The dynamic school library: My emerging understanding
Module 1 of ETL501 The Dynamic Information Environment has made it clear to me that a dynamic school library does not only exist within the space where the school’s books and resources are held. It is present in every classroom, with collaboration and co-teaching happening between the teacher librarian and classroom teachers. A dynamic school library is responsive to the learning needs of the students upon which it serves. It is ever evolving, keeping pace with the changing information environment around it.
A key takeaway I gained from this module are the approaches that I can utilise to help me create a dynamic school library in the future. The first approach, The 21st Century School Libraries Framework (Loh, 2018, p. 4), illustrates how a school library can evaluate access, space, and programming in order to fulfill the five key roles of a school library, being: reading, research, collaboration, studying, and doing (Loh, 2018, p.4).
The second approach is built upon the concept of embedded librarianship, where a teacher librarian embeds themselves alongside classroom teachers in the planning and teaching of curriculum content. Boyer (2015, p. 74) outlines that the level upon which a teacher librarian embeds themselves within the school learning framework exists on a continuum, aptly called The Embedded Continuum.
Below is a Y Chart categorising the main themes I have identified throughout module 1:
References:
Boyer, B. (2015). Designer Librarian: Embedded in K12 Online Learning. TechTrends, 59(3), 71-76. https://doi.org/10.1007/s11528-015-0855-9
Loh, C. E. (2018). Envisioning the school library of the future: A 21st century framework. Office of Education Research National Institute of Education. https://repository.nie.edu.sg/server/api/core/bitstreams/c3e6186c-3beb-419e-b602-b54c874963aa/content