During this course, the learning I have undertaken about the digital learning environment has helped to solidify concepts that I learnt earlier in my Masters as well as reassure me that much of the thinking and processes that I have been attempting to use to develop and implement better virtual environments within my school, has been underpinned by some of the academic thinking and practical processes suggested throughout this course.
A digital learning environment has a distinct variation between the expectations, pedagogy and tools used to that of the face-to-face classroom. Now, more than ever, due to the recent online learning phase, the validity, relevance and effectiveness of these environments has been pulled into focus. In particular, the learning and instruction differences that these environments can offer. (Veletsianos, 2015, pg 243). The outcomes of the digital learning environment in the Collaboration Age (Richardson, 2008, para 4) are two-fold: not only do they teach students skills in the specific subjects they are learning but also that of digital and global citizenship. There is a fluidity to the classroom walls in which students can reach beyond the classroom to the more than one billion people online to “mine their wisdom and experiences” (Richardson, 2008, para 5). To then read, reply, create and publish work in response to the questions they are attempting to answer opens a world of possibility for curriculum development.
Students need to be explicitly taught these skills but there is often a lack of clarity around who is responsible for this. There is also varying opinion on what skills need to be taught as well as limits on time and the crowded syllabus from which teachers are accountable. Rheingold (2010, para 3) identifies several skills relating to social media that he believes should be taught – attention, participation, collaboration, network awareness, critical consumption. In Hollandsworth, Donovan and Welch’s (2017, para 14) most recent research it was suggested that there is a decreasing awareness of digital citizenship amongst parents and students despite a significant increase in the use of technology on a daily basis. The evidence of their findings indicating that these skills need to be embedded within the delivery of content.
The challenge then is how to foster collective efficacy that utilises all staff, not just specialised teaching staff like a Teacher Librarian or Head of IT. Assignment 3 made me consider this more carefully. Many teachers are not actively engaged in digital learning environments or professional learning networks themselves which makes this particularly difficult when the investment is not apparent and when they have misconceptions as to what digital citizenship is (Sackson, 2015, para 2-3).
I believe the Teacher Librarian can play a pertinent role as an information leader in helping to drive discussion within a school to evaluate how digital learning environments are being used and how they can be pushed to extend students beyond digital citizenship capabilities and move them into the realm of the global digital leader. This is a long-term goal for my school. One that I need to ensure is carefully executed once a good practice surrounding the foundations of digital citizenship are embedded in the school culture. Work would be needed to develop policies and guidelines around privacy and safety. There would need to be discussion around having a shared vision that ensures a sustained focus on curriculum but that also prepares students to have an attitude to learning that encourages user responsibility. (Lindsay, 2014).
In so doing, this course has made me aware that in considering and building digital learning environments, it is not only possible to build technological capacity in students and staff but information fluency through a personalised learning environment.
612 words.
References
Altman, G. (2016). Woman Face Thoughts. [Image]. Retrieved from https://pixabay.com/photos/woman-face-thoughts-media-head-1446557/
Osorio, P. (2018). Flashback Transport Rear-View Mirror. [Image]. Retrieved from https://pixabay.com/photos/flashback-transport-rear-view-mirror-3216836/
Veletsianos, G. (2016). Digital Learning Environments. N Rushby & D. W. Surry (Eds). In The Wiley Handbook of Learning Technology, First Edition. Pg. 242-260. Retrieved from 10.1002/9781118736494
In this post I have summarised the key learnings I have obtained from my two years in the Master of Education (Teacher Librarianship) degree. I have broken the reflection into three parts: Part A – Statement of personal philosophy, Part B – A discussion of key ideas facing Teacher Librarians and Part C – A personal reflection and evaluation on how my practice thus far reflects the professional Teacher Librarian standards.
Part A – Statement of Personal Philosophy
The role of the Teacher Librarian is to lead and advocate for a school culture whereby language, reading, writing, expression and information literacy are valued. They are an information specialist who is committed to ensuring students are both information literate and striving to improve. They must develop strong interpersonal relationships with staff, students and the community to ensure programs are delivered that are reflective of the syllabus requirements, innovative in their design and engage students in higher order thinking and experiential learning that will encourage a deeper understanding of information literacy. The development of the physical and virtual collection, the library space as well as teaching and learning resources should include cutting edge technologies so as to reflect best practice and support quality teaching. The Teacher Librarian is the vital connection in ensuring that the library becomes and remains the central learning hub within a school.
Part B – Critical Evaluation of Learning
Through my study in the Master of Education (Teacher Librarianship) course I have come to believe that the role of the Teacher Librarian can be broken down into three key areas: teaching, collection management and leadership. As such in choosing to discuss three themes I have guided my discussion around these key points.
Teaching: Guided Inquiry and Information Literacy
Fundamentally, I believe, a good Teacher Librarian must be a good teacher first. I have felt this very strongly in my year as Relieving Teacher Librarian at my school. Looking back on one of my very early blog posts it is evident how much my thoughts on this have changed. The ASLA/ALIA teaching standards outline the guidelines by which the TLs practices must be founded and so many of them come back to the fundamentals of good pedagogy such as: “Excellent teacher librarians thoroughly understand how all learners develop and apply lifelong learning skills and strategies.” (Australian Library and Information Association [ALIA], 2004).
ETL 401 was pivotal in gaining an understanding of information literacy and the guided inquiry model. Familiarising myself once again with the Australian Curriculum and the cross curriculum priorities was also valuable as I found that by engaging with these it gave greater meaning, purpose and value to the Australian Curriculum in the context of the NSW curriculum in which I work.
Floridi (2007) discusses the information landscape and the various modes in which it is delivered: both digital and physical formats. The breadth of this information and the rate at which new information becomes available means that it is a complex and evolving landscape that needs to be navigated effectively (Combes & Valli, 2007). Thus the role of the Teacher Librarian in ensuring the skills needed to navigate these landscapes is taught. Guided inquiry’s constructivist approach provides students with an opportunity to learn how to judge the quality of information, find a way through complex and disparate sources, formulate their own focus, the answer to their own questions and to transform information into knowledge.
We looked at different models including the ISP process and how it is embedded into the guided inquiry model:
ETL 504 and its focus on leadership has also been valuable in shifting the awareness and attitudes towards the library and its place in supporting the teaching and learning of teachers and students. I have worked closely with the Head Teacher Secondary Studies and teachers of “Future Focused Learning” to redevelop the programs for our inquiry based units in Year 7 and 8 so that they are modelled on guided inquiry. This is the first phase of a whole school introduction of this model across the school.
EER 500’s scaffolding on how to research a question of interest was valuable, particularly in the early stages when we were completing the first and second assignment because it modelled fundamental research strategies that are useful when starting an assignment. I have then replicated these in my own teaching of the research process.
INF 532 helped me to appreciate the value of several web based tools that can be used to design and create resources that may be useful when delivering teaching and learning programs to students. In this unit I considered the nature of learning in the digital age and how the near unlimited resources have also had the ability to connect learners with others, a valuable skill when participating in inquiry learning. Students have been cultivating minds, seeing other students as resources and have been figuring out how to learn from each other. As such there is now a bridge between two worlds: the public and information based and the personal and structured (Thomas & Brown, 2011, p. 17-18). As such we looked at flexible and digital learning environments, MOOCs and sharing of resources as a way for students to learn and how the teacher is able to facilitate this.
My understanding of collection development has certainly expanded due to my study in ETL 503 and ETL 505. It is probably the one part of the role that is the most new and unfamiliar. Therefore I’m struggling to find an approach that works.
Cataloguing in ETL 505 was challenging but I appreciate how fundamental it is in understanding how to approach the organisation of the collection. It is important to reflect upon and evaluate the collection regularly because user needs change and the collection needs to maintain relevance if it is to be used. (Kennedy, 2006) Of particular focus in my practice has been deselection. My school’s fiction collection has not been weeded in over three years so it was important to be strategic in how I approached this with my staff. When on my Study Visit in Canberra earlier this year, one of the Librarians at The Australian National University was very practical in her approach to weeding and reminded us all that “part of a librarian’s heart is cold and black” and must be when weeding if the collection is to remain relevant and useful. I also had to explain this to the school staff as they saw trolley loads of books being taken to the skip bin or being sold at the bargain bin price of 50 cents. I tried to make light of it as many staff were mortified at the thought of books being thrown in the bin. I found this clip quite helpful:
SCIS Subject Headings was also something I found challenging. I feel it is valuable that all schools work within a “controlled language approach” (Schools Catalogue and Information Service [SCIS], 2016, pg 1) for subject access to the catalogue as it makes it transferable across schools and easier for students. There was a considerable amount of metalanguage that was also difficult to grasp. However, in my day to day workings as a TL I have been pushing for greater use of the search terminal, Oliver, and as such I have had to model how to search the catalogue and the benefit of subject headings in helping students to find resources, so without this subject I would have struggled to teach it.
My colleagues and I have had many discussions about the genrefication of the collection and the advantages and disadvantages of doing this. Whilst no firm decisions have been made in this regard I have lead the development of a new section called “Quick Reads.” This simple adjustment of the collection has already begun to attract “non-readers” who are trying to find “their kind of book” (Stiles, 2004, p 32).
This blog post highlights my learning and understanding of collection development. Much of that learning still holds true now. Writing the collection development policy for my school has been helpful in relation to this as it has provided a framework from which to consistently revise the collection and deselect anything that is not current. Writing the strategic directions was also useful. We wrote a direction that focused on developing the collection to ensure that it is current and useful to students and staff. I am still learning the intricacies of each of the KLA’s syllabi and have been working closely with Head Teacher and teaching staff to ensure the collection development policy and therefore collection, reflect their needs.
Lastly in this area of my practice, the development of the virtual collection has been a challenge. The library must ‘dismantle its walls’ and use the wider networked world as its new teaching space, rather than staying in its paper-based world (Lee, 2012). I conducted a survey with staff and students to ascertain their interest and willingness to use virtual resources. We have conducted several ebook/audiobook trials through Wheelers as well as a database trial with JSTOR. I have no firm perspective on this as yet and am still working to ascertain the benefits from staff but I am continuing to engage in discussion with various networks in order to keep abreast of ways in which to develop this area of our collection.
Leadership: The Role of the Teacher Librarian
ETL 504 was particularly influential for me throughout this degree. It held a great deal of resonance this year as I have relieved in the Teacher Librarian role in my school. It helped me to find a new vision, focus and motivation as I had become stale in my teaching practice and my desire to make a difference to young people. As such, it really helped to reinvigorate my teaching, how I view my role in public education and how I want the Teacher Librarian role to be viewed. It highlighted for me the shift that information professionals are trying to push for that moves the Teacher Librarian out of the familiar stereotypes and into the 21st Century.
Key ideas in ETL 504 that I came to reflect upon in my learning included the diverse range of management styles and the complexities of working with a diverse range of people. Working with the Principal is a key aspect of leadership of the library as this collaboration, if done well, should ensure support for initiatives and promotion of the library and its value within a school (Haycock, 2007, p31).
It highlighted for me the necessity for the Teacher Librarian to be visible, model best practice, contribute to committees and provide professional development for staff. To ensure they maintain an evidenced based practice to validate the vision, goals and strategies they are implementing. To effectively lead change the Teacher Librarian needs to understand the present culture and work towards creating new values and vision with like-minded staff. Additionally, leading from the middle was something I felt could help with this as it would be good to draw out the leadership capabilities of the staff because there is something “about the power we all have to build something together that none of us can accomplish on our own” (Gottlieb, 2012, para 26). Ultimately however, to advocate for the library requires leadership and through advocacy comes stronger leadership skills (Toor and Weisberg, 2011, pg 28).
I have taken a very active approach in my role as Relieving Teacher Librarian to raise the profile of the library within the school. This has involved me being a constant, engaged presence in staff rooms by attending faculty meetings, participating in collegial discussion about their information literacy and collection needs and considering how best to facilitate that through team teaching. I have begun to involve the Principal and Deputy Principal in discussions about the planned changes for the library including the development of a collection development policy, strategic directions and professionally develop them as to the expectations they should have for the new generation of librarians. I have been working to raise the profile of the library through its student leaders. The Library Leader program has the students not only volunteering their time in the library several times a week but also that service being recognised on their school report.
Part C – Personal Reflection and Evaluation
In reflecting on the ALIA/ASLA professional standards, I feel I have demonstrated an ability to address these in the following ways:
Professional Knowledge
I have actively sought the opportunity to develop teaching and learning programs in the Library. Utilising my understanding of guided inquiry and information literacy from ETL 401, I have revised and redeveloped the teaching and learning programs in Year 7 Future Focused Learning and Year 8 Project Based Learning to more effectively follow a guided inquiry model. Additionally, I have produced a series of lessons explicitly teaching research and referencing skills to select classes in various KLAs across Stages 4-6.
I have demonstrated a capacity to learn and lead the use of new and cutting edge technologies to deliver teaching and learning programs that reflect best practice and support quality teaching. INF 532 was particularly useful in developing these skills. I familiarised myself with new web based tools that I could add to my existing technology experience and as such implemented a number of innovative methods of curriculum delivery designed to improve student engagement for 21st Century learners. This has included redeveloping the online search terminal, implementing maker spaces and engaging with teachers and students in their classrooms through the BYOD program.
Professional Practice
I have actively sought out ways to develop and embed the library as a central learning hub within the school. I led professional development seminars for staff on accessing credible websites and databases and the APA referencing system whilst working in their classroom. I also undertook team teaching with various KLA teachers. I redesigned the layout of Oliver to include more specific, topical reading lists from which students could source credible information.
I have demonstrated highly developed interpersonal skills with a proven ability to work collaboratively within a team to support the development of high quality teaching and learning programs in the library. I am able to determine key content from the syllabus across KLAs and integrate technology across the breadth of curriculum. This has been through a collegial approach with Head Teachers and teaching staff. I have designed these for a range of performance and learning styles as well as a range of abilities including those with special learning needs through to gifted and talented students.
I have lead the upgrade of library facilities and physical resources.
The recent renovation of the library has presented challenges in terms of space and resources. Through my learning in ETL 504 I have lead the library staff in ensuring the library remains a positive, inviting space that is flexible to the needs of the staff and students during this time.
I have successfully lead the design and delivery of a library survey for staff and students to ascertain what the strengths and weaknesses of the library were in relation to the collection and services offered. A collection development policy, library handbook and strategic directions for 2020-2023 including a mission and vision statement have been developed in collaboration with the Head Teacher Secondary Studies, Principal and library staff to create improved transparency and accountability for all staff working in the library. My work from ETL 503 was imperative in gaining an understanding of these areas in order to implement these strategies.
Other initiatives introduced in collaboration with various staff and students included: a book fair, student resource recommendation slips, student reviews, displays, an improved library leaders program, reader’s advisory, pop-up library, reading circles, book club, refinement of the library collection to enhance diversity and support the school’s DEAR initiative and PRC all of which have enhanced the profile of the library within the school.
Professional Commitment
I feel my actions in the above two areas have demonstrated that I am a hard working information specialist who is committed to extending my capabilities as a teacher and my commitment to the profession. That being said, I can continue to develop my knowledge and practice by extending my networks and drawing on and contributing to these to develop programs within the library. I also aim through my enthusiasm, dedication, care and commitment to build on school strategies and teach students the relevant skills they need to become independent and mature young people and to support this with relevant and engaging resources. I will strive to continue to develop and expand the library to continue to effectively support students and their differentiated learning needs.
The Master of Education (Teacher Librarianship) course has been a worthwhile learning experience. At times it has been very demanding, particularly when juggling full time work, family and friends. I feel the long term benefits will outweigh these short term challenges however and allow me to have a new range of skills that I can contribute to my teaching for years to come.
Combes, B. & Valli, R. (2007). Fiction and the 21st century: a new paradigm? Cyberspace, D-world, e-learning: giving libraries and schools the cutting edge. The 2007 IASL Conference, National Taiwan Normal University, Taipei, Taiwan
Floridi, L. (2007) A Look into the Future Impact of ICT on Our Lives. The Information Society, 23(1), 59-64, doi: 10.1080/01972240601059094
Stiles, L. (2004). Shelf Shifters. School Library Journal 50(9), 32. Retrieved from http://search.ebscohost.com.ezproxy.csu.edu.au/login.aspx?direct=true&db=lih&AN=14407881&site=ehost-live
Thomas, D., & Brown, J. S. (2011). Arc-of-Life learning. In A new culture of learning: Cultivating the imagination for a world of constant change (pp. 17-33). Lexington, KY: CreateSpace
Toor, R., Weisburg, H. K., & Walter, V. A. (2010). Being indispensable : A school librarian’s guide to becoming an invaluable leader (epdf). Retrieved from https://ebookcentral.proquest.com
In Module 1 for INF 532 we were introduced to the foundations of the philosophy of information. We had to read De Saulles’, New Models of Information Production. In reading, the whopping 40 something pages of information, we had to focus on two key questions:
What are some of the defining characteristics of the Internet and world wide web that have stimulated the creation for new models of information production?
What are some of the challenges that these models present to educators and/or information professionals.
I have taken notes on this reading (paraphrased as best as possible) and tried to compile my understanding:
The catalyst for the creation of new models for information production is Web 2.0 content. Individuals producing blogs has allowed for the opening up of debates and discussions about topics away from the control of commercial and state media. In the existing information sphere, online newspapers have adopted, for example, live blogging as a means of engaging users. Whilst it has advantages: users can contribute to the stories, connect it to social media and the story can include a live feed, the blogs can sometimes be difficult to navigate. Other problems include journalists feeling threatened by user content. These contributions need to be validated as credible as well, otherwise it is difficult to build and maintain user trust. Users as well do not feel as though they are appropriately credited for their contribution. Therefore, news teams need to be educated around how to utilise user generated content and the quality of user content needs to be cognisant that it may be used in a journalistic capacity.
The online sphere has also meant that people expect their information to be freely available. It is not valued as highly because of the ease of access. As such, newspapers are struggling for survival because most users will try as best as possible to get their information without a subscription. Thus, attempting to include live blogs on newspaper websites. News agencies have had to think creatively about how to obtain revenue. One means is through the establishment of an advertising based revenue model. They have adapted the size of the paper to fit smartphones and added social media sharing functions to entice younger, tech-savvy users. Despite these measures, if the revenue issue is not addressed and effective solutions put in place, newspapers will be unable to fulfill their societal role and democracy will inevitably be weakened. Blogs should not be solely relied upon as a source of news but rather as supplementary to the outputs of traditional newspapers.
Some of the other factors contributing to information production include collaborative platforms such as Wikipedia. Challenges in the collaborative space include ensuring that the pages are credible but also that there is a balance in the topics that are explored. For example Pokemon vs. female novelists. The farming of data by search engines like Google has also had implications on how search results are then filtered to users. Google Analytics has provided website owners with the ability to link articles to key words that are commonly used search terms to ensure they feature in search results. This is great for visitor stats but if the quality of information is poor that is problematic. Google have also had the power to change the search algorithm meaning content farms that are created for clicks and quick advertising revenue are filtered from results. There are questions around the ethics of this. There is also a ruling called the “right to be forgotten” in which a link can be hidden from search results. This brings with it its own challenges. Overall, Google has become incredibly powerful in this regard. They need to consider carefully how they use this data. For what good or betterment of society? By taking out selected search results does that then limit freedom of speech, are the public not being given the full scope of a situation that may be in their best interest? Corporate interests need to align with users. Otherwise users become the source that needs to monetized. Either way, data is changing rapidly so it is difficult to make strategic business decisions. For educators and information professionals the challenge is ensuring that a wide scope of information is still accessed and this needs to come through the skills that are specifically taught.
