| Library of Alexandria | School Library |
| to store scrolls and as a repository for knowledge | is responsible for the management of resources within the school both physical and electronic. |
| where academics, ordinary citizens and scholars could meet, listen and discuss matters of note | in some cases, is the hub of the school. It is a multipurpose space that often is used by all members of the community. Staff meetings as well as teacher/student, student/student collaboration occurs within this space |
| where scholars and people could petition the librarian to find information | offers access to a wide range of information sources as well as teaching the correct and ethical use of such information. |
| where the publishing of information and creative works occurred. | allows individuals, small groups, whole classes, whole staff and parent bodies to create. Anything from private thoughts to the development whole school plans are created in the space depending on the purpose of its users at the time. |
Module 1 – Bloom’s Taxonomy
| Objective | Question | Resources/Web 2.0 tool |
|---|---|---|
| Knowledge | What is an ecosystem? | Dictionary - print or online or basic textbook, eg. Wordnik, Visuword, ... |
| Comprehension | List the different parts of the ecosystem and explain what they do. | Use Kiddle to search for information about ecosystems. Take notes, list and explain using OneNote |
| Application | Using a diagram, show how the water cycle operates in an ecosystem. | Use Sketchpad to draw a diagram |
| Analysis | Contrast the natural water cycle with that used by our community. | Popplet can be used to visually display the contrast between the two and furthermore see similarities and differences |
| Synthesis | Identify an unspoilt ecosystem and design a way of preserving it. | Use Flickr to find an image of an unspoilt ecosystems. Explain Everything can then be used to annotate the image to suggest best ways of preservation for particular areas |
| Evaluation | Is it reasonable that people pollute our waterways? Defend your answer. | Create a poll using Menti to gather information/evidence. present information along with own views. Or take photos of local waterways and create a poster defending your stance to the question using PicCollage or Canva |
Changing Percpetions
I have always wanted to be recognised but what I now realise is active involvement, risk taking, initiative and confidence is required in order for this to happen.
Operating within the comfort zone of the known is not always the best approach and certainly doesn’t leave room for change which is needed in order to evolve and remain current. As society, technology and the needs of the 21st Century learners change so too must libraries and Teacher Librarians. Moving from a traditional structure or function of a library, housing books, to one where libraries are the central hub of the school, Teacher Librarians are unique in the fact that they have the ability to connect with staff, students and the wider community on many levels. Collaboration and involvement in curriculum planning, whole school events and initiatives, embracing and implementing new practices and current trends, risk taking, providing and promoting a service that meets the needs of its users makes the Teacher Librarian an integral member of the community, not just the book keeper.
One needs to be visible in order to be recognised.
How Colvin’s Thoughts Relate to School Libraries
Colvin’s article looks at the approaches to management within organisations and how that has developed and changed throughout history. With the recognition of humans as “knowledge workers” and organisations as “organisms” managers are adapting their structures and practices to match this (Colvin, 2000).
Connections to School Libraries:
- Organisations as organisms – A school library is a living, adapting, active, evolving unit within the larger system
- Values as a basis of managing – Create, articulate and sustain a library mission and policy statement that aligns with the school mission statement
- Human centred view of business – A school library’s purpose is to serve the members of its community which includes: student, staff and the parent community. Making sure that want the library provides meets the needs of its community at any given time. Change is inevitable but we need to make sure that we support our community with the change.
- Attraction and motivation of Knowledge workers- A Teacher Librarian as leader needs to model best practice at all times as well as collaborate and work with others. One needs to be organised and delegate accordingly, up to date with the latest trends, theories and be wise and informed about the implementation of new projects, technology or practices.
- Management is a human art – Building relationships and fostering trust with your staff is essential. Seeing the potential in others, drawing upon individuals strengths and ensuring they feel valued and an important member of the library team will help not only the functionality of your team but also the library.
Reference
Colvin, G. (2000). Managing the info era. Fortune,141(5). Retrieved from https://archive.fortune.com/magazines/fortune/fortune_archive/2000/03/06/275231/index.htm?iid=sr-link1
Leadership, My Initial Thoughts
I have never really thought of becoming a leader or considered myself as one. So as I begin this subject, I know that I have a lot to learn and explore as I investigate ‘Teacher Librarian as a Leader.’
There are many ways to view what leadership is and what qualities a leader possess. Generating thought around this topic, has led to the following Acrostic poem.
Learning leader,
Educator within education.
Adventurous, acknowledging,
Decision making all part and parcel.
Evolving, your purpose, what you are responsible for.
Risk taking an element of
Servant leadership.
Hierarchy, a power structure of which you are a member.
Initiating projects and plans, seeing the potential.
Personable, a desirable quality, to lead.
I am assuming that not matter what form or type of leadership you are involved in that there would be similarities throughout organisations and leadership roles within.
Encouraged to join the Teacher Librarian Diigo group, I started to immerse myself in the literature around this topic. I found myself drawn to Smith’s blog post ‘What is Leadership?’ in relation to school librarians due to the fact that it was not defined with a definition but rather explained through real life examples of what leadership can look like in practice. The acknowledgment that, “leaders do not have to do or know everything” (Smith 2020), is somewhat comforting as I evolve as a Teacher Librarian. Instead leadership is about recognising a need and working with others to fulfil that need.
Being the first time I started reading about leadership and exploring the terminology around it, in this particular case, I found the terms to describe leadership both thought provoking and relevant. In the first subject of this course we were asked, “What is the role of a Teacher Librarian?’ to which my response was, not one dimensional and complex. Just like Braxton’s blog ‘500 Hats’ (n.d.), which explores the many hats a Teacher Librarian wears, through this blog post, I can see that a Teacher Librarian as leader is multifaceted and has varying layers of responsibility. Smith explains that in order to evolve as an organisation, leaders need to become uncomfortable by putting oneself out there and convincing others of your vision or the need, to make change. Recognising potential in others to help fulfil that vision or need and acknowledging teamwork throughout the journey is what leadership is all about. Once a task is accomplished or a need has been met that provokes change then as a leader you will feel rewarded.
As I move through this subject I am sure there will be many more terms, ideas, characteristics, strategies, approaches and practices that will emerge. Watch this space!
References
Braxton, B., (n.d.). 500 hats the teacher librarian in the 21st century. Retrieved from https://500hats.edublogs.org/
Smith, D., (2020, February 26). What is leadership? [Blog post]. Retrieved from https://knowledgequest.aasl.org/what-is-leadership/.
Who would have thought!
My feeling of apprehension at the beginning of this subject has subsided and I am now feeling a sense of accomplishment and joy. Something that seemed so out of reach at the beginning, slowly, step by step, has come together. As mentioned before, the more I read the more time I wanted to invest and investigate.
Having an understanding of research, the purpose and the processes that go with it has given me the tools for future endeavours within my own community as well as sense of appreciation for research.
Quantitative Road
Concepts can be referred to as the building blocks of theory and research (Bryman, 2016). One does not do research for research sake. Social research pertains to academic research on topics relating to issues/questions relevant to the social scientific fields. Research is undertaken because there is some aspect (gap) in our understanding of a social scenario, where there are inconsistencies or an issue is unresolved. My existing knowledge, enhanced by the literature reviews and coupled with my passion for students to be physically active, provided the impetus for my educational research project. Such research can contribute to our knowledge of an educational theory and inform best practice.
Educational research is a systematic investigation. It has 3 distinguishing features, namely it must be systematic, rigorous, and empirical. There are formal procedures throughout the investigation, protocols in place to reduce and control bias and it relies on data that are tangible (McMillan & Wergin, 2010). Research does not exist in its own bubble. There is an interconnectedness between theory and research. Theory provides a framework for the understanding of social phenomena and the interpretation of findings (Bryman, 2016). Researchers can adopt Deductive or Inductive theory measures (Best & Kahn, 2013, McMillian & Schumacher, 2014). With a deductive approach the researcher draws on what is known in a particular domain, deduces a hypothesis and then scrutinizes it.
Other factors that impinge on social research are epistemological and ontological orientations. Can the social world be examined following the principles of the natural sciences (positivism) or through interpretivism which reflects the distinctiveness of humans in regards to natural order? (Ary, Cheser Jacobs, Soreson Irvine & Walker, 2018, & Bryman, 2016). How researchers view the dynamics of societal formation and interaction, whether they hold an objectivism or constructionist ontological position, will also impact on the way research questions are formulated and the manner in which research is conducted.
Leanings towards a particular theoretical approach to research, one’s beliefs on how the social world should be studied and how one construes social reality will in general determine the use of a quantitative or qualitative research strategy. Most academic educational research lends itself to a quantitative approach. As a research strategy it is deductivist, and objectivist and incorporates a natural science model of the research process (positivism) (Ary et al., 2018, Bryman, 2016 & McMillian & Wergin, 2010). Such an approach aligns with my beliefs about research. Consequently a quantitative approach will be taken with my research.
McMillan & Wergin (2010) advocates that the question to be examined will drive the methodology that is most appropriate and that most research encompasses the following methodology framework (Ary et al., 2018). Put simply there are 6 areas to be considered:
- Frame or pose the initial concern
- Determine and extensively review previous literature pertaining to the problem
- Formulate a specific and focused question
- Design and implement a plan for collecting data
- Analyse and interpret such data
- Make conclusions
Within this structure the concept of academic achievement has to be measured, through the collection and analysis of data, and this measurement should generate consistent results. Reliability, the consistency of a measure of the concept, and Validity, whether a measure of a concept is a true measure, are determining factors to the quality and rigor of the experiment (McMillian & Schumacher, 2014). When an experimental design is being employed causality, is more often than not, a key component. In educational research correlation between variables is the consideration; what are the interconnections. Quantitative researchers are rarely concerned with the how rather with the why (Bryman, 2016). Generalisation, findings going beyond the particular context, is also integral to this type of research. Adding to the store of knowledge and its consequent application to practice underpins quantitative research. Teachers are always searching for techniques to improve student outcomes and to facilitate enthusiasm and confidence in learning.
References
Ary, D., Cheser Jacobs, L., Soresen Irvine, C. K., & Walker, D. (2018). Introduction to research in education. (10th ed.). Boston : Cengage.
Bryman, A. (2016). Social research methods. (5th ed.). Oxford, UK: OUP.
McMillan, J. H., & Schumacher, S. (2014). Research in education: Pearson new international edition: Evidence-based inquiry. EBSCOhost Ebooks.
McMillan, J. H., & Wegin, J. F. (2010). Introduction to reading education research. In Understanding and evaluating educational research (4th ed.). Upper Saddle River, NJ : Pearson/Merrill.