collaboration – Seoul Learning

Assessment 2_Part B: Reflection

Several years ago I remember a teacher librarian (TL) telling me that she loved her job because she got to “hide” because “nobody knows what I do”. I rarely saw her leave the library space and as a very busy subject teacher, I didn’t understand her role. The teacher librarian (TL) as a leader never crossed my mind until two years before I started the Masters of Education (TL) course. That is when a new TL started at our school and she was everywhere, as explained in my blog post (Seewald, 2021, May 18). It changed my stereotypical perception of TLs and inspired me to look at a change in direction for myself.

I have had a lot of ‘aha’ moments throughout the unit, not just about the role of the TL, but in general about leadership. Coming into the course, I had strong opinions about the traits and attributes of a ‘good leader’ as listed in my first blog post (Seewald, 2021, Mar 2). When I read this post again recently, I realised that much on my list belonged to a transformational leadership style – I just didn’t have the understanding of the theory and the terminology for it then! Reading about leadership styles and their role in change management put my own experience as a head of department into perspective (Seewald, 2021, Apr 22).

Like other fellow students, (Kenna, 2021, Apr 18), I had been uncomfortable about the idea of servant leadership. However, I realised that I had focused on the word ‘servant’ rather than ‘leadership’. As I was reading through forum posts, I noticed how intertwined the styles are. For example, reading Bourne’s post I noticed that she had blended instructional leadership and servant leadership (Bourne, personal communication, 2021, Apr 26). Without the awareness of the opportunities to collaborate and the sensitivity of choices made within that collaborative time, instructional leadership will only go so far. Without servant leadership to complement, instructional leadership may leave some hesitant and uncertain staff members behind. In particular within a change process, when teachers may already feel outside of their comfort zones, servant leadership becomes crucial. I was struck recently by these words: “leaders do not command excellence – they build excellence” (Williams, 2006, p. 5). A servant leader is a builder – without time invested in the foundations, (listening to concerns, seeking to reassure with practical support or with the latest research etc.), the structure will never be as strong as it could be. Thus, servant leadership comes from a position of strength, not weakness!

To sum it up, leadership for a TL truly is complex (Green, 2011, p. 22) and an excellent leader knows when to adapt (or mix up) their styles. Research has shown that teachers are more willing to collaborate with a TL if they can see their influence as leaders, and if they have taken initiative in the past (Lance in Branch & Odberg, 2001, p. 9). I think about the TL mentioned at the beginning of this post, and I wonder how she was able to influence and inspire staff members and students. I’m reminded me of the words of Phillips and Paatsch in regards to TLs; “remove the cloak of invisibility!” (2011, p. 33).

Moving forward, although I am still a subject teacher, I continue to look for opportunities to broaden my horizons and learn from TLs (Seewald, personal communication, 2021, May 19). Being on the Oz-TL listserv has been excellent – it represents all aspects of the TL’s diverse role. Just yesterday, excellent resources for embedding the International Baccalaureate’s Approaches to Learning skills were posted. It was just another example of how TLs are perfectly positioned to lead change in order to develop 21st century skills in teachers and students. Even though there will be personal challenges ahead (Seewald, 2021, Apr 27), I am so excited for when I will be able to do this too.

References

Branch, J. L., & Oberg, D. (2001). The teacher-librarian in the 21st century: The teacher-librarian as instructional leader. School Libraries in Canada, 21(2), 9-11.

Green, G. (2011). Learning leadership through the school library. ACCESS, 25(4), 22-26.

Phillips, G., & Paatsch, L. (2011). The invisible librarian: Why doesn’t literacy mention libraries. Practically Primary, 16(3), 31-33.

Siren, K. (2020). Reflection. [Photograph]. Flickr. https://tinyurl.com/jb7f5pe8

Williams, J. L. (2006). Leadership: Shaping the future of the profession. Knowledge Quest, 34(5), 4-6.

Assessment #2 Part B: Reflection

Sillysarasue. (2009). Reading Robot. [Photograph]. Flickr. https://tinyurl.com/h3bmtdxz

Part B Assignment 2: Reflection

I trained as a primary school teacher and learned strategies of how to use literary learning. Later I moved to higher grades and into subject teaching. However, studying ETL402 has made me realise that I lost the importance of literary learning along the way. I had vague ideas for using literary texts to support unit content and concepts in the upper grades (Seewald, 2021, Apr 18). However the challenge of time in a packed curriculum is an obstacle, not only for me (Seewald, 2021, Apr 22) but for many (Feneck, personal communication, 2021, Apr 12). This frustrated me… I hadn’t seen this practice of literary learning in the upper grades, why were we discussing what seemed to be a hypothetical scenario? It was also difficult for me to change my mindset from a subject teacher to a teacher librarian (TL) – my posts were related to my classroom with thoughts of the TL role tacked on the end (Seewald, 2021, Apr 18).

Working through the module readings impressed upon me the value of literary learning. I stepped back to look at the bigger picture. Literature can be transformational, opening up worlds to the reader, and the reader to themselves (Ross Johnston, 2014, p.484), in addition to supporting the subject content in an authentic context (Waugh et al., 2016, p. 48). By the end of module 6, I started to think of literary learning not as an option, but as crucial. I had a foundational shift in my thinking – from ‘we can’t afford the time for literary learning’ to ‘we can’t afford NOT to make the time for literary learning’.

I had a powerful ‘aha’ experience recently when asked by a former teaching team two weeks ago to unit plan with them. It was at that moment that I realised I was not thinking like a subject teacher, but as a TL for the first time. I was able to highlight the value of using literature to support the unit and was able to practically help with a list of literary texts (Seewald, 2021, May 5). At that moment I knew that this is what I want to be doing full time.

I also had a shift in thinking towards digital literature. I had read with concern the different ways in which we read digital text as compared to print texts (Jabr, 2013). Initially it reinforced my own opinion about print text being ‘best’ (Seewald, 2021, Apr 13). Then I explored the collation that Derouet (2021) has which included my fellow students’ recommendations and this, combined with the positivity of some of my peers (Colquhoun, personal communication, 2021, Apr 27),was so far beyond my expectations of digital literature that it gave me pause for reflection. I also learned about digital literary response strategies that clearly covered a range of 21st century learning skills. We live in a multiliterate world in which digital literacy has an increasingly profound role (Robertson, 2016). It is not necessarily about one text type being better than another, but what type of quality, engaging resources will best support the students at any given moment. ETL402 has taught me that as a future TL, I need to challenge long held beliefs of my own, and to model open mindedness and risk-taking!

References

Derouet, L. (2021). Digital literature. Flipboard.com. https://flipboard.com/@lizderouet/digital-literature-l6asodtaz?from=share&utm_source=flipboard&utm_medium=curator_share

Jabr, F. (2013, April 11). The reading brain in the digital age: The science of paper versus screens. Scientific American. https://www.scientificamerican.com/article/reading-paper-screens/

Robertson, J. M. (2016). Influence of the digital age on children’s literature and its use in the classroom. In K. A. Munger (Ed.), Steps to success: Crossing the bridge between literary research and practice. Milne Publishing. https://milnepublishing.geneseo.edu/steps-to-success/

Ross Johnston, R. (2014). Literature, the curriculum and 21st-century literacy. In G. Winch, R. Ross Johnston, P. March, L. Ljungdahl, & M. Holliday (Authors), Literacy: reading, writing and children’s literature (5th ed., pp. 472-491). Oxford University Press.

Waugh, D., Neaum, S., & Waugh, R. (2016). Children’s literature in primary schools (2nd ed.). Learning Matters.

Literary Learning (possibly not a great example)

In a recent World War One unit for MYP Individuals & Societies, we were practicing primary and secondary source analysis skills, looking at the origin, purpose, value and limitation of each source. I prepared a multimodal source pack which included text (diary entries of soldiers, poems, nonfiction explanations) and visuals (photographs, posters, video clips). I designed it as an oral assessment, in which the students had all the sources ahead of the assessment date, but didn’t know which ones I would ask them to analyse on the day. I spent a long time preparing this, as well as practice exercises. It turned out to be worth it, as the students loved the oral component of the assessment and the multimodal variety.

When I look back on this experience, working with a TL would have really enhanced this experience. It took me so long to put all these resources together. The unit continues to be taught. In hindsight, working with a TL to create a bank of resources that myself (and then successive teachers) could pull from would be fantastic, rather than starting the whole process over again every year. I did spend a little time looking at visual literacy in regards to the visual resources, but asking a TL to do a mini-lesson on this, using resources not flagged for the assessment, would be fantastic. I spent time on unfamiliar vocabulary on some of our practice poems (Wilfred Owen, Siegfried Sassoon) as well pointing out a few literary devices (but I’m an I&S/History teacher, not an English teacher so my expertise does not lie here). A collaborative mini lesson with the TL regarding the practice poetry may have really elevated the experience.

We are constantly pushed for time and I feel like we are lurching from one assessment to another. I honestly don’t know where I could schedule extra time for the above but I know in the interest of the students, it would be for the best as it would bring in the TL who would have a deeper understanding of the teaching and learning processes for literary learning. Ultimately, this could be an interdisciplinary unit combined with English, with the TL embedded in the unit planning.

Teacher and TL collaboration : a forum discussion post

The following is a modified response to an original discussion thread for Module 4.2.( in regards to the challenges of teacher / TL collaboration). At a later date, and hopefully when I am in a TL position, it will be interesting to reflect upon this issue ‘from the other side’. I’ve also just realised that it was my turn to post to my blog re: the discussion schedule. So I hope that my forum response will also be acceptable as a blog post too.

Hi Elyse

Thanks for your thoughts! I think we may be a little further along in our school but it has been hard work to get there. There is a professional expectation that comes from the top down, that we are to be collaborative. We meet 2 times per cycle in the high school (we have an 8 day cycle) as subject/grade level teams – it’s scheduled in. In middle school, grade level subject teams meet on an informal basis almost every day to plan/prep/co-mark and moderate assessments. Once again, they can, because the time is protected for them to do it.

Despite this, there are teachers who still really don’t want/refuse to collaborate. I understand a few of the reasons they give, and don’t understand many others. I do know that co-teaching or working closely in a situation where personalities clash is absolutely awful. On the flip side, my best teaching experiences have been based in a close, collaborative team where different styles and methods are respected and shared, and there have been strong interdisciplinary connections made.

Although a pretty strong model of collaboration exists in our school, there have been very few times when the TL has been invited to these meetings. Thus I have realised reading through this module, that we have a long way to go with this. The TLs in the middle and high school will come and do stand-alone research/’how to reference lessons’ but I’ve noticed that these lessons are only really successful if teachers have included them in on the background – the inquiry questions of the unit, what the kids are doing – so they can link in practical, task-specific resources and examples of how to research/reference.

I think we as teachers, also need to be more proactive here in reaching out to the TL, as well as the other way around. But as you have also commented – there is a misunderstanding (from classroom teachers) of what a TL can do so they are overlooked. I know my own classroom teacher perspective in regards to TLs has really been flipped on its head just since beginning this degree. Even though I have worked with an absolutely fantastic TL previously (who inspired me to do this course) – I realise now that I just barely scratched the surface of what the professional relationship could have been.

At the end of the day – it’s all about the students and if we just keep chipping away in this direction, in whatever role we have, I hope we keep moving forward.

Ang