Part B: Critical reflection

I have worked as a teacher librarian (TL) in an international primary school for three years. My love of reading and literacy is what first inspired me to become a teacher librarian. My own experience of reading in school was not a very positive one because of a lack of choice and a heavy emphasis on prescribed texts.  For this reason I am a strong believer in developing ‘reading for pleasure’ throughout my school. In the years since becoming a TL this has been a chief priority for me. I started by focusing on the learning environment. As stated in my first blog posting, I believe “A major part of the responsibility of the teacher librarian is to create a warm and inviting learning environment”. I then ensured that children who came to the library were encouraged to choose books that interested them and that they had time to sit and start actually reading a book. I wanted the children to get ‘hooked’ into reading!

I felt like I had accomplished a lot within my role but wanted to develop a deeper understanding and breadth of knowledge on the subject of teacher librarianship. I was therefore initially very excited to begin an MA on a subject I am passionate about. However, this was quickly followed by a sense of feeling overwhelmed once beginning research into exactly what the role encompasses. I found the varieties of interpretations of the role according to the aims and objectives of different educational settlings frustrating. However, I started getting a clearer picture as to what I should be aspiring towards through my studies and exposure to international, national and state-based librarian role statements which helped to start grounding my understanding of teacher librarian expectations. The forum discussions regarding ‘prioritising’ I found extremely useful in regards to reflecting on my own practice.

One of my priorities in my current school is to develop the library as a place for research and inquiry. I have previously spoken to the school principal about adjusting the school timetable to facilitate this – to allow for fixed weekly lessons as well as flexible timings but now through my module readings and reflections, I have a much better understanding of how I can achieve this goal for the library. In an early forum posting I stated, “It is important that the TL is clear about their own priorities in order for them to be effectively communicated”.   I still believe this to be true but now I am thinking more about evaluating why they are priorities and how I can communicate the ‘why’ most effectively.  A recent inspection of our school set a whole school goal of developing Guided Inquiry. This I felt was my perfect opportunity to state my case again. However, this time, through my readings and research in module 1, I am backed by research which luckily at the same time is aligning to current school goals. I have started by talking to other members of staff about GI and the role the library might play in developing this practice throughout the school. One Year 5 teacher in particular was extremely enthusiastic and said that we could plan some units together. I am also planning to meet with the school vice principal who works closely with ‘teaching and learning’ throughout the school.  I have also had extensive discussions with my library assistant on possible ways we can start its implementation in the library, working with others throughout the school.  In this way I have collaborated with a greater number of staff and now have multiple perspectives from within the school community and from research with which to discuss possible next steps with the school principal.

Working through this first module has given me a clearer focus of my priorities and next possible steps I can take to achieve them, and I have a greater sense of how collaboration can help achieve these goals.  I also started to think more about the librarian as a ‘leader’ which I started to understand more in terms of taking responsibility for leading change. This made me think about being more proactive reagrding my wish to implement Guided Inquiry into the library and throughout the school. I spoke to a collague and she told me about a blog called ‘The commited sardine’  which is part of the 21st Century Fluency Project.  The website is all about educational change relevant to the 21st century. I found the title really resonated with me, with the analogy being that we can make big changes by swimming against the masses, even if it’s a tough swim!

References

The Learning Centre. (2010). Reflective writing.  University of NSW.

Jukes, I. The Commited Sardine. In Fluency 21. Retrieved from https://fluency21.zendesk.com/hc/en-us

3 Comments on Part B: Critical reflection

  1. Fabian
    May 20, 2014 at 4:52 am (6 years ago)

    I agree with you that reading programs should be about reading for pleasure. My experiences in school (especially high school) towards reading were not positive because I did not have control over what to read.

    I commented and reflected on that in a blog entry that I did recently (two part entry):
    -http://fabianamuso.blogspot.com.au/2014/04/drop-everything-and-read.html?_sm_au_=i5VWqSqcHMVKf7J5
    -http://fabianamuso.blogspot.com.au/2014/04/drop-everything-and-read-dear-ii.html?_sm_au_=i5VWqSqcHMVKf7J5

    From my observations, students are more positive if they are given a choice. For some the toughest challenge readingwise is picking the right book to read.

    Reply
  2. kate
    May 26, 2014 at 11:34 am (6 years ago)

    Thanks for your message and links to your blog Fabian . Especially interested in your experience of the the D.E.A.R program which I plan on implementing next academic year.

    Reply
    • Fabian
      May 27, 2014 at 3:54 am (6 years ago)

      No worries, just get in touch, I’ll help you.

      Reply

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