey highlights major problems with library staffing. Retrieved May 20, 2010, from www.slasa.asn.au/Advocacy/docs/aeusurveyarticle.pdf
Tuesday, May 25, 2010
Tuesday, April 13, 2010
The role of the Teacher Librarian in creating an Information Literate School Community
I'm giving myself 10 minutes to Rocket Write everything that is in my head after completing the first Assessment Task for ETL401 (Teacher Librarianship). The task was on the role of the Teacher Librarian (TL) in creating an Information Literate School Community (ILSC) and the obstacles that a TL may face.
An ILSC is one where the entire community is dedicated to improving the information literacy of its members. This is through policies, clear role descriptions for specialist and leadership staff, assessment, integrated and adaptable curriculum, funding, ongoing PD and evaluation. The readings leading up to the assessment task also suggest that its important for the TL to be adequately trained. I completely agree with this sentiment as I have already learnt so much about being a TL and I'm only a couple of month in. I've already been inspired to make changes to my school library.... Imagine the inspiration and motivation I'll have once I've finished the course!!!
The roles of the TL that I discussed within my paper is the need for the TL to collaborate with classroom teachers. This way, the TL can help classroom teachers integrate information skills into their assignments and give teachers the confidence to integrate information literacy skills into their everyday teaching. Also because the TL teaches the entire student body, they are in a unique position to see the overall plan and learning for students.
The second role of the TL that I discussed was the need for the TL to be able and willing to keep abreast of technological advances and to be able to teach the teachers and students how to best use the technology to enhance their information literacy skills.
The obstacle that faces a TL that I discussed was a lack of funding. The suggested ways to overcome funding issues were: developing yearly and long term budgets for the library, searching for funding through grants and the P&P committee, using resources (e.g. the internet) that we already have to teach IL skills and to search for free and useful resources (an electronic catalogue), and to be financially creative when acquiring fiction books (e.g. birthday book donations, book fairs and book fundraising).
Well I think I'm getting close to my allocated 10min. Overall, this assignment has been interesting. It really boiled down the role of the TL and helped me set goals for the future.... E.g being more willing to working collaboratively with classroom teachers and also immersing myself in technology. If this is the first assignment, I'm looking forward to seeing what else this subject has to offer.
An ILSC is one where the entire community is dedicated to improving the information literacy of its members. This is through policies, clear role descriptions for specialist and leadership staff, assessment, integrated and adaptable curriculum, funding, ongoing PD and evaluation. The readings leading up to the assessment task also suggest that its important for the TL to be adequately trained. I completely agree with this sentiment as I have already learnt so much about being a TL and I'm only a couple of month in. I've already been inspired to make changes to my school library.... Imagine the inspiration and motivation I'll have once I've finished the course!!!
The roles of the TL that I discussed within my paper is the need for the TL to collaborate with classroom teachers. This way, the TL can help classroom teachers integrate information skills into their assignments and give teachers the confidence to integrate information literacy skills into their everyday teaching. Also because the TL teaches the entire student body, they are in a unique position to see the overall plan and learning for students.
The second role of the TL that I discussed was the need for the TL to be able and willing to keep abreast of technological advances and to be able to teach the teachers and students how to best use the technology to enhance their information literacy skills.
The obstacle that faces a TL that I discussed was a lack of funding. The suggested ways to overcome funding issues were: developing yearly and long term budgets for the library, searching for funding through grants and the P&P committee, using resources (e.g. the internet) that we already have to teach IL skills and to search for free and useful resources (an electronic catalogue), and to be financially creative when acquiring fiction books (e.g. birthday book donations, book fairs and book fundraising).
Well I think I'm getting close to my allocated 10min. Overall, this assignment has been interesting. It really boiled down the role of the TL and helped me set goals for the future.... E.g being more willing to working collaboratively with classroom teachers and also immersing myself in technology. If this is the first assignment, I'm looking forward to seeing what else this subject has to offer.
Monday, April 12, 2010
Selection and Acquisition - A reflection on ETL503 Assessment 1
To be completely honest, prior to starting this assessment task and related Modules for Resourcing the Curriculum, I had little to no understanding of the needs assessment, selection and acquisition processes undertaken by librarians in resourcing curriculum areas for the school libraries. However, it has been made apparent that proper management and consideration of these three areas is fundamental to a successful and useful library. A needs assessment must be completed in collaboration with the teachers involved to ensure that resources eventually acquired will actually be used and help meet the goals of the curriculum. A selection criteria must then be decided upon. Although a general criteria will be suitable in most cases a specific selection criteria might be called for in subject specific cases and perhaps instances of electronic resourcing. Finally, the acquisition process, where suppliers must be decided upon using a set criteria and issues relating to online acquisitions, for example licensing, copyright and subscription rights must be clarified.
This assessment task has made it clear that I need to develop my skills in acquisition as I believe too much time was spent looking for potential suppliers of the resources. As a teacher librarian I would hopefully develop a greater knowledge and understanding of and an appreciation of the acquisition process. This could potentially be achieved through developing a list of regular, reliable and useful suppliers rather than starting from scratch each time and also through becoming knowledgeable and practiced in the areas of licence, subscription and copyright particulars and negotiations.
In researching this assessment task, it has become apparent that electronic resources are the way of the future for school library collections and as such, as a beginning teacher librarian, I must be at the forefront of changes in access and trends in technology. For example, adopting and making easy access to electronic resources including e-books, e-journals, websites and digital learning objects. This is particularly important if the library is to remain relevant, engaging and useful. As Doug Johnson (2010) argued, many people now communicate, learn and play using non-print media and these people must be catered for in school libraries.
Therefore, I intend to extend my understanding and knowledge of electronic resources and how to best select and acquire them. This would be done through engaging in professional dialogue, perhaps through the OZTL_NET listserv, attending professional development days relevant to information technology and libraries and, of course, I will continue on the job learning on how to best use and make available resources.
This assessment task has made it clear that I need to develop my skills in acquisition as I believe too much time was spent looking for potential suppliers of the resources. As a teacher librarian I would hopefully develop a greater knowledge and understanding of and an appreciation of the acquisition process. This could potentially be achieved through developing a list of regular, reliable and useful suppliers rather than starting from scratch each time and also through becoming knowledgeable and practiced in the areas of licence, subscription and copyright particulars and negotiations.
In researching this assessment task, it has become apparent that electronic resources are the way of the future for school library collections and as such, as a beginning teacher librarian, I must be at the forefront of changes in access and trends in technology. For example, adopting and making easy access to electronic resources including e-books, e-journals, websites and digital learning objects. This is particularly important if the library is to remain relevant, engaging and useful. As Doug Johnson (2010) argued, many people now communicate, learn and play using non-print media and these people must be catered for in school libraries.
Therefore, I intend to extend my understanding and knowledge of electronic resources and how to best select and acquire them. This would be done through engaging in professional dialogue, perhaps through the OZTL_NET listserv, attending professional development days relevant to information technology and libraries and, of course, I will continue on the job learning on how to best use and make available resources.
Sunday, April 11, 2010
A library without books? Yeah right!!!
As a part of my ETL503 studies, I have also read Mal Lee's article, "A Library without books". It seems as though Lee has wanted the closure of school libraries since the mid 90's. Something I consider a wrong move. I believe there is a place in this world for print and digital media. In saying that, TL's must be prepared to change. In the readings I have completed so far for this course, it has become apparent that TL's need to be at the forefront of technological advances if their role and the role of the library is not to become obsolete.
I understand that some TL's might be a little daunted about getting away from the books and into the post-literate society but if it will benefit the school community, shouldn't an attempt be made?
I also feel that libraries and TL's can be bought up to speed in a post-literate society without resulting in name changes such as 'information services unit' and 'director of learning technology'.
I understand that some TL's might be a little daunted about getting away from the books and into the post-literate society but if it will benefit the school community, shouldn't an attempt be made?
I also feel that libraries and TL's can be bought up to speed in a post-literate society without resulting in name changes such as 'information services unit' and 'director of learning technology'.
Students in the Post Literate society
I've just finished reading (well actually I read it ages ago but have been slack on blogging) for ETL503 "Resourcing the Curriculum", Doug Johnson's article "Libraries for a Post-Literate society" which discussed the ever growing post literate society and how libraries are catering for this group.
Johnson defined the post-literate society as "those who can read but who choose to meet their primary information and recreational needs through audio, video, graphics and gaming.
I've worked in both the primary and secondary setting. In the secondary setting, I've witnessed an explosion of post-literate students. However, older staff, and indeed the technology available and accessible at the time, have held students back.
Now, working as a primary teacher, I've seen teachers, experienced and beginning, begin to embrace new technologies. In particular, interactive whiteboards (IWB). We're now at the stage of teaching the students the information literacy skills required to effectively use, understand and comprehend this technology and what they gain from it.
Johnson also listed 10 critical attributes of a library that serves a post-literate community.
Of these 10 attributes, my school currently does the following well:
Johnson defined the post-literate society as "those who can read but who choose to meet their primary information and recreational needs through audio, video, graphics and gaming.
I've worked in both the primary and secondary setting. In the secondary setting, I've witnessed an explosion of post-literate students. However, older staff, and indeed the technology available and accessible at the time, have held students back.
Now, working as a primary teacher, I've seen teachers, experienced and beginning, begin to embrace new technologies. In particular, interactive whiteboards (IWB). We're now at the stage of teaching the students the information literacy skills required to effectively use, understand and comprehend this technology and what they gain from it.
Johnson also listed 10 critical attributes of a library that serves a post-literate community.
Of these 10 attributes, my school currently does the following well:
- stocking graphic novels and audio books
- supporting gaming for instruction and for fun (particularly on the IWB)
- allowing the use of personal communication devices (laptops) and allowing network access (though at this stage, MP3 players and handhelds have not been introduced)
- accepting and promoting non-print resources for research
In my opinion, areas for improvement include:
- budgeting for, selecting, acquiring, cataloguing and circulating as many materials in non-print formats as there are traditional print materials (including a similar circulation policy)
- the purchase of high-value online information resources
- programs that teach critical evaluation of non-print information
- teaching the skills needed to produce effective communication in all formats (e.g. podcasts)
- recognising the legitimacy of non-print resources and promote their use without bias.
My school is currently using Rudd's Education Revolution money to build a new library that will also include extensive technological advances. This will, hopefully, be a step in the right direction in accommodating for the ever growing post-literate society
Saturday, February 27, 2010
Concerns in the 80s still relevant today
I've just finished reading Hazell, A. (1990). School library and information services in Australia. In M. Nimon & A. Hazell (Eds.), Promoting learning: challenges in teacher librarianship (pp. 17-22). Adelaide : Auslib Press.
It has absolutely floored me that some of the key concerns that Hazell wrote about, based on libraries in the 1980's, are still relevant today. The key concerns/points that I took from this paper included:
It has absolutely floored me that some of the key concerns that Hazell wrote about, based on libraries in the 1980's, are still relevant today. The key concerns/points that I took from this paper included:
- Budgets: Teacher Librarians and/or administrators are dealing with shrinking budgets, but at the same time are required to cater to differing learning styles, genders, cultural and socioeconomic backgrounds and disabilities.
- Cooperation: Classroom teachers and Teacher Librarians really do need to work cooperatively in the development of the school curriculum and in teaching information skills.
- Ensuring the production of information literate students.
- Teacher Librarians need to establish their role within the educational structure of the school and be the strongest advocates for their role.
- Schools need to ensure that Teacher Librarians are appropriately trained.
But most of all.... How can the Teacher Librarian and classroom teacher be seen as partners in student learning if the Teacher Librarian only acts as relief for the classroom teacher once a week?
Now the big question... How can we stop another Teacher Librarian in training from making the same points and asking the same questions in another 20 years time?
Wednesday, February 10, 2010
Subscribe to:
Posts (Atom)