Month: May 2022

Completing the subject ‘Resourcing the Curriculum’ has opened my eyes to many aspects impacting and critical to resourcing a school’s curriculum. Not currently being in a teacher librarian role I thought that as a teacher who relied on library resources, in my day-to-day teaching, I had a good understanding of how the library is organised and resourced. I can see now how unprepared I was for the criticality of the teacher librarian to lead the processes involved in selecting and providing relevant resources that support the school curriculum and community. I have learned that with technological developments, libraries are moving from holdings (‘just in case’) to access (‘just in time’) strategies (International Federation of Library Associations and Institutions, 2001) where collection policies are constantly changing. The development of the collection goes beyond print materials with a basic requirement of a school library being to provide access to emerging technologies as well as print and electronic resources (Australian School Library Association, 2020) which need to be specified in any collection development policy (CDP).

From the beginning of this subject the confusion about the new terms I encountered was immense. This was especially so for the terms of ‘collection development’ and ‘collection management’. I found it to be particularly difficult to differentiate between the two when they are used interchangeably by many within the library sector. It became even harder to distinguish the terms when looking at practical examples of CDPs that all have various names including collection development policy, collection management policy and collection guidelines amongst others. Based on my research, I eventually determined that a CDP provides the guidance and framework for the selection, acquisition, processing, housing, weeding, retention, preservation (archiving in case of electronic resources), relegation and discard of all types of library material (International Federation of Library Associations and Institutions, 2001).  One thing that has been clear from the beginning of the unit is that school library collections should meet the needs of its users (Crombie, 2022, March 1) and suit the context of the school. Johnson (2018) agrees that needs of the users have always been at the heart of a library collection.

To ensure that school library collections meet the needs of their users it is important for a school to understand the value a teacher librarian brings to the school community, particularly in guiding the development and implementation of an agreed and approved CDP. CDPs are strategic ‘living’ documents that guide the selection of resources to provide a balanced collection that supports the curriculum and its users now and into the future. The Australian School Library Association (2020) believes that a basic requirement of a school library is to provide access to emerging technologies as well as print and electronic resources. A CDP provides guidelines around selecting these types of resources. It ensures that staff are all on the same page as to how and what resources are selected for the library. The CDP also ensures that selection (and deselection) criteria along with collection goals are formalised so that if staff change this information doesn’t become lost (Crombie, 2022, April 22). Along with providing a plan for the development of a collection CDPs can help mitigate any issues that arise.

One issue that a CDP helps to mitigate is that of censorship when building the collection. Censorship in school library collections can come from both the school community and from the teacher librarian themselves. When reflecting on the SLJ Controversial books survey (SJL Staff, 2016), I found that most of the respondents were concerned about choosing age appropriate material which is a relevant concern in primary schools that I find myself responding to in my current classroom teacher role (Crombie, 2022, April 25). The value of the CDP is that it contains clear selection criteria and preferred selection aids that can help to minimise self-censorship from the teacher librarian.

Another form of censorship comes from challenges in the school community. It is important to have clear guidelines in place that describe how challenges from the community are handled which helps form a consistent approach to responding to resource challenges. Most examples of CDPs I found during my research included a form for community members to fill out if they have objections to a resource. A CDP provides clear guidelines on challenges and helps to uphold the idea that is the responsibility of the school library to provide resources that show multiple perspectives on controversial topics (Australian School Library Association, 2020).

As the information landscape evolves and formats become increasingly digital, school libraries need to ensure that they are providing resources that are relevant to their school’s vision and goals (Anderson, 2008). Just as a collection needs to be individualised to the school context so does the CDP (Levenson, 2019). Another way to ensure that the collection is appropriate for its users is to involve the teacher librarian in curriculum decisions. Hutchinson (2017) believes that teacher librarians need to be involved in curriculum decisions in order to be able to ensure that appropriate quality resources that match the teaching and learning are provided in the school library. Being involved in curriculum decisions helps teacher librarians to future proof the library as they are aware of what direction the school is headed in and can align their collection goals accordingly.

A CDP helps future proof the collection by allowing for the inclusion of only carefully considered resources that meet selection criteria which include relevance to the learners and the curriculum. Future proofing the library collection involves planning to accommodate and implement change (McCarthy, 2018). To adequately future proof a library it is important to know where the library collection is now. A collection development policy provides a good space for this as it includes the nature of the collection as well as goals for the future collection (Braxton, 2022).

After completing this subject I have a greater appreciation and understanding of the strategic part a CDP plays in guiding the currency and relevance of a library collection. It has also consolidated my view that a teacher librarian is critical to not only the successful implementation of the policy but in also applying the procedures and processes to support the policy and it longer term sustainability as a living and evolving document. My next steps are to begin the conversation at my own school about creating a collection development policy so that the collection in the library continues to be relevant to and used by the school community.

References

Anderson, R. (2008). Future-Proofing the Library: Strategies for Acquisitions, Cataloguing, and Collection Development. The Serials librarian, 55(4), 560-567.

Australian School Library Association. (2020). Joint Statement on School Libraries. Australian School Library Association. https://asla.org.au/school-libraries

Braxton, B. (2022, January 26). Sample Collection Development Policy. 500 hats; the teacher librarian in the 21^st century. https://500hats.edublogs.org/policies/sample-collection-policy/#deselection

International Federation of Library Associations and Institutions. (2001). Guidelines for a Collection Development Policy using the Conspectus Model. International Federation of Library Associations and Institutions. https://repository.ifla.org/handle/123456789/52

Hutchinson, E. (2017). Navigating the information landscape through collaboration. Issues, (101), 8-9. https://www.scisdata.com/media/1484/connections101.pdf

Johnson, P. (2018). Fundamentals of collection development and management, 4^th edition. ALA Editions.

Levenson, H.N. (2019). Nimble collection development policies: An achievable goal. Library resources & technical services, 63(4), 206-215. https://doi.org/10.5860/lrts.63n4.206

McCarthy, R.C. (2018). Future proofing your public library. Public library quarterly, 37(3), 248-262. https://doi.org/10.1080/01616846.2018.1498705

SLJ Staff (2016, September 26). SLJ controversial books survey responses: Weighing subject matter. School Library Journal. https://www.slj.com/story/slj-controversial-books-survey-responses-weighing-subject-matter

My understanding of the role of Teacher Librarian (TL) has not only expanded through my participation in this subject but also provided an evidence base to support my views as a classroom teacher of the value to student learning of a well-managed, current and relevant library collection to meeting the learning goals and objectives of a school community. While I had an appreciation of TLs and their support of me as a classroom teacher, I had little appreciation of the extent of the professional nature of a TL beyond the practicalities of running a library and providing instruction to students about finding information. As a result, my understanding of the many facets of a TL has expanded exponentially.

The importance of information literacy in the role of the TL seemed obvious to me, but I was surprised to learn that there are no clear information literacy outcomes in the Australian Curriculum and they are instead buried in the general capabilities. It makes sense to me that TLs be involved in the planning and implementation of inquiry learning where information literacy is able to be an instigator of meaningful and authentic learning (Lloyd, 2007).

While there is not one set definition of the term information literacy, it is clear that it is an important component of creating lifelong learners (Crombie, 2022, May 1). Fitzgerald (2015) emphasises the need for students to internalise an information process that can be applied to any subject area. Once students have a process for handling information they are better equipped to navigate the constantly changing information landscape. O’Connell (2012) supports this notion suggesting that the ability to research well is the key to all kinds of learning. This is particularly relevant to the future learning medium of digital literacy as the internet is often used as a source of information. Laretive (2019) believes that students are expected to have the skills to use the internet to find and use information from different sources. This can be difficult for young students who are still developing reading skills. Students require instruction and guidance on applying their developing reading skills to an online environment (Laretive, 2019) which a TL is well experienced to perform.

With my experience predominately as a classroom teacher, teaching Years 1 and 2, I have previously found undertaking inquiry units quite challenging. Through my exposure to inquiry models such as Guided Inquiry Design (GID) my understanding of inquiry and how to adapt my learning of terms such as ‘research’ has changed. Young learners can undertake inquiry units, their research might just look slightly different to that of older learners. Young students can research by viewing videos, photos and engaging in hands on experiences such as excursions and play based experiences (Crombie, 2022, May 3). I feel this has enhanced and added another element to the benefit of my classroom teaching and professional development.

During this subject I have been exposed to a variety of inquiry models that I had not previously experienced. My current school is developing their understanding of inquiry and use the framework of the Pedagogical Model embedded into the Victorian Teaching and Learning Model. However there are aspects of the inquiry models I have learned such as building students background knowledge before having them identify a question of interest to research which I believe I could incorporate into my own classroom teaching.

As I have worked through this subject, I have recognised the important role the TL has to play in inquiry learning. TLs have skilled knowledge of information literacy, particularly the Information Search Process (ISP) (Kuhlthau, 1989), and are perfectly positioned to use this information to provide timely interventions to support student learning. This is particularly pertinent during the exploration phase of the ISP where students experience frustration and doubt (FitzGerald, 2011). However the success of inquiry learning is dependent on the collaboration between TLs and classroom teachers so that both curriculum content and information literacy can converge to help create the third space (FitzGerald, 2015) where students can explore their interests and construct their own views.

Of significance is my observation that TL’s can only be effective in collaborating with classroom teachers on inquiry learning if they have Principal support. Principal support and positive relationships between them and the TL are vital to allow TLs the time, the authorising environment, and flexibility to collaborate with classroom teachers across the school (Crombie, 2022, April 4) and effectively implement both inquiry learning and information literacy processes that provide students with the skills to undertake all kinds of learning throughout their education.

References

FitzGerald, L. (2011). The twin purposes of Guided Inquiry: Guiding student inquiry and evidence based practice. Scan 30(1), 26-41.

FitzGerald, L. (2015). Guided Inquiry in practice. Scan 34/4, 16-27.

Kuhlthau, C 1989, ‘Information Search process: A summary of research and implications for school library media programs’. School Library Media Quarterly, vol. 18, no. 1.

Laretive, J. (2019). Information literacy, young learners and the role of the teacher librarian. Journal of the Australian Library and Information Association, 68(3), 225-235. https://doi.org/10.1080/24750158.2019.1649795

Lloyd, A. (2007). Recasting information literacy as sociocultural practice: Implications for library and information science researchers. Information Research, 12(4).

O’Connell, J. (2012). So you think they can learn? Scan, 31(2), 5-11. https://heyjude.files.wordpress.com/2006/06/joc_scan_may-2012.pdf

Thinking about information literacy and digital citizenship in my context is slightly disheartening. My school has not developed an information literacy policy. Information literacy is not part of any collegial discussions although teachers may discuss student research skills but there doesn’t seem to be any knowledge of information literacy processes. Staff may have their own limited knowledge of how to ‘find information’ but there are no set out skills that teachers teach in any consistent ways across the school.

Digital citizenship is more of a known concept amongst staff. There is a digital device use policy and a device usage agreement that parents and students are asked to sign as well as consistent rules across the school about iPad use. However, these classroom rules are more related to being on task and making sure to have the device charged and ready to use rather than effective use of technology. E-safety is taught but there is little discussion amongst teachers or with staff about student wellbeing with digital devices. It now seems more important than ever to teach students about best use for technology and ways that it can help improve our lives.

The Growing Up Digital Australia: Phase 1 technical report (Gonski Institute for Education, 2020) findings were interesting. I agree that digital technology is a useful teaching and learning tool, however screen time in general seems to have negative impacts on students’ emotional, social, and physical wellbeing. My own experience with digital technology and students matches up. I found that students, particularly male students, had difficulty logging off of the device in class once the technology component of the lesson was finished. I also find that privacy concerns curtail many ways that students could interact and share their learning with each other and other relevant audiences.

My belief is that the convergence of literacies is possibly more obvious to teacher librarians (TLs) than classroom teachers. I think TL’s could influence and expand their teaching role by providing PD for teachers on aspects that they are less knowledgeable about it. As was mentioned in the Rethinking Digital Citizenship (Global Silicon Valley, 2021) video, TLs would be great digital citizenship coaches as they have the knowledge and skills to teach staff and students about digital and information literacy. TLs could also lead the way by integrating digital and information literacy into the curriculum across different areas. Being able to this also requires a strong understanding among staff about the role of the TL in the school.

References

Global Silicon Valley. (2021, September). Rethinking Digital Citizenship / ASU+GSV 2021 [Video]. YouTube. https://www.youtube.com/watch?v=sTBvVav2yNo&t=2366s

Gonski Institute for Education (2020). Growing Up Digital Australia: Phase 1 technical report. Gonski Institute for Education.
University of New South Wales.

Understandings of information literacy change depending on your approach to the term. Is it a set of measurable skills that individuals can acquire? Should our understanding of information literacy include the context of the information need and how we have shared ways of interacting and communication with the information and each other that will impact how information is found and used?

No matter your take on ‘information literacy’ is a common agreement that is necessary component of being a productive citizen in today’s world. Both Kutner & Armstrong (2012) and the Australian and New Zealand Information Literacy Framework Principles, Standards and Practice situate information literacy within the notion of lifelong learning. My philosophy of teaching statement has always included the phrase ‘lifelong learning’, though I don’t think I ever fully thought about it beyond the idea of wanting to continue to learn new things. I certainly didn’t connect the idea of information literacy with it. It is now clearer that information literacy, (either as a set of skills or as a way of understanding and using information in a socially, culturally and ethical way) is a fundamental part of being able to continue learning over your lifetime. Information literacy should therefore be embedded in teaching and learning programs in schools.

Although the Australian Curriculum doesn’t specifically discuss information literacy, it is alluded to in some of the general capabilities. There is a general consensus among experts that inquiry based learning is an appropriate avenue for information literacy education. Embedding information literacy education into an inquiry learning program enables students to begin becoming information literate in an authentic way. This takes a lot of collaborating with classroom teachers and requires support from leadership. Advocating for and teaching information literacy is a main component of a teacher librarian’s role.

References

Bundy, A. (Ed.) (2004). Australian and New Zealand information literacy framework: Principles, standards and practice. 2nd ed. Australian and New Zealand Institute for Information Literacy. https://www.utas.edu.au/__data/assets/pdf_file/0003/79068/anz-info-lit-policy.pdf

Kutner, L., & Armstrong, A. (2012). Rethinking information literacy in a globalized world. Communications in Information Literacy, 6(1), 24-33. doi:http://dx.doi.org.ezproxy.csu.edu.au/10.15760/comminfolit.2012.6.1.115