ELT401 Assessment 3, Part C: Reflective practice

I’ve been away from the classroom for more than 15 years and was apprehensive about writing a unit of work, let alone framing it within an information literacy model, something I’ve not heard of. It’s been a surprise how quickly I slipped back into the mindset of an educator, and I’ve had a sense of growing excitement as I explored the changing role of the teacher librarian (TL).

My first exploration of the TL role was reflecting on my own experience with TLs (Whisson, 2021a) of which I had almost none. Conversations with teaching friends and family followed and I heard of teacher aides shoehorned into the library to keep it tidy and manage loans, through to actively engaged and excited TLs. None however described the TL as a leader, or co-teacher working alongside them to enhance their work in class. Instead they experienced the TL as a source of information for the students and someone who could teach the students specific isolated skills e.g. how to search a database.

 

From here I explored the sheer breadth (Whisson, 2021b) of the modern information landscape that TLs support students to navigate, and also reflected on the nature of information (Whisson, 2021c). The concept of TL as a school leader (Marshall, 2017) was not one I have considered before, but as my perspective developed I saw that they are specialists positioned to work with school leadership to formulate and enact strategic plans, and support their colleagues’ professional development. (Whisson, 2021d&e).

 

I’ve also discovered that, thanks to government funding structures in some states, TLs need to work to continually defend their place in schools. At the same time, their role is so multi-faceted (Whisson, 2021f) they must compromise in order to be effective and operate at a high level. In QLD, the prevalence of qualified TLs in state schools is diminishing, with budgets allocated but spending at the discretion of school leadership. A petition (Robins, 2020) was launched last year calling for mandatory “access to a well-maintained school library under the stewardship of a professional library team” for all schools. You can read the minister’s evasive response here.

 

I then examined the AITSL standards with some initial defensiveness (Whisson, 2021g) but found clarity and inspiration as I explored the AITSL resources specifically for TLs (AITSL, 2017) which helped inform my unit of work. Here was a TL collaborating with a senior teacher to introduce information literacy skills into the classroom and coach the teacher to raise the level of their own teaching in this area.

 

Finally we come to information literacy (Bundy, 2004) and its relationship to inquiry-based learning (IBL). The information landscape is overwhelming, and with little experience of IBL, I had my doubts: how would it look in practice? Won’t the students be swamped with information?  What about explicit instruction? How can the students possibly cover the necessary curriculum when they are choosing what to learn? My anxiety grew as I explored the various information literacy models, until I reached Guided Inquiry Design (GID) based on the Information Search Process (ISP) (Kuhlthau et al., 2012). The difference I saw between GID and the other models I examined was the acknowledgement of the feelings, thoughts and actions of the students as they progressed through each stage of the model and that active scaffolding is needed to support them throughout. At that point in my readings, the potential value of IBL emerged. By now I had identified a key stage, subject and topic for my unit of work, and as I read though the GID stages, the strategies I could employ to deliver my unit according to inquiry-based learning began to form. There could be no other choice of model for me. My path forward became clearer, my confidence grew, and I took ownership of the task. It dawned in me that I was progressing through the feelings, thoughts and actions described in the Information Search Process…!

 

I will continue to treat inquiry learning with some caution. I agree with John Hattie (2015), who maintains there is a danger of implementing inquiry-based too early and without care. Inquiry on its own does not equal engagement, and for students without the knowledge and skills to execute it effectively, it can be a waste of time. Children still need to be explicitly taught, however the process of designing this unit of work has led me to understand that inquiry learning, introduced at the right time, for the right purpose and, importantly, within a carefully implemented information literacy framework, can be highly engaging and effective. As the information literacy experts, teacher librarians can work with teachers to implement effective information literacy frameworks and therefore quality, worthwhile inquiry-based learning.

 

References

Australian Institute for Teaching and School Leadership (AITSL). (2017). Information Literacy. https://www.aitsl.edu.au/tools-resources/resource/information-literacy-illustration-of-practice

Bundy, A. (2004). Australian and New Zealand Information Literacy Framework. Australian and New Zealand Institute for Information Literacy. https://www.utas.edu.au/__data/assets/pdf_file/0003/79068/anz-info-lit-policy.pdf

Hattie, J. (2015, November 10). John Hattie on inquiry-based learning [Video]. Corwin. https://www.youtube.com/watch?v=YUooOYbgSUg

Marshall, S. (2017). Librarians in the digital age: experts in e-health. connections, Term 2 2017(101). https://www.scisdata.com/media/1484/connections101.pdf

Robins, D. (2020). Minimum National School Library Standards across Queensland. Queensland Parliament. [Petition]. https://www.parliament.qld.gov.au/work-of-assembly/petitions/petition-details?id=3448

Whisson, A. (2021a, March 8). Reflecting on the Role of Teacher Librarian: When I was a Teacher. Learner Librarian at Large. https://thinkspace.csu.edu.au/arew/2021/03/08/reflecting-on-the-role-of-teacher-librarian-when-i-was-a-teacher/

Whisson, A. (2021b, March 8). Forum: Module 2 Discussions: The information environment, Thread: 2.5 Teacher Librarian in the information landscape. [Online forum post]. School of Information Studies, Charles Sturt University.

Whisson, A. (2021c, March 6). Thinking About Information – Discussion Forum 2.1. Learner Librarian at Large. https://thinkspace.csu.edu.au/arew/2021/03/06/thinking-about-information-discussion-forum-2-1/

Whisson, A. (2021d, April 28). Forum: Module 3 Discussions: The role of the teacher librarian Thread: 3.3: The role of the Principal and the TL. [Online forum post]. School of Information Studies, Charles Sturt University.

Whisson, A. (2021e, March 8, April 27). Forum: Module 2 Discussions: The information environment Thread: 2.3 Information Society. [Online forum post]. School of Information Studies, Charles Sturt University.

Whisson, A. (2021f, April 28). Forum: Module 3 Discussions: The role of the teacher librarian Thread: 3.2: The role of the teacher librarian. [Online forum post]. School of Information Studies, Charles Sturt University.

Whisson, A. (2021g, April 27). Reflecting on the AITSL Standards – Discussion Forum 3.1. Learner Librarian at Large. https://thinkspace.csu.edu.au/arew/2021/04/27/reflecting-on-the-aitsl-standards-discussion-forum-3-1/

Reflecting on the AITSL Standards – Discussion Forum 3.1

My first reaction to learning that the AITSL Standards form the criteria TLs are measured against was a little indignant. ‘A Teacher Librarian is far from the same as a teacher,’ I thought, ‘and should be judged instead according to their particular expertise’. After I dived into the standards though, I became excited. Here was a window into the classrooms and actual practice of many different proficient and expert teachers which I felt I had little opportunity to see examples of before I entered a classroom myself as a fully qualified teacher in 1999. The importance of TLs working towards the higher end of these standards became quickly obvious.

After a one year diploma and a couple of short practicums, I recall feeling ill-prepared for the work I was doing when I took up my first teaching post, having had limited opportunity to really look into the classrooms of different highly competent teachers. Within the standards, I found a wealth of real examples of what the standards look like in practice at different stages.  The first example I selected to view was of a young ICT teacher using peer coaching – a perfect example of an area where a TL could lead. The library is a place of exploration and creativity. Where better for students to develop their confidence than with a TL to guide and facilitate opportunities for them to take turns sharing their own expert knowledge: Minecraft or coding, crafts or design, strategy games such as chess. Students could take turns selecting a book and leading book club sessions. Teachers wanting to explore this strategy could see it in practice in the library and look for ways to implement into their own classroom.

I am developing a growing awareness of the idea of TL as leader, and someone who can set an example, and work with school leadership to plan to meet long-term outcomes, as well as work as collaborator alongside their classroom colleagues. By framing their own work as librarian within the standards, and working to move from proficient, to highly accomplished, to lead teacher, they can lead by example when stepping into the role of teacher – which I increasingly see they must do. To collaborate as equals, and work alongside teachers, they themselves must be positioned as professionals against these standards.

With the development of the AITSL Standards for teacher librarian practice, ALIA explicitly maps the standards to practice and evidence for teacher librarians specifically – answering my question about the work and expertise of librarians. A teacher librarian must be many things, but a teacher first. By demonstrating their practice against the upper levels of these standards, they are better positioned to be a leader in the school and collaborate with greatest effectiveness with their teacher colleagues.

I’ve been out of the classroom for almost 15 years, and though my career has always been situated within education, the idea of stepping back into the school and classroom is intimidating. I don’t know where my librarian path will take me, ultimately it may not be back into the classroom, but my first look at the AITSL  standards has excited my interest, and whether it is into schools I go, or universities, or council libraries, I’m looking forward to exploring the standards and considering them against the work of the teacher librarian, and testing whether this might be a possible path for me.

Planning for SUCCESS!

A video embedded in my module notes has lit a little fuse in me (Bonanno, 2011, 8:43-18:45). Addressing teacher librarians in 2011 on the rhetoric that TL’s are a dying breed, having to fight for their space, Karen Bonanno delivered a simple recipe for success. It is so simple, resonates so clearly, and is so immediately and obviously applicable, I want to adopt it across various aspects of my life straight away. But, we’re here to talk about teacher librarians, so I’ll try to focus my reflection there rather than on my health and well-being goals…

The five-finger plan to success: Strength, Focus, Brand, Relationships, and Little Things which Count. I was eating up her words as she unpacked these, so imagine my astonishment when she brandished a copy of a book co-written by Donald Trump as the source! (Trump and Kiyosaki, 2011). Well… I thought, he IS successful… And it makes sense. Bonanno formulates this plan as a “sell” because when those holding the purse strings don’t understand their teacher librarian’s worth, it is up to the librarian to convince them of their value. Regardless – to ever truly make a difference and be of service, we have to know our value, have clear goals, and be successful.

Let’s put my misapprehensions about looking to wealth creation and individualistic success gurus for inspiration to one side though as we unpack the plan and how it might relate to teacher librarians striving to remain relevant in a changing education and information landscape.

1. Strength (thumb) – strength of character. Cultivate this by establishing your reputation. Blogging is a great tool for this! It is an online presence that give you and your ideas visibility

2. FOCUS (follow one course until successful) (pointer) – not always practical, but have some specific goals with measurable outcomes, and see them through. When you jump from one thing to the next, you won’t be able to effect change, or truly make a difference.

3. Brand (middle finger) – Bonanno also links this to standards: Teacher Standards, the General Capabilities, even just asking yourself and knowing “what do I stand for?”

4. Relationships (ring finger) – cultivate your relationships with those you are working for and with: teachers, students, school leaders. Adjust your language so you can link conversations back to the curriculum and capabilities (ACARA), the standards (AITSL), and the services and resources (ESA) and how you are supporting the students, teachers and the school to achieve these.

5. Little Things (little finger) – what are the little things you do at your school which no-one else does? It is here that Bonanno highlights the creative critical thinking capability. This is where a teacher librarian can shine by taking the lead in bringing in and supporting inquiry based learning structures, digital literacy etc.
(KB Enterprises, 2011)

The link to the five fingers is memorable for all learners – look at and hold each finger as you recite the plan. I’m not going to forget this, and I see myself designing plans around my health goals and personal projects, and over time using it to create a plan and mission for my future career as a librarian.

Please just don’t use the five-finger plan to try and take over the world!

KB Enterprises. (2011). A Framework to plan your future. https://www.kb.com.au/framework-plan-future/
Bonanno, K. (2011). A profession at the tipping point: Time to change the game plan [Video]. ASLA 2011. https://vimeo.com/31003940
Trump, D., & Kiyosaki, R. (2011). The Midas Touch: why some entrepreneurs get rich and why most don’t. Plata Publishing.

Reflecting on the role of teacher librarian: when I was a teacher

Scanning my memories of my brief teaching career for my understanding of the role of teacher librarian at that time has been… difficult. I’ve basically drawn a blank, and spent the last few weeks pondering.

As a prac teacher in a state secondary school in Brisbane, I recall my year 10 music class had a research assignment, and I ran a library lesson under my supervising teacher’s direction where they had an opportunity to explore resources the librarian had collected on the topic. This is my only memory of meaningful contact with the librarian at that school.

During my first year out in a state secondary school on the Gold Coast, I recall being physically present in the library for child protection training, and for a couple of lessons timetabled in the library. These memories are of the library as nothing more than a physical space, where non-library related activities were sometimes timetabled. It’s possible there was no librarian. If there was, I must have had some contact with them, however I spent that first year barely keeping my head above water. I never proactively sought out the library as a teaching resource. I don’t recall being given tips or encouragement to use the library, though my memory may be failing me.

After that, London, where, as a day-to-day supply teacher, I didn’t even know where the library was. Then three years in a school for teenagers with severe learning difficulties. No library there. I was the teacher on staff who took the lead with the new interactive whiteboards and then supported my colleagues to use them. I spent an inordinate number of happy hours researching, writing, collecting props, and making playlists for my outlandish and original sensory stories for my students with PMLD (profound and multiple learning disabilities). Both of these are activities I can now see may have been supported by a teacher librarian if I had had access to one.

Age and experience make me want to shake first-year teacher me. In those pre-Australian Curriculum days (which I like to call “choose your own adventure teaching”) I could have drawn on the librarian as a resource, and created inquiry-based library lessons early in my English and SOSE units (though as a green, one year-trained teacher in the late 90’s, I barely knew what inquiry learning was). With my developing ideas of what a teacher librarian can contribute, I find myself imagining what I would do as a teacher librarian to support a new teacher.

It has been since my time as a teacher that I have become more aware of the role of teacher librarian in schools, partly as a result of there being a visible and proactive TL working at my daughter’s school. I’m planning volunteer days working with her as I navigate my studies, as I want to get a sense of a variety of environments. The academic library is the setting which seems obvious for me based on my career to this point, but the more I learn about the specific work of the teacher librarian, the more curious and excited I become.

Thinking about information – Discussion Forum 2.1

Two things struck me as I considered the definition of information as part of my course readings this week:

  1. The nature of information as a saleable commodity, and
  2. The attributes of information – specifically that information is indivisible

Information as a saleable commodity

The first point interests me as my current job has me dealing in the sale of teaching and learning resources, and therefore information. I work for a major academic publisher, promoting texts and educational technology platforms to academics as tools to support the delivery of their courses, and training them in their use.

On telling acquaintances at social functions what I do, I have occasionally been openly criticised, with people complaining about the expense of textbooks for their child or partner who is studying. After explaining the lengthy and labour-intensive process of developing a textbook, carried out by a large team of highly qualified professionals and subject matter experts, I ask what my acquaintance paid the last time they bought a designer dress or handbag, and how they perceive the inherent value of that compared to the textbook which likely cost less. I see a contradiction in the value we place in certain resources and goods, with complex teaching and learning resources having become devalued.

Not all disciplines rely on resources such as I describe above, nor do students working at a postgraduate level, but for a first year nursing or medical student learning Anatomy and Physiology for the first time, or an accounting or economics student in their very first unit of study, a carefully organised resource presenting the fundamentals of that discipline, supported by quality revision tools, is essential. And costly. All of the information contained within such a textbook or course is freely available somewhere, but to source, select, curate and present it so that it aligns with specific learning outcomes is a major and costly undertaking – and someone has to pay. I am under no illusions about the profit motives of most academic publishers, however I do see a contradiction in the relative value ascribed by some to quality teaching and learning resources.

What do you think?

 Information as indivisible

One of the attributes of information described in the ETL401 module resources is Indivisible: ”Goods used as materials like electricity and water can be divided and used, but information can only be used when it constitutes a complete set.” (School of Information Studies, 2021)

descriptive

Photo by Jose M. on Unsplash

I would argue that it can be divided and used in discrete parts, and it often is. The question is whether it should be, and of critical importance is the danger of doing so, and of being duped by this practice. The definition does go on to say that when this happens, the information is transformed and becomes new information or misinformation. Helping to educate young people about the prevalence and danger of the division of information for the purpose of wilfully misinforming is one of the things which most interests me about the potential impact a thoughtful teacher librarian can have.

For some further reading on this topic, Andrew J. Hoffman in The Conversation discusses the prevalence of politicians practicing the division of information and the challenge it poses for academics: https://theconversation.com/when-politicians-cherry-pick-data-and-disregard-facts-what-should-we-academics-do-79101

This module has shown me how much more there is to learn about information and has highlighted important questions about how we communicate, learn, and use information. I am daily dealing directly with information as a saleable commodity, and there are many points of contention around this. As well as being a resource which can be costly, information is also enormously powerful, with much potential for dangerous misuse. Libraries play a critical role in relation to both these characteristics of information.  They bring what can be costly and valuable resources to the public at no cost (in a society where this is valued and facilitated – a topic for another blog post) and librarians in their capacity as educators can help people learn how to consume information critically.

School of Information Studies (2021). Module 2: The Information Environment [Subject Resources]. ETL401, https://interact2.csu.edu.au/webapps/blackboard/content/listContentEditable.jsp?content_id=_4194235_1&course_id=_55148_1