INF537 – Case study reflection

http://cathyinoz.edublogs.org/files/2008/08/teacher-librarian-areas-of-influence.jpg

So apparently, case studies are not my thing. Being a researcher practitioner (Montiel-Overall, 2009) is hard and identifying our level of collaboration was hugely challenging.

  • I love reading the research of others and then trying to overlay that research with my current situation.
  • I love keeping up with current research and am destroyed by the fact that much of my topic has been researched for decades, and yet here we are in 2016, identifying exactly the same issues as those of 20, 30 or more years ago. (Think Loertscher, Herring, Boyd, Hay, Montiel-Overall and more).
  • And I know that if I do not do my job well, demonstrating the fabulous role that great 21st century libraries and academic trained TLs can have in a school, it can all disappear when I leave; particularly, if I am not replaced by another TL. The road ahead seems long, but I have always relished a challenge.

Cathy Inoz’s (2008) image above epitomises the role of the TL, by identifying our circles of influence. It would be

  1. exciting to create such an image for each school, adjusting the depth of each circle according to the individual schools’ situation;
  2. and soul destroying to see the same issues – lack of principal support; timetabling; lack of understanding of the TL role, etc appear time after time.

My findings for my school were based more in research and a 2013/2014 review, than from the survey and questions applied in my methodology. This researcher practitioner discovered the challenge of surveying busy, time-poor teachers, about a role they have never received any formal education in. My role descriptions were not easily interpreted by non-TLs. The questions were time-consuming and the few respondents found the rubric challenging.

The good news though, is that I believe that the research has provided me with a VERY clear direction for our library and we are very excited to implement the recommendations.

  • We love that they are grounded in research and proven to be successful. As a team, we are discussing which aspects of the research we would like to work on, how we will prioritise our efforts, and how we will promote what we are doing with our broader community.

Our recommendations include:

Recommendation-2

 

  • We love this great table for providing us with shared reading material to discuss and share with our leadership.
    Creighton’s Barriers to Collaboration table (2010, p.56)

    Creighton’s Barriers to Collaboration table (2010, p.56)

    And we are passionate about Core Education’s Ten Trends for 2016.

    Core Education’s Top Trends 2016

  • As a professional courtesy, I am unable to share my case study with the wider community, but my main takeaways include:
  • csu-inf537trends This document started with the top ten trends and we added the implications and opportunities for our school.
  • As a result of my work in KNDI, we are contracting NoTosh to work with re-envisioning our library, our team culture and our spaces in 2017.
  • My team and I have a much clearer direction on, not only how to drive change, but also how to market it.
  • Most importantly, when setting the scene (Looking back) in the case study, we were excited to see how much we have already accomplished in just one year. We had not measured distance travelled, and this proved most valuable in raising our sights and preventing us from focusing on how much we still have to do.

INF537 has opened my eyes to Big Data, Starting small, global education leadership and digital scholarship. We have covered so much, and yet there is so much more to learn. I believe that the networks and connections that we have fostered through social media, will allow us to continue to grow and learn together. A fitting end to a subject that has introduced us to such terminology as Peeragogy and Cosmogogy (Lindsay, 2016).

REFERENCES:

Core Education. (2016). Core Education’s Ten Trends 2016. Retrieved from http://www.core-ed.org/thought-leadership/ten-trends

Creighton, P. M. (2010). Perceptions of web 2.0 tools as catalysts for teacher and librarian collaboration: A case study (Order No. 3422658). Available from ProQuest Dissertations & Theses Global. (757903517). Retrieved from http://search.proquest.com.ezproxy.csu.edu.au/docview/757903517?accountid=10344

Frieze, C. & Quesenbery, J. (2016). Change culture, not curriculum, to get more women into computer science. Carnegie Mellon University. Retrieved from https://rework.withgoogle.com/blog/change-culture-not-curriculum-for-women-in-cs/

Inoz, C. (2008). The TL’s area of Influence. Retrieved from http://cathyinoz.edublogs.org/2008/08/16/the-tls-areas-of-influence/ 

Lindsay, J. (2016). INF537 Digital Futures colloquium. Leader/Peer colloquium. Charles Sturt University.

Montiel-Overall, P. (2009). Teachers’ perceptions of teacher and librarian collaboration: Instrumentation development and validation. Library & Information Science Research. Vol 31. Issue 3. September 2009, pp. 182-191. Retrieved from http://www.sciencedirect.com.ezproxy.csu.edu.au/science/article/pii/S0740818809000589

 

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