collaboration – Connect the dots

ETL401: A Reflection On Learning

May 21, 2021 Amanda Wilson Comments 1 comment

When I reflect upon how far my learning has come since the beginning of this subject, I have come to realise that the preconceived ideas that I had were from a different era of teacher librarianship (Wilson, 2021, March 8). In recent times the profession has undergone a renaissance, reinventing itself to meet the need for students to be information literate in the 21st century. Through regular blogging and online discussions, I can see just how far my understanding of information literacy, inquiry learning models and the teacher librarian’s role in inquiry learning has come.

My initial understanding of information literacy was simply the action of selecting, locating and evaluating resources. My new understanding acknowledges that information literacy is complex, broad and context dependent. With the information landscape continuing to evolve at a rapid rate, the definition of information literacy will evolve with it and in turn, change the skills and knowledge required of me as a teacher librarian (Wilson, 2021, May 5). To begin constructing my own understanding, I applied Annemaree Lloyd’s (2007, p. 5) sociocultural definition of information literacy to the context of student learning and identified that the development of transliteracy skills, student collaboration, engaging students using all their senses, and incorporating ICT were crucial in the teaching of information literacy (Wilson, 2021, April 26).

With my increased understanding of information literacy comes a greater understanding of the Australian Curriculum’s (Australian Curriculum, Assessment and Reporting Authority, n.d.) general capabilities and their place within teaching and learning. In module 4.1a and 4.1b, I reflected upon my personal experience as a classroom teacher trying to reconcile best practice with other competing demands (Wilson, 2021, April 16; Wilson, 2021, April 17). I resonated with what Lee FitzGerald (2018, p. 53) cited as an inhibitor for collaboration: “embarrassment”. I was embarrassed for not understanding how to incorporate the general capabilities within my teaching. Having now had practice in embedding the general capabilities within an inquiry unit and identifying how to assess these skills, I now feel more capable in incorporating these skills and processes into future guided inquiry units.

Through my learning of information literacy models I came to the conclusion that any challenges or disadvantages bought about by the implementation of a guided inquiry approach were outweighed by the advantages; the most notable being that “a guided inquiry approach to learning allows our students to construct their own meaning and subsequently create lifelong learning skills” (Wilson, 2021, May 1). Of the many information literacy models I analysed, the one that piqued my interests was Guided Inquiry Design (Kuhlthau et al, 2015, p. 53). As a lower primary teacher, I always believed that research tasks were reserved for older students. However, Guided Inquiry Design has shown me that by scaffolding their emerging research skills and harnessing their natural curiosity (Maniotes, 2018, p. 19), even the youngest of students can develop inquiry skills. Utilising digital tools allows teachers to collect qualitative data on the inquiry process (Wilson, 2021, April 14) and support younger students to record reflections on their learning orally, mitigating the need for well-developed writing skills.

I have come to learn that the role of a teacher librarian is teacher first, librarian second. This concept was reinforced when I examined the standards within the Evidence Guide for Teacher Librarians in The Proficient Career Stage (Australian School Library Association, 2014) (Wilson, 2021, April 19). I previously held the misconception that teacher librarians simply connected classroom teachers to relevant resources when planning units of inquiry. I now recognise that collaboration is the key to embedding information literacy and sits at the core of a teacher librarian’s role. However, creating a culture where collaboration is valued amongst classroom teachers is no easy feat, requiring a teacher librarian to think long-term and begin with “one interested teacher at a time” (Garrison & FitzGerald, 2019) (Wilson, 2021, April 23).

In module 4.3, I examined research that provided evidence of the impact a teacher librarian has on student reading results (Hughes, 2013, para. 1) and expressed the opinion:

If the mere presence of a teacher librarian (sometimes not even qualified with dual qualifications) in a school has the impact to improve reading results, then I imagine the active involvement from a dually-qualified teacher librarian in curriculum development would have an even greater impact on student learning and achievement across many other learning areas (Wilson, 2021, April 24).

Therefore, by expanding my own understanding of information literacy and inquiry learning through ETL401 and putting this new learning into action, I should be able to make a significant pedagogical impact on the teaching and learning within my school.

References

Australian Curriculum, Assessment and Reporting Authority. (n.d.). General capabilities. https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/

Australian School Library Association. (2014). Evidence Guide for Teacher Librarians in The Proficient Career Stage. ASLA. https://asla.org.au/evidence-guides-tls

FitzGerald, L. (2018). Guided inquiry goes global : Evidence-based practice in action. ABC-CLIO, LLC

Garrison, K. L. & FitzGerald, L. (2019, October 21-25). “One interested teacher at a time”: Australian Teacher Librarian Perspectives on Collaboration and Inquiry [conference paper]. 48th Annual Conference of the International Association of School Librarianship and the 23rd International Forum on Research in School Librarianship, Dubrovnik, Croatia.

Hughes, H. (2013). School libraries and teacher-librarians: evidence of their contribution to student literacy and learning. Curriculum and Leadership Journal, 11(12). http://www.curriculum.edu.au/leader/school_libraries_and_tls,36453.html?issueID=12777

Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2015). Guided Inquiry: Learning in the 21st Century (2nd ed.). Libraries Unlimited.

Lloyd, A. (2007). Learning to put out the red stuff: Becoming information literate through discursive practice. Library Quarterly, 77(2), 181-198.

Maniotes, L. K. (2018). Guided Inquiry Design in Action: Elementary School. Libraries Unlimited.

The Advantages, Challenges and Disadvantages of Implementing a Guided Inquiry Approach

May 1, 2021 Amanda Wilson Comments 2 comments

The implementation of any new learning program within a school brings with it advantages, challenges and disadvantages. Through pre-identification, teacher librarians can gain a wholistic view of the guided inquiry framework they wish to implement. They will be able to use points of advantage to advocate for its implementation and develop an understanding amongst staff of its potential impact on student learning. Pre-identifying challenges and disadvantages allows the teacher librarian to predict possible hurdles and subsequently plan to mitigate their impact on the implementation process. Below are just some of the advantages, challenges and disadvantages that I have identified through literature so far.

Advantages

A guided inquiry approach to learning offers students an authentic learning framework through which they develop and utilise skills that are applicable to their lives outside of schooling. Carol Kuhlthau, Leslie Maniotes and Ann Caspari (n.d., para. 27) describe their Guided Inquiry Design framework as:

“a way to learn that prepares them for living and working in the information age. … [it] creates an environment that motivates them to want to learn. It engages them in determining importance and meaning by connecting the curriculum with their world for deep lasting learning. The Guided Inquiry Design framework is an innovative, dynamic approach to teaching and learning for providing information age education for children”.

It is clear from this quote that implementing a guided inquiry approach within a school has far-reaching benefits to the lives of the students that we teach. It is through this framework that students can develop 21st century skills, such as those stipulated within the General Capabilities of the Australian Curriculum. A guided inquiry framework combined with the teaching of the General Capabilities equip students to be informed and active citizens beyond their schooling years.

Challenges

One of the first challenges a teacher librarian may come across in their mission to implement a guided inquiry approach is getting classroom teachers onboard with the concept and opening a channel of collaboration. I have discussed the challenges related to initiating collaboration and ways to circumnavigate this within my previous blog post, Slow and Steady Wins the (Collaborative) Race. However, this post did not address why teachers were hesitant to engage collaboratively with the teacher librarian to implement a guided inquiry approach. One possibility could be due to the “embarrassment” that can be felt by a classroom teacher when it comes to their limited knowledge of the inquiry process (FitzGerald, 2018, p. 53). This embarrassment can also be felt by the teacher librarian as they deal with the specialist content of a classroom teacher (FitzGerald, 2018, p. 53). This explains why many teachers default back to a traditional research assignment approach to teaching units of work (Kuhlthau, 2014, p.9). Linda Gibson-Langford (2009, p. 3) suggests using action research to develop true collaboration between teacher librarians and classroom teachers as it “deepens conversation and challenges both researchers and participants to question the way things are done and to take risks with new ideas”. In its essence, action research creates a new blank space in which the teacher librarian and classroom teacher can create new ideas and learning approaches together.

Stemming from the embarrassment that many teachers may feel in regard to their lack of knowledge around guided inquiry is the issue of workload and time constraints. A lack of time to learn about, plan and implement guided inquiry coupled with competing demands affects both the classroom teacher and the teacher librarian. The adage work smarter, not harder comes into play here. Research has shown that collaboration is the most effective way to overcome this (Garrison & FitzGerald, 2019, p. 7). Building interdisciplinary guided inquiry units is one way in which teacher librarians and classroom teachers can use time more effectively (Garrison & FitzGerald, 2019, p. 7). This breaking down of the knowledge silos within a school makes learning more authentic and gives students the opportunity to apply their understanding of the guided inquiry process to different contexts.

Disadvantages

There exists many inconsistencies and omissions within the Australian Curriculum when it comes to inquiry learning (Lupton, 2012, p. 15). This puts an unnecessary onus on the teacher librarian to fill in the gaps. This view may be seen as a “glass half-empty” one, but as I discussed before one of the hurdles towards teacher librarians successfully implementing a guided inquiry approach is a lack of time. If the inquiry components of the Australian Curriculum were more streamlined and coherent, then that would allow a teacher librarian to invest more time into the other aspects involved in implementing a guided inquiry approach. There is currently a review being conducted of the Australian Curriculum, with the aim of “refining, realigning and reducing the existing content of the curriculum” (Australian Curriculum, Assessment and Reporting Authority, 2020, para. 8). Hopefully, the inconsistencies that currently exists will be addressed, taking the pressure off the teacher librarian to fill in the gaps.

Implementing any new approach to learning is always going to be met with challenges and disadvantages but identifying them and researching ways to overcome these hurdles is the best approach that a teacher librarian can take. At the end of it all, the advantages of a guided inquiry approach outweigh any of the challenges or disadvantages it may bring. The biggest advantage is undeniable: a guided inquiry approach to learning allows our students to construct their own meaning and subsequently create lifelong learning skills.

References:

Australian Curriculum, Assessment and Reporting Authority. (2020). Review of the Australian Curriculum. https://acara.edu.au/curriculum/curriculum-review

FitzGerald, L. (2018). Guided inquiry goes global : Evidence-based practice in action. Libraries Unlimited.

Gibson-Langford, L. (2009). Collaboration or Co-blab-oration. Synergy, 7(2).

Kuhlthau, C. C., Maniotes, L. K. & Caspari, A. K. (n.d.). Guided Inquiry Design. Rutgers. http://wp.comminfo.rutgers.edu/ckuhlthau/guided-inquiry-design/

Lupton, M. (2014). Inquiry skills in the Australian Curriculum v6: A bird’s eye view. Access, 28(4), 8-29.

Maniotes, L. K. & Kuhlthau, C. C. (2014). Making the shift. Knowledge Quest, 43(2), 8-17.

Slow And Steady Wins The (Collaborative) Race

April 23, 2021 Amanda Wilson Comments 0 Comment

‘Collaboration’ has been a reoccurring topic weaved throughout the modules of ETL401, yet it appears to be a concept that many school communities still struggle with. Teacher librarians need to be prepared to be patient and persistent while also setting realistic goals when advocating for a collaborative approach to teaching within a school. Annette Lamb (2011, p. 30) points out that the process is not a quick fix, rather “it may take a number of years to develop the type of open, supportive atmosphere necessary for full collaboration”. A teacher librarian facing a culture that does not value collaboration can plant a seed of inspiration, then cultivate and use this to gain momentum.

When beginning to implement a collaborative culture within a school community, the key is to start small. Kasey L. Garrison and Lee FitzGerald (2019, p.1) encourage teacher librarians to engage their fellow teachers in collaboration “one interested teacher at a time”. Karen Bonanno (2011, 17:15) also shares this perspective, suggesting that teacher librarians should put their energy toward the people who want to work with them. By collaborating with one teacher who is keen and interested, a teacher librarian will be able to co-create a guided inquiry unit that showcases to others the deep and meaningful learning that can achieved through collaboration. Teacher librarians can then use this partnership as a springboard to inspire other classroom teachers into a collaborative partnership. Michael G. Fullan (1999, p. 35) cites the need for “urgency-agency-energy” for collaboration to comprehensively embed itself into the school culture. ‘Urgency’ (motivation to make something happen quickly) coupled with ‘agency’ (the ability to utilise a range of collaborative skills) create the ‘energy’ that is needed to change a school’s culture to one that endorses collaboration (Fullan, 1999, p.35). Starting off small and harnessing the enthusiasm for collaboration that already exists in some teachers is the perfect place to begin cultivating the “urgency-agency-energy” needed to create an overall culture shift towards collaboration.

Communication is another important element in the success of promoting collaboration. Making connections with everyone associated with the teaching and learning process and nurturing these relationships, be it face-to-face or digitally, can bring success to the library program (Lamb, 2011, p. 28). This could be something as simple as emailing “hints and tips” or interesting resources to relevant teachers (Korodaj, 2019, para. 25). Asking to be a part of team meetings can also help create connections to teachers who may be hesitant to collaborate. Once a collaborative partnership between a teacher librarian and a classroom teacher has been established, it is essential to the success of the teaching and learning that the high levels of communication remain constant from the outset to the conclusion of a unit to ensure that both remain on the same page (Garrison and FitzGerald, 2019, p. 7). Sharing collaboration success stories with your school community will also help in changing perceptions to one that values collaboration between the teacher librarian and teachers.

The most convincing point in any argument for collaboration within a school community is the research that clearly demonstrates its positive impact on student learning. Embedding the teaching of literacy, information literacy, and digital literacy into guided inquiry units through collaboration with classroom teachers makes learning richer. One such example exists at the Methodist Ladies’ College in Victoria, where credit of the evident growth of digital literacy skills was given to the collaboration that exists between teacher librarians and teachers (Moloney & Lucas, 2019, p. 17). As these skills are not isolated to the library alone, their inclusion into subject-specific guided inquiry units give students the opportunity to develop and use these skills in an authentic manner.

Another argument for collaboration is a teacher librarians’ ability to assist teachers in meeting the general capabilities within the Australian Curriculum (Korodaj, 2019, para. 11). In an era of education that is still outcomes-based and data-driven, it can be difficult for a classroom teacher to reconcile the pressure to churn through content with the acquisition of 21st century skills. Leaning on a teacher librarians’ expertise in this area can enable a teacher to merge these two, sometimes conflicting, paradigms.

Ultimately, collaboration is considered a 21st century skill that we expect our students to develop, so modelling for them what effective collaboration looks like is only going to increase their understanding. The evidence is clear that collaboration between the teacher librarian and teachers has a positive impact on student learning and results… and after all, isn’t that what we are all striving for?

References:

Bonanno, K. (2011). ASLA 2011. Karen Bonanno, Keynote speaker: A profession at the tipping point: Time to change the game plan. https://vimeo.com/31003940

Fullan , M. (1999). Change forces: The sequel. Routledge Falmer.

Korodaj, L. (2019, April 24). At the crossroads (or a crossover!): Introduction to Teacher Librarianship (ETL401) and Teacher Librarian as Leader (ETL504). Lori’s E-Musings.

https://lorikemusings.wordpress.com/2019/04/24/at-the-crossroads-or-a-crossover-introduction-to-teacher-librarianship-etl401-and-teacher-librarian-as-leader-etl504/

Lamb, A. (2011). Bursting with potential: Mixing a media specialist’s palette. TechTrends : Linking Research & Practice To Improve Learning, 55(4), 27-36.

Moloney, S., Lucas, A. (2019). Teacher librarians co-designing learning for effective digital literacy programs. Access, 33(3), 4-21.

Connect the dots

Thoughts and reflections from a Master of Education (Teacher Librarianship) student

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