Teacher Librarian

Part 3: Reflection

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(Altmann, 2017)

As I begin to formulate my final post for this subject and complete my degree, I find myself being quite reflective. It is both rewarding and satisfying that I am finishing this course with INF506 as it is a timely reminder that I am an information professional and have a responsibility to lead my community. When I first embarked on this learning journey, I remember being exposed to the multiple hats that a teacher librarian wears. Such hats demonstrate the role’s diversity and complexity. It is through this subject that I have discovered yet another element of and layer to this role. I have learnt that as an informational professional one needs to be open and responsive to the environment, trends and innovations of the time for a library to be relevant and to successfully meet the needs of its users.

In this new age of information, Leonhard’s (2016) film on change discusses the new way of working is to embrace technology rather than becoming it. It questions and challenges how one will discover opportunities and respond to one of the most transformational times in human history. I believe that a major influence causing such transformations in society is technology. As mentioned in my Facebook Activity 2 post, studying 25 years ago and studying presently are vastly different processes which highlight just how much of an impact technology has had on the way society and people operate (O’Keefe 2022a). Westcott (2022) and Vitnall (2022) discuss how mobile technology has made it very easy to access and search for information and how as a society we have become very reliant on such technologies. Mundy’s (2022) post examines social media and the impact it can have on organisations when utilising it as a tool to market, interact and communicate with its users. It is clear that technology plays an important role in a society that is data rich, data reliant and data driven (Marin et al., 2021). Although accessed, used and created for different purposes technology’s influence is positive and one that has allowed society to evolve over time. It is almost hard to consider where we would be without it.

Social media is a product of such change and a widespread tool used by over 4.2 billion people (Kemp 2021). Through this subject I have discovered that there are many and varied platforms that could serve a purpose for informational professionals. My eyes have been opened to new possibilities and the potential of social media networks. As an alternative path to connect, communicate, create, share and interact with information (Nisar et al., 2019) I can see community social media sites like Instagram, Facebook and even Tik Tok being beneficial and relevant to students, parents and the wider community. These platforms can promote, enhance engagement, encourage collaboration and provide a quality service. While not limited to, the likes of Twitter, Linkedin and blogs offer more professional conversations, development and networking.

This subject has expanded my Professional Learning Networks (PLNs). I am now using social media sites to inform practice, connect and build relationships with other informational professionals. As outlined in my OLJ Post 9, I expressed the need to reconsider my PLNs and how I engage with them to find that balance (O’Keefe, 2022c). Becoming more active rather than being a passive reader will help develop my PLNs. Moving forward I reflect on Seewald’s (2022) words of wisdom of recognising that one cannot take everything on board at once. Being more selective so that circumstance and purpose are the focus will enhance my learning, understanding and connections.

While social media presents many opportunities Module 5 reinforced that privacy across such systems is a potential challenge in this space. Due to the design of such networks with user generated content being produced, two-way communication and the sheer volume of users, privacy and the protection and security of information are essential (Crocco et al., 2020). Therefore, careful consideration needs to be awarded to the designing and development as well as the maintenance of such sites. Social media policies and procedures need to be in place to ensure that a safe, relevant and a successful environment is created.

Not only are privacy and security a concern so too is the ethical use and distribution of information. Research suggests that there is a misalignment between the law and social media practices when content is being distributed and consumed (Meese & Hagedom, 2019). As an informational professional one of the key responsibilities is to ensure that ethical use of information is understood and developed. Similarly, the teaching of digital literacy on how to access, search and use information is integral. Building an awareness of one’s digital identify is equally as important.

In my first OLJ post, I began by writing that I had recently decided to have a break from social media (O’Keefe, 2022b). What I can now see is that decision was rather ignorant on my part. Although personally I may not wish to delve into this world as much as I have in the past, the professional benefits have been explored and identified. However, with that said what occurs behind the scenes when utilising these platforms is still concerning. Pondering the question posed in Module 6, ‘Where will your journey take you?’, I would like to think that in terms of social media I will not ignore but rather embrace the opportunities it presents. In so doing, this will lead to the development of active and evolving policies and procedures to ensure a secure environment is established. I believe education is key in order to equip users with the skills and competencies to interact with such mediums. As a professional I hope to continue to evolve, create, adopt and collaborate to become a teacher librarian who is relevant and who strives to remain current in providing an excellent service that meets the needs of its users.

References

Altmann, G. (2017). [polaroid social media icons]. Pixabay. https://pixabay.com/illustrations/icon-polaroid-blogger-rss-app-2486501/

Crocco, M. S., Segall, A., Halvorsen, A. -L., Stamm, A., & Jacobsen, R. (2020). “It’s not like they’re selling your data to dangerous people”: Internet privacy, teens and (non-) controversial public issues. Journal of Social Studies Research, 44(1), 21-33.

Kemp, S. (2021, January 27). Digital 2021: The latest insights into the ‘state of digital’. We are Social. https://wearesocial.com/uk/blog/2021/01/digital-2021-the-latest-insights-into-the-state-of-digital/

Leonhard, G. [Gerd Leonhard]. (2016, May 11). Digital transformation: Are you ready for exponential change? Futurist keynote speaker Gerd Leonhard [Video]. You Tube. https://www.youtube.com/watch?v=ystdF6jN7hc

Marin, V. I., Carpenter, J. P., & Tur, G. (2021). Pre-service teachers’ perceptions of social media data privacy policies. British Journal of Educational Technology, 52(2), 519-535. https:/doi.org/10.1111/bjet.13035

Meese, J., & Hagedorn, J. (2019). Mundane content on social media: Creation, circulation and the copyright problem. Social Media + Society, 5(2). https://doi.org/10.1177/2056305119839190

Mundy, K. [kendall.mundy]. (2022, March 25). OLJ task 4: Reflections on the impact of change. Journalling Through My Masters of Education. https://thinkspace.csu.edu.au/kendall/2022/03/25/olj-task-4-reflections-on-the-impact-of-change/

Nisar, T. M., Prabhakar, G., & Strakova, L. (2019). Social media information benefits, knowledge management and smart organizations. Journal of Business Research, 94, 264-272. https://doi.org/10.1016/j.jbusres.2018.05.005

O’Keefe, A. [Alison O’Keefe]. (2022a, March 6). It actually blows my mind to see how far technology has evolved in the last 20 something years. [Comment on the Facebook post Facebook Activity 2]. Facebook. https://www.facebook.com/groups/263092359252292

O’Keefe, A. [AOK]. (2022b, February 25). OLJ task 1 (module 1) Social media and society journal task analysis. Reflections. https://thinkspace.csu.edu.au/aok1/2022/02/25/olj-task-1-social-media-and-society-journal-task-analysis/

O’Keefe, A. [AOK]. (2022c, April 20). OLJ task 9 (module 3) PLN adoption. Reflections. https://thinkspace.csu.edu.au/aok1/2022/04/20/olj-task-9-module-3-pln-adoption/

Seewald, A. [angela.seewald]. OLJ post 9: PLN adoption (module 3). Seoul Learning. https://thinkspace.csu.edu.au/angseewald/2022/05/02/olj-post-9-pln-adoption-module-3/

Vitnall, J. [jye_vitnell]. (2022, March 19). OLJ task 3: Mobile exploration. Reading is what? Fundamental! My learning and reflective journey to becoming a teacher librarian. https://thinkspace.csu.edu.au/jyesjourney/2022/03/19/olj-task-3-mobile-exploration/

Wescott, R. [rachaelwestcott]. (2022, May 12). Surfing the web.  INF506 Reflective Journal. https://thinkspace.csu.edu.au/inf506reflectivejournal/2022/05/12/surfing-the-web/

OLJ Task 9 (Module 3) PLN Adoption

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Based on Utecht’s 5 stages of PLN adoption, identify which stage you currently see yourself experiencing and how this impacts on your personal and working lives. Also identify any ‘gaps’ in your existing PLN (ie. Areas which you feel you would like to develop further/in the future). Write around 400 words.

Is it a matter of too many pies or not the right ingredients?

(Bucknall, 2020)

Like any professional, the renewal, continued learning and development of skills, knowledge, understanding and attitudes are necessary in order to remain relevant, fresh and successful within one’s field. Professional learning and engagement are ways that information specialists seek to maintain this. Restrictions such as costs, lack of support and often being lone practitioners within a setting, have led many information professionals to utilise the Web 2.0 world, in particular social media, to communicate, collaborate and network with others professionally (Luo & Hostetler, 2020). Not only does this platform provide knowledge and tools but it also builds a sense of community (Sturm & Quaynor, 2020).

Through engaging in this course and with every subject I undertake, I have been exposed to many new avenues and sectors within the Web 2.0 world and find myself developing personal learning networks (PLNs), to the point where at times, I feel both overwhelmed and excited by the enormity as well as the possibilities There is a lot to know and to learn. Reflecting on Utecht’s 5 stages of PLN adoption I would say that I am currently somewhere between Stage 3 and 4. I am like a sponge trying to soak up everything, however, information overload hits and I step into stage 4. If I am being completely honest, I feel I am not very productive at all and now ponder have I missed a stage; stage 2 Evaluation of networks. It is a bit like the old saying of ‘one having a finger in too many pies’ and not really benefitting from it or developing understanding of topics. I also question have I even mastered Stage 1 of Immersion. Active involvement and collaboration look very different to a bystander reading and observing.

There are endless numbers of networks online that all seem valuable. I follow a variety of Facebook pages. I am a member of teacher librarian groups, both locally and nationally, and I rely on Yammer at a system level to upskill myself and further my knowledge. I would like to explore blogs and Twitter more in the future. What I have now come to realise is that rather than wanting to know it all and have all the pies, I need to ensure I actively engage with less content, the right ingredients, for the specific need and or circumstance required. PLNs are powerful tools but to be effective I need to go back and evaluate, refine and actively immerse myself into my PLNs in order to be able to hit Stage 5 and find that balance. This way I will be creating and developing many and varied pies of my own in no time at all.  

References

Bucknall, M. (2020). [Pies]. Unsplash. https://unsplash.com/photos/m3yFLj5Jr6M

Luo, T., & Hostetler, K. (2020). Making professional development more social: A systematic review of librarians’ professional development through social media. The Journal of Academic Librarianship, 46(5), 102193. https://doi.org/10.1016/j.acalib.2020.102193

Sturm, E., & Quaynor, L. (2020). A window, mirror, and wall: How educators use Twitter for professional learning. Research in Social Sciences and Technology, 5(1), 22-44.

Utecht, J. (2008, April 3). Stages of PLN adoption. The Thinking Stick. https://www.thethinkingstick.com/stages-of-pln-adoption/

Part 2: Critical Reflection

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The learning, inspiration and motivation that comes with each subject I undertake encourages reflection and analysis of my own practices to promote personal growth to be the best teacher librarian I can be. This, coupled with fears of inadequacy forced upon by at times feeling overwhelmed by what the role entails, makes me question how can I possibly do it all?  With this in mind, I reflect on the words of wisdom shared in a previous subject. Rather than trying to do everything at once, choose one project to work on (Godfree & Korodaj, 2021). It is with this advice that I feel empowered to approach things more confidently and to establish a dynamic information environment within my school.

In today’s society people interact and utilise technology on a daily basis for entertainment, socialisation and learning experiences (Abeer et al., 2018). As society changes so too must libraries to ensure they are relevant, current and accessible for all its users. In a fast paced, ever changing society, particularly with what has occurred in recent times, 24/7 access to information is expected and utilised. Technology can provide the access and sharing of information. However, accessibility is only one element. As educators, we must ensure that we support and equip students with the essential skills to navigate, use and evaluate information effectively (information literacy) in a 21st Century that delivers a complex information landscape. To successfully engage in this environment the teaching of digital literacy skills is just as important (Combes, 2016).

Whilst creating this research guide my very own information literacies skills were put to the test and the emotions I experienced were reflective of those outlined as one moves through the Information Search Process. Searching, selecting and evaluating sources, referred to as the research ‘dig’ (Little, 2016) as well as inquiring about the technical side of creating a research guide were employed. Throughout a student’s educational journey they are constantly required to inquire and use information. I have come to the realisation that a whole school approach to inquiry learning and the development of information literacy skills is required. One way this can be achieved is through the creation of learning objects that can be reviewed and refined and utilised across all curriculum areas providing students with consistency and familiarity. A research guide needs to provide scaffolding, processes as well as resources to give direction and to support learners of all capabilities (Lee & Lowe, 2018). Strategically selecting a variety of resources as well as avoiding information overload, along with a carefully planned design which adheres to the Content Accessibility Guidelines all need to be considered when curating (Oddone, 2020 & Mann, 2010).

Teacher librarians play a crucial role in the development of such guides. However, as mentioned in the discussion forum collaboration and evaluation is an essential component to guarantee guides meet the needs of the users and remain dynamic (O’Keefe, 2021). Reflecting on what I have learnt throughout this subject, I realise that I  have been collecting, gathering resources that ‘could’ be used, rather that curating – strategic selection and giving purpose to each resource. Is this because I don’t trust my own evaluation and judgement? I am eager to continue to explore this avenue of curating by using technology and integrating Web 2.0 tools to support and enhance student learning.

References

Abeer, A., Alamri & Bader, A. & Alsaleh. (2018). Transforming education in the gulf region: Emerging learning technologies and innovative pedagogy for the 21st century. The American Journal of Distance Education, 32(1), 74-77.

Combes, B. (2016). Digital literacy: A new flavour of literacy or something different? Synergy, 14(1). https://slav.vic.edu.au/index.php/Synergy/article/view/v14120163/2

Godfree, H. & Korodaj, L. (2021, April, 19). Lake tuggeranong college library [Recorded presentation]. ETL507, Interact2. https://charlessturt.zoom.us/rec/play/zB7ISAg_QjYDtxlCXWgZGXvoWws3aEg5EuHlKw7MD10m6r6mpnKdTDmYM9WEtbNuwg5klGZwf26JJuGJ.w6UWlu9TNNM5dppp?continueMode=true

Lee, Y. Y. & Lowe, M. S. (2018). Building positive learning experiences through pedagogical research guide design. Journal of Web Librarianship, 12(4), 205-231. https://doi.org/10.1080/19322909.2018.1499453

Little, H.B. (2016, September 7). Curation and pathfinders. Knowledge Quest. https://knowledgequest.aasl.org/curation-and-pathfinders/

Mann, A. C. (2010). How to make a good library pathfinder. Amy C Mann. https://amycmann.wordpress.com/practical-experience/continuing-staff-development/make-a-pathfinder/

Oddone, K. (2020, April 3). Digital content curation: How to do it right! SCIS. https://scis.edublogs.org/2020/04/03/digital-content-curation-how-to-do-it-right/?sbe-followsubs=true

O’Keefe, A. (2021). One of the many hats. [Forum Post]. ETL501, Interact2. https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_57506_1&nav=discussion_board_entry&conf_id=_114042_1&f

Evaluating Website Criteria for Teacher Librarians

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EducationalReliabilityTechnical
Does it meet needs, interest level and the purpose of the intended audience?Authority – Who is the Author? Is this clearly visible? What qualification do they hold? Are contact details provided?Does the page take a long time to load?
Is the reading level suitable for the intended audience?What is the purpose of the site? Is it set to inform, sell or persuade the viewer? Does it contain bias?Do the graphics add information?
Does it offer a range of reading levels for the intended audience?Accuracy – Is the content up to date? Is the creation or last updated or reviewed date visible? Is spelling, grammar and punctuation used correctly?Is it visually appealing, easy to read and navigate?
Is the cognitive level suitable for the intended audience and does it offer differentiation?Is there a bibliography? Are there links to other sources that are also reliable?Do all the links work? Are they clearly visible, annotated and explained? Can the links be easily navigated?
Does this website contain enough information when combined with other websites that is fair and challenges differing view points?Does the site offer accessibility tools for the users needs?

When it comes to website evaluation, I have never really considered all three perspectives of educational, reliability and technical criteria. When finding sources to be used for particular purposes, what I am familiar with is the educational and reliability criteria. First and foremost one questions does the website suit the intended purpose, meet the users needs and interest level. Having used CRAP tests with students before and using the language ‘Is this website reliable?’ has seen me heavily basing my evaluation on the reliability element. After reading through the various examples of website evaluation, the technical criteria plays an important role as well. Depending on a your purpose this may seem like the least important element, however, in a school setting some elements are equally important (Herring, 2011). Navigating and deciphering an already complex information landscape is hard enough without adding unnecessary difficulties of overcrowded content and layout and accessibility issues. Therefore, based on the readings, the necessary criteria for teacher librarians to consider when evaluating a website has been compiled in the table above.

Herring, J.E. (2011). Web site evaluation: A key role for the school librarian. School Librarian, 27(8), 22-23. https://maureensresources.files.wordpress.com/2011/09/websiteevaluationlibrarian.pdf

How Colvin’s Thoughts Relate to School Libraries

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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