Teacher Librarians as Researchers

We often think of libraries as a community space – and they are. Libraries, for many years, have been a space for people from all ages and walks of life to find pleasure, information, skills, and education. Libraries are a hub, the heartbeat of any school. If they are to effectively meet the needs of the community in which they serve, then regular check ups need to be an integral part of their practice.

Harrison (2021) states that evidence-based, data-informed practice is critical for teacher librarians to raise the impact of their programs. This is the ultimate goal of all school libraries – to meet student needs and to make a positive difference in the academic and wellbeing of each student. One of the ways that libraries can ensure they participate in regular check ups is through action research.

The Oxford Dictionary (2023) defines action research as study carried out in the course of an occupation (typically in the field of education) to improve the methods and approach of those involved. Teacher Librarians engaging in regular action research projects can target some of their questions that centre around effectiveness. Gordon (2021) poses that these questions often include questioning whether the right goals have been set, and whether these are effectively meeting the needs of their school community. Conducting research, and then knowing how to analyse, triangulate and make meaning from the data will help librarians effectively steer their ship toward meaningful outcomes for their community.

Oddone (2023) describes action research as a way for teacher librarians to be systematic about their reflective practice, while raising the profile of the library at the same time. This kind of reflective practice, Oddone (2023) describes, allows conclusions to be drawn which can help drive the design of changes to improve student outcomes. These findings can then be used to inform the library’s future needs, such as budget or staffing. It can also be used to promote the many ways school libraries help to improve student learning outcomes and promote wellbeing.

Action research can start out small, such as designing a question to find out how student’s reading habits are influenced by the library resources. There are many ways to collect data in the space of a busy day – through a tally or quick survey, even conversation and feedback as students use the library. This kind of meaningful data can help to decide how future collections are curated or whether the resources are meaningful for those that need them most.

It is critical for all teachers, but especially teacher librarians, who manage such a vast array of resources and collections, to be assessing and improving. This will go a long way to ensure that libraries stay relevant and adapt to the ever changing needs of their students.

Gordon, C. (2021) What makes a good school library better? A research  to practice approach to using evidence. Synergy, 19. (2) www.slav.vic.edu.au/index.php/Synergy/article/view/535

Harrison, N. (2021) Evidence-based practice. Thoughts from a Teacher Librarian. https://www.noniharrison.com/post/evidence-based-practice

Oddone, K. (2023) Action research: Creating Evidence Based Change in Access, Vol. 37, Issue 1, pg. 12-19. https://web-s-ebscohost-com.ezproxy.csu.edu.au/ehost/detail/detail?vid=4&sid=35d9ed64-edfa-415d-a3bf-80dd5dad982e%40redis&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=162740571&db=lih

Oxford University Press (2023) Oxford Learner’s Dictionary. https://www.oxfordlearnersdictionaries.com/definition/english/action-research#:~:text=%2F%CB%88%C3%A6k%CA%83n%20r%C9%AAs%C9%9C%CB%90rt%CA%83%2F,working%20methods%20of%20those%20involved

 

 

Which model is best?

One of the aspects of study this week was discussions and readings around information literacy models alongside inquiry learning models. I found the information inspiring and also, overwhelming! There seems to be much work to be done to see this type of deep learning embedded into the curriculum across schools in Australia. In my current context, there are small shoots of this kind of learning occurring, but to see the whole process as it should be – makes me aware of how much work is to be done.

I took a deeper look at Kuhlthau’s Information Search Process, which outlines six stages of process – Initiation, Selection, Exploration, Formulation, Collection, and Presentation. This process is described as a holistic view and is driven by the user’s awareness of a lack of knowledge in an area. The information seeking is driven by a desire to find out the information not merely for information’s sake, but as a means to accomplish something tangible at the end of the cycle.

What struck me about this particular model was the overlapping acknowledgement of the person’s experience within this process, which is tracked by the three realms of experience: the affective (feelings), the cognitive (thoughts) and the physical (actions). This to me seems like the kind of learning that incorporates the whole self, and one that would drive deep, authentic learning, where the information seeking is not just about finding what you need; but the process of learning that occurs along the way.

This model offers a framework of information seeking that could be implemented by a TL, however, time is an essential component in this model if it is to be explored and its full merits beneficial.

I also chose to look further into The FOSIL Cycle, as a model for inquiry. It has 6 stages: Connect, Wonder, Investigate, Construct, Express, Reflect. One thing that struck me about this model was the double ended arrows between each cycle, assuming that learners would move back and forth between the cycles as they engaged in the inquiry process. This kind of non-linear learning is very  true of what we often see of students in the primary and secondary context. One step forward, two steps back is common as they engage in learning that is challenging and new.

The FOSIL Cycle also describes various skill sets, which could then be identified and built upon if identified as places that need strengthening in the life of a learner. I have included a diagram that explains these below:

FOSIL Inquiry Cycle Skill Sets

Image taken from: FOSIl Inquiry Skill Sets (2021) by the FOSIL Group.

A key challenge I see for teacher librarians in both of these models is time. In order to be successful, students will need the time and space to engage fully in each process. In an already full curriculum and school calendar, alongside challenges of engaging with busy teachers, this type of learning needs to be a priority for school leadership to ensure it gets the time given.

References

Kuhlthau, C.C. Prof. (2018)  Longitudinal Evidence of the Influence of the ISP on Information Workers. Retrieved from: https://web.archive.org/web/20210428065707/http:/wp.comminfo.rutgers.edu/ckuhlthau/information-search-process/

The FOSIL Group (2021) Learning by finding out for yourself. Retrieved from: https://fosil.org.uk/fosil-cycle/

What does being literate actually mean?

The concept of being literate has held different meanings over the years of modern civilisation. Anthropologist and author, Sarah Woodbury (2023, para.1) discusses that being literate in Medieval times (when many people could not read or write) was having capabilities in reading Latin. Reading Latin would certainly not help citizens of our day navigate their way around a supermarket! Being a literate person has changed over the course of history; however, it has mainly been based around the concepts of being able to read and write, thus being able to communicate to a decent level in order to work, trade, buy and live.

In light of this history, it would seem that society has certainly made great gains, with the vast majority of developed nations seeing its literacy rate reach into the majority of their populations. However, does this literacy rate simply mean that its populations can read and write competently enough to work and engage in a social context? Or, can they effectively make meaning and do they have the opportunity to access information and ideas equally?

O’Connell & Oddone (2022) discuss the idea of ‘reading the world’, the concept of multiliteracies in specific contexts. These contexts require a set of skills and capabilities that allows for understanding, contextual reasoning, engagement and an ability to co-construct meaning and matter. The list of these multiliteracies, as O’Connell & Oddone (2022) list, includes cultural literacy, academic literacy, health literacy, screen literacy, just to name a few.

Being literate has perhaps lost its power in some ways, as it no longer means you might not survive a Medieval Wales winter if you can’t work, however, having only basic skills in the components of literacy can’t limit your opportunities and choices in life. For example, if you don’t have a working capability in health literacy, it might limit your access to information designed to help you understand how to access important services and even to be able to advocate for your own health needs.

Being literate is no longer just about reading and writing, the proverbial pie has grown much larger. Being literate involves knowing where to find the information you need, how to access it, being able to read, understand and interpret it, and then being able to do something with that information that is meaningful and constructivist. These literacies range across the breadth and scope of our human lives – from our health, to education, to social and networking, right down to what we watch on our screens. Therefore, it is critical that we teach children (and adults) how to wade through the oceans of information in order for it to be meaningful and useful, adding value to the lives of all people.

References

Woodbury, S. (2016) Literacy in the Middle Ages in Journey to Medieval Wales. Retrieved from: sarahwoodbury.com/literacy-in-the-middle-ages/

Understanding the role of Teacher Librarians

As a student myself, the Library was a place of refuge. I always had my nose in a book and for me, reading held various roles in my life. It was a place of comfort, inspiration, and often, escape. As I matured, reading became the primary way I learnt new information. As an amateur historian, I loved to become engrossed in historical fiction to really feel like I was walking in the shoes of great historical figures. I was right there with Laura Ingalls as her family made a trail across the American prairie and read with one eye closed in terror when Mary Queen of Scots was beheaded. 

In my teaching career, initially as an Early Childhood teacher, and now Secondary English, books hold a central role. I love finding books for reluctant readers and seeing their view on reading change once they have found ‘their’ type of stories. I love teaching concepts through tales and encouraging imagination and possibilities. This is what initially drew to me the thought of becoming a Teacher Librarian. Being able to curate collections that would bring comfort, inspiration and learning to students seems like a dream role. 

As I have begun my studies in the Masters course, I have been inspired about the relevance and importance of the role. Not only in encouraging a love of literature and stories, but in competent and able communication. The world is now at our fingertips through the marvel of the internet, which has made Teacher Librarians a valuable and essential resource. I am excited to delve into the world of information literacy and to eventually guide students to be critical thinkers and capable of interpreting and making sense of the world on their screen. As a high school teacher, we touch on this ever so slightly in some of our units of work, but my eyes have been opened as to the largeness of the impact that needs to be made – if we are going to send graduating students out into the world confident in their abilities.  ACARA (2023, para.2), when describing the General Capabilities, specifically Literacy, states that success in any learning area depends on being able to use the significant, identifiable and distinctive literacy that is important for learning and representative of the content of that learning area. This statement struck me in its application for any student, regardless of their goal or learning journey. It is about being able to use the distinctive literacy for any context – whether that be Science or English, mathematical equations or soil testing in Geography. As a future teacher librarian, I am excited about not only what I will teach students, but what I will learn myself. As TL’s, we must be on a constant learning journey if we are to help our students achieve their best. 

Reference List

Australian Curriculum, A. a. R. A. (n.d.). General capabilities downloads. Australian Curriculum, Assessment and Reporting Authority. https://v9.australiancurriculum.edu.au/downloads/general-capabilities

Image header: Photo by Carl Jorgensen on Unsplash. 

Digital Information and Education

What are the ramifications of the characteristics of digital information? How does this inform and transform how we educate our students?

These are critical questions when it comes to the role of teacher librarians, whether we are educating primary school students on the cusp of jumping into the murky waters of searching online for information, or helping senior high school students to carefully interpret and represent what they find online.

Once, a teacher librarian was required to teach students how to use the library’s physical resources to find information. Encyclopedias, non-fiction topical books, and perhaps a limited search through an online database. This represented a shallow pool of information and one that could be relatively safe and easy to interpret. This metaphorical pool has since swallowed a world’s worth of information, across decades and from a variety of sources – some with authority on said subject, some merely faceless, uneducated opinions. The wading has become deep diving, and one that requires highly skilled librarians to navigate.

Teaching students how to search and then interpret what they read is a necessary lesson. Teaching them how to evaluate what they read and discern fact from fiction seems like an insurmountable task. Not only do they need to become capable critics, they need to understand how the information they read may have been altered and replicated – and how this might undermine the authenticity and reliability of the information. This is important in not only what they read, but what they add to the online world. Teaching students that digital information has persistence – that adding to it may never really be deleted has implications on their own digital footprint. Even though these challenges for teacher librarians may seem as impossible as getting Kindergarten to walk in a straight line on the first day of school, there are some benefits.

Teacher librarians are highly skilled and qualified personnel. The implications of the weight of this responsibility, of teaching students to be active and responsible digital citizens may have some negativity – the need to keep up with ever changing technology just one of them. However, there are opportunities. The wealth of programs and tools now available online are there to make our task somewhat easier – thus the need of networking with other TL’s to share these resources is critical. The world of information is available at our fingertips – we can share information with students that will broaden their world considerably and take them to places students fifty years ago could never go. This benefit alone is enough to dip one’s toe into the pool, perhaps even to swim wholheartedly.

A brief introduction

Hello and welcome!

Finding myself back at university undertaking a Masters in Teacher Librarianship has been a distant idea, but after much reflection, has been bought into the realm of reality.

My history with literature has been a long and heartfelt affair – beginning as a young child. Reading has always been close to my heart and a place to find inspiration. I love reading anything and everything – especially when I find connections and meaning to everyday life. Reading has been a place of comfort, relaxation, learning, and a way to explore points of interest.

As a teacher, literature takes on another level of meaning and importance. Finding the right book to put in the hands of someone that states, ‘I hate reading!’, and seeing them change their mind as they delve into the pages, is one of life’s greatest gifts. Watching students embrace Shakespeare, critically read news articles, become engrossed in a novel, are the icing on this book lover’s cake.

As the world evolves and changes, becoming smaller and larger at the same time, libraries (especially in schools) become even more important. Places of learning and inspiration, navigation of digital worlds, research and investigation – the possibilities are endless – just like the adventures in books.

Thanks for reading and joining me on this journey.

 

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