ETL401 – Talk Wordy To Me

Looking Back on Chapter One…

Bianca Bertalli ETL401 May 20, 2023May 20, 2023Information Literacy, inquiry learning, reflection 0 Comment

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My understanding of the importance of the teacher librarian role has increased exponentially during my studies, in the Charles Sturt University ETL401 Introduction to Teacher Librarian subject. The Australian School Library Association (2001) highlights the significance of the teacher librarian role and argues that the quality of information services within the school context will impact the quality of life for learners well beyond the classroom. By understanding how to easily access, critically consume and ethically create information our students will have the best opportunities in their academic, personal, and professional lives (Callison 2009; Rogers-Whitehead, Milstead & Farris-Hill, 2022). While I understood the significance of equitable access to information and the outcomes for students, I had never considered the teacher librarian role as key to defending the principals of freely flowing information that is diverse in nature and in the interest of promoting Australia’s cultures, peoples, and democracy (ASLA, 2016). It certainly is a considerable responsibility.

When I first attempted to articulate the value of the role of the teacher librarian (Bertalli, 2023, March 8) I had only just begun to understand the complexity of Information Literacy, especially in the context of an evolving information landscape. As I considered whether this would see teacher librarians become less relevant (Bertalli, 2023, March 1), I discovered in my readings that the expansion of information actually elevated our role, making us more essential to our students and our society (Oddone, 2016; Whitehead et. al., 2022). Through readings, podcasts and module content I began to feel excited by the idea of Information Literacy being an active set of processes that was more than just the traditional understanding of literacy (Bertalli, 2023, March 22).

Throughout the subject I felt I was emotionally inconsistent. My interest piqued reading new content and I would feel excited however I also felt extremely overwhelmed at times, especially when considering the changes I needed to make in my own school in order to fulfil the teacher librarian role in all of its potential (Bertalli, 2023, April 2). When I began to understand that inquiry learning had emotional processes attached to each stage, I began to better understand my own emotional responses as I engaged in research and writing (Kuhlthau, Maniotes & Caspari, 2015). Being able to experience the various stages of inquiry learning myself, helped me to better understand the value that the various models could provide to my students.

Collaboration has been an ongoing theme throughout this unit. Fontichiaro’s (2009) notion that inquiry provided “common ground” (p. 117) on which teacher librarians and teachers can begin to build collaborative practice, assisted me in viewing inquiry as the key to collaboration. Originally I had pitched co-planning a unit of work as a method of collaboration but was met with passive resistance due to teacher burnout following intense curriculum reform (Bertalli 2023, April 2). Stripling’s (2020) article provided a viable alternative for my context, which gave me renewed hope. Restricted by a release from face-to-face teaching role, it may not be viable for me to co-teach with classroom teachers, however I am able address the ACARA (n.d.) General Capabilities and develop students’ Information Fluency skillset (NSW Department of Education, 2022), by planning inquiry lessons that link into curriculum content already being taught.

I am optimistic as I reflect on my first subject in Teacher Librarianship. I can see now that my role is intrinsically linked to inquiry learning. Nurturing curiosity and wonder in my classroom have always been a passion. I am now aware, however, of the responsibility I have to ensure my students take their inquisitive nature into a world of transient information, equipped with the skills to critically consume and create new ideas.

References

Australian Curriculum and Reporting Authority. (n.d.). General capabilities (Version 8.4). https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/

Australian School Library Association (2001) Learning for the future; developing information services in schools (2^nd ed.). Curriculum Corporation.

Australian Library and Information Association and Australian School Library Association. (2016). Statement on information literacy. https://asla.org.au/resources/Documents/Website%20Documents/Policies/policy_Information_Literacy.pdf

Callison, D. (2009). Information inquiry. In Fontichiaro, K. (Ed). 21^st century learning in school libraries (pp. 121-125). Libraries Unlimited.

Fontichiaro, K. (2009) 21^st century learning in school libraries. Libraries Unlimited.

Kuhlthau, C. C., Maniotes, L. K. & Caspari, A. K. (2015). Guided inquiry: learning in the 21st century (2^nd ed.). Libraries Unlimited.

Rogers-Whitehead, C., Milstead, A. O., Farris-Hill, L. (2022). Advocating digital citizenship: resources for the library and classroom. Libraries Unlimited.

Stripling, B. K. (2020). Advocating for the “why” of school libraries: Empowering Students through Inquiry. Knowledge Quest, 48(4), 14-20.

Oddone, K. (2016). The importance of school libraries in the Google Age. SCIS Connections, 98, 1-3. https://www.scisdata.com/connections/issue-98/the-importance-of-school-libraries-in-the-google-age/

Teacher Librarians- It’s Time to Renew Our Role

Bianca Bertalli ETL401 March 8, 2023March 8, 2023Collaboration, Information Literacy, Reflections, Role 4 Comments

As a classroom teacher of 12 years, I must admit I was naïve about the evolving role of the teacher librarian and the capacity for change that the position could deliver. I knew that a teacher librarian was able to support students in their research skills, but what I hadn’t fully considered was the ways in which the teacher librarian could collaborate and compliment the learning being developed and planned by teachers, or the broader ways in which the role could address the value of information literacy in the school and influence learning culture.

Teacher librarians teach information literacy- the process of ‘finding, assessing, evaluating, using and referencing information’ (Dring, 2016, para. 4). When considered in the context of ever evolving technology and the immeasurable quantities of information now available, teacher librarians face complex challenges that will require them to continually adapt, “seeking out solutions and strategies” (Combes, 2008, p. 10). This increase in information availability, however, does not need to be an indicator of the decline in relevance for the teacher librarian role. Oddone (2016) explains that as the access to online information increases, the importance of the teacher librarian role is not diminished- rather, it is more vital than ever before. teacher librarians do not just assist with research but are key in assessing, collating, and sharing knowledge and supporting students and colleagues through this process too.

Prior to working in the role of a teacher librarian I was unaware of the need to defend the professional status of teacher librarians both within, and beyond, my school community. Dring (2014, para. 10) comments that teacher librarians face a widespread view of their role as “. . . minders of a spare IT suite or as date label stampers”, which undermines the capacity of the role and its potential for influence. In the current climate of curriculum reform and unprecedented workload (NSW Teachers Federation, 2021), teacher librarians have been presented with an opportunity to render the teacher librarian role as essential in supporting teachers and students through change. Novak (2016, p. 6) highlights the importance of collaboration as an important element in improving the opinion of the teacher librarian role. In 2012, the “Local Schools, Local Decisions” education reform threatened to deregulate the mandated teacher librarian position within NSW schools. This was met with furore from Federation union members and resulted in a recommitment from the NSW Department of Education, to fill vacant teacher librarian positions in a permanent capacity (Marks, 2020). I can now appreciate the significance of these events. The dual qualification of teacher and librarian, and the unique skills that come with those, must be promoted to be valued (Novak, 2016).

While I have only been in this dynamic and demanding role for 5 weeks, my eyes are opening to the possibilities our library learning space holds. I see the potential for reconnecting students to a love of literacy and developing a shared goal of building information literacy with my colleagues. I was recently given my school name badge with the role of ‘LIBRARIAN’ under my name. I immediately had my badge ‘rebadged’. I am a TEACHER LIBRARIAN and I am excited for the possibilities that my dual role will deliver to our school community.

References

Combes, B. (2008). Challenges for teacher librarianship in the 21st century: Part 1 – Technology. SCIS Connections, 66 10-11

Dring, Sally (2014, September 18) Don’t overlook your school librarian, they’re the unsung heroes of literacy. The Guardian. https://www.theguardian.com/teacher-network/teacher-blog/2014/sep/18/school-librarian- literacy-support-teacher-students

Marks, K. (2020). New chapter for SIG recognises vital role. Education: Journal of the NSW Teachers Federation. https://www.proquest.com/openview/63074e303f4ab67390b2dbb8034660a7/1?pq-origsite=gscholar&cbl=27966

Novak, B. (2016). It’s time: Lets improve schools’ perceptions of teacher librarians. SCIS Connections 99 1-3

NSW Teachers Federation (2021, February 20). Gallop report release highlights teaching crisis. https://www.nswtf.org.au/news/2021/02/20/gallop-report-release-highlights-teaching-crisis/

Oddone, K. (2016). The importance of school libraries in the Google Age. SCIS Connections 98 1-3

Hello world!

Bianca Bertalli ETL401 February 26, 2023February 28, 2023first post, introduction 1 Comment

Hi All,

My name is Bianca and I live in the Far West of NSW on the Murray River. I am a city girl at heart having grown up, and started my career, in the Inner West of Sydney. I have been teaching for the past 12 years, though I have taken short periods out to raise a family and work on secondments for the NSW Teachers Federation. I was also fortunate to serve on the (formerly named) BOSTES Quality Teaching Council as a representative of public-school teachers.

As a child, I experienced a challenging home life and the library provided sanctuary and escape. Through reading, I developed a love of language and new ideas. Through books, I felt connected to the wider world and grew to develop a passion for driving change and advocating for others. Knowledge is power and my school library gave me the ability to rise above difficult circumstances and become the first in my family to gain university qualifications and the opportunity to support others through my work as a teacher.

I am currently 0.6 Teacher Librarian in a temporary role, while the substantive TL is on long service leave/ transitioning to retirement. I have only been in the role for a few weeks but so far… I love it! I teach K-6 and am (gradually) learning to integrate information fluency into a variety of KLAs. Tips anyone??

I hope that I can gain the qualifications to work in this dynamic role in a permanent capacity. I can see the potential the library has for facilitating change in our school culture, in the lives of students and in our community. I feel privileged to be engaged in study again and while nervous, I look forward to what the future brings.