Return to study

It is almost time to start back at study-life and I thought I should share where I am coming from (Instagram) this semester and why, perhaps I am a little reluctant to dive back into things.

Anyway, my subject this semester is Social Networking for Information Professionals, something I am relatively comfortable with in a casual, completely non-professional way so I am curious about what skills and tips I will be picking up along the way.

We will be using:

Facebook
CSU Thinkspace
Twitter
Instagram
GooglePhotos
Diigo

The only platform I don’t already have access to is Diigo, ‘a social bookmarking service’- whatever that means.

I am looking forward to developing an understanding of these sites and how they can support information professionals and, specifically, how they can assist in my career as a TL.

ETL401 Assessment 3, Part C: Reflective practice

ETL401 Assessment 3,

Part C: Reflective practice

 

My understanding of Information Literacy (IL)

Prior to this course, I had no way to define ‘information literacy’. To me, ‘literate’ meant a measured ability to read, write and comprehend. Fitzgerald (2019) provided multiple suggestions in Module 2 and Module 5, resulting in reconsideration on my part to include focus on ‘understanding’ rather than ‘comprehension’ with the addition of the need for ‘transferability’ (Fitzgerald, 2019), across formats, delivery methods and modes’- a concept I was aware of from experience, but had no name for (ETL401 Week 9/10, Biviano, 2019).

Fitzgerald (2019) provided multiple definitions of ‘information literacy’ throughout the course. The one that rang most true to me was ‘a continuum of skills, behaviours, approaches and values that is so deeply entwined with the uses of information as to be a fundamental element of learning, scholarship and research. It is the defining characteristic of the discerning scholar, the informed and judicious citizen, and the autonomous learner.’ (ANCIL, definition of information literacy, 2018). I believe that learning is a wholistic activity and cannot be conducted in an isolated environment (Kulthau, Maniotes & Caspari, 2012), as such, it is important to consider information literacy as an integrated continuum of learning that can be transferred to any area and made useful.

In both Module 2 & 5, Fitzgerald (2019) admits that there are multiple definitions used around the world for both literacy and information literacy. Difficulties will arise in schools when staff are operating under varying understandings of those terms and so it is important to be on good communicative terms with staff and, particularly principals (Discussion forum 3.3, Biviano, 2019).

These readings opened my eyes to the fact that my school needs to invest in one uniform IL model that will benefit our students to better support student learning. By establishing a uniform approach, we will be able to, theoretically, improve literacy and increase student IL skills. Additionally, collaboration is key to establishing a successful and impactful IL model (Discussion forum 3.3, Fitzgerald, 2019).

My understanding of IL models

Again, I had never heard of ‘IL models’ prior to this course. As the learning progressed, I realised, however, that I had utilised these models in the past at different schools with varying levels of success without knowing their name. As such, I was more confident when investigating the different models. Bonanno (2014) provides a useful tool for schools beginning the IL model journey, in that a lot of the work has been done by integrating the work of Kulthau et. al. (2012) into the Australian Curriculum content descriptors (AC, 2019) (Discussion forum 5.3a, Biviano, 2019). With that said, for Assessment 3, Part A & B, I chose the model most familiar to my school, the DEC’s Information Process (ISP) (2015) as I have found some vague elements of this process in our schools current programming.

My understanding of the TL role in inquiry learning

In the first assessment, we were asked to explain our understanding of TLs in schools (ETL401-Assessment 1, Part B, Biviano, 2019). I found it difficult to sequentially order my thoughts as the TL role seemed enormous. In short, I determined that the role of TL it is complicated but based most of my understandings on personal experience, the use and maintenance of physical resources and the development of IT skills (ETL401-Assessment 1, Part B, Biviano, 2019).

It was a very broad understanding with little academic research to support my statements. With that said, Herring (2007), Purcell (2010) and Lamb (2011) all agree that TLs have a multifaceted, complicated, underestimated role in most schools (Discussion forum 3.2, Biviano, 2019). Additionally, TLs must prioritise goals to develop 21st century skills in learners to provide them the necessary abilities to survive outside of school (Tucker, 2014).

I believe, from my own experiences and from the module readings and discussions, TLs are in the unique position of power to initiate true collaboration (Monteil-Overall, 2005; Langford, 2008) to provide support to staff in lowering assessment and planning workloads (Discussion forum 4.2, Biviano, 2019), support and develop the normalisation of technology (Lee, 2013) and create relevant, rich and engaging lessons targeted towards specific cohorts (AITSL, 2014).

 

 

References (Part C)

A New Curriculum For Information Literacy (ANCIL) (2011). ANCIL definition of information literacy. Retrieved from https://infolit.org.uk/definitions-models/

Australian Curriculum (AC) (2019)  http://www.australiancurriculum.edu.au

Biviano, N. (2019, July, 21) ETL401-Assessment 1, Part B [Blog post]. Retrieved from https://thinkspace.csu.edu.au/bivathome/2019/07/21/elt401-assessment-item-1-part-b/

Biviano, N. (2019, September, 14) ETL401 Week 9/10 [Blog post]. Retrieved from https://thinkspace.csu.edu.au/bivathome/2019/09/14/etl401-week-9-10/

Biviano, N (2019, September, 3) Re: Discussion forum 3.2: The role of the teacher librarian [Discussion comment]. Retrieved from https://thinkspace.csu.edu.au/bivathome/2019/07/21/elt401-assessment-item-1-part-b/

Biviano, N (2019, September, 3) Re: Discussion forum 3.3: The principal and the teacher librarian [Discussion comment]. Retrieved from https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_42381_1&nav=discussion_board_entry&conf_id=_78884_1&forum_id=_162832_1&message_id=_2333980_1

Biviano, N (2019, September, 14) Re: Discussion forum 4.2: The challenges [Discussion comment]. Retrieved from https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_42381_1&nav=discussion_board_entry&conf_id=_78884_1&forum_id=_162833_1&message_id=_2333996_1

Biviano, N (2019, September, 14) Re: Discussion forum 5.3a: Information literacy models [Discussion comment]. Retrieved from https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_42381_1&nav=discussion_board_entry&conf_id=_78884_1&forum_id=_162834_1&message_id=_2334001_1

Biviano, N (2019, September, 14) Re: Discussion forum 5.4b: Convergence [Discussion comment]. Retrieved from https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_42381_1&nav=discussion_board_entry&conf_id=_78884_1&forum_id=_162834_1&message_id=_2334007_1

Bonanno, K. (2014) F-10 inquiry skills scope and sequence, and F-10 core skills and tools. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899464_1

Department of Education (DE),School Libraries, Learning systems, State of New South Wales (2015). Information skills in the school: engaging learners in constructing knowledge. Available at https://education.nsw.gov.au/teaching-and-learning/curriculum/media/documents/infoskills.pdf

Fitzgerald, L. (2019). The Information Environment. In ETL401: Introduction to Teacher Librarianship, [Module 2]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899398_1&mode=reset

Fitzgerald, L. (2019). The role of the teacher librarian (TL). In ETL401: Information literacy, [Module 5]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899464_1

Fitzgerald, L. (2019, September, 23) Re: Discussion forum 3.3: The principal and the teacher librarian [Discussion comment]. Retrieved from https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_42381_1&nav=discussion_board_entry&conf_id=_78884_1&forum_id=_162832_1&message_id=_2333980_1

Herring, J. (2007). Teacher librarians and the school library. In S. Ferguson (Ed.) Libraries in the twenty-first century: charting new directions in information (p. 27-42). Wagga Wagga, NSW: Centre for Information Studies, Charles Sturt University. In ETL401: Introduction to teacher librarianship, [Module 3]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899459_1

Kulthau, C.C, Maniotes, L. K. and Caspari, A. K. (2012). Guided inquiry design: A framework for inquiry in your school. Retrieved from Fitzgerald, L. (2019). The role of the teacher librarian (TL). In ETL401: Introduction to teacher librarianship, [Module 5]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899464_1

Lamb, A. (2011). Bursting with potential: Mixing a media specialist’s palette. Techtrends: Linking research & practice to improve learning, 55(4), 27-36. In ETL401: Introduction to teacher librarianship, [Module 3]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899459_1

Langford, L. (2008). Collaboration: Force or forced, Part 2, 27/1, 31-37. In ETL401: Introduction to teacher librarianship, [Module 4]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899464_1

Lee, M. (2013). Digital normalisation, school evolution and BYOT positioning in the school library. Retrieved from https://www.asla.org.au/resources/Documents/Website%20Documents/ACCESS/Access-Commentaries/access-27-4-commentary.pdf

Montiel-Overall (2005). Toward a theory of collaboration for teachers and librarians, School library media research 8/1-31 In ETL401: Introduction to teacher librarianship, [Module 3]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899459_1

Purcell, M. (2010). All librarians do is check out books right? A look at the roles of the school library media specialist. Library media connection 29(3), 30-33. In ETL401: Introduction to teacher librarianship, [Module 3]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899459_1

The Australian School Library Association (2015) Evidence guide for teacher librarians in the proficient career stage : Australian professional standards for teachers retrieved from https://www.alia.org.au/sites/default/files/AITSL%20Standards%20for%20teacher%20librarian%20practice%202014.pdf

Tucker, M. S. (2012). Tucker’s lens: On 21st century skills. In ETL401: Introduction to teacher librarianship, [Module 4]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899464_1

ETL401 Week 9/10

Module 5

Reflective Practice: What are your thoughts after reading about the term literacy? Write a definition and add it to your notes.

Initially, I thought ‘literacy’ was a very simple concept: reading and writing. Then I pout on my Teacher hat and added speaking and listening. Fitzgerald (2019) then points out the necessity of ‘understanding’, an idea that can often be overlooked in the assessment of student literacy skills. In the end, and in an ideal world, fully literate students would be confident and capable in all these areas. At the same time, they should be able to apply these skills across all forms of media in all situations.

Reflective Practice: Your thoughts: Do new formats and delivery modes or multi-modal resources require users to have different literacy skills to make meaning or is this just an extension of the traditional literacy definition (in the reading)?

Of course. It is important that the traditional definition of literacy considered when it comes to developing literacy skills, but it is equally important to be aware that time have changed since education was established and the occurrence of technological advances, for example, have led to developments in related language and meaning. Students must be familiar with multimodal texts and various formats and delivery methods to be considered successfully literate.

Reflective Practice: Your thoughts: Discussions of information literacy in this module are diverse and interesting.  In your journal (Thinkspace), reflect on what you can take from the discussion of information literacy to your IL role in school.

Firstly, from the readings and discussions, I am able to admit that my school is in desperate need of choosing one IL model and embedding it into the teaching and learning for successful outcomes.

I like that Fitzgerald (2019) draws links between IL in different environments, creating the opportunity to transfer knowledge across careers, which is something we are all trying to get out students to do automatically.

Skills V Learning: I think both arguments have merit but, like most things in life- everything in moderation. I think each school and each student cohort will have to have these methods applied individually depending on context and educators need to be flexible enough to acknowledge and work within this mindset.

5.3a Information Literacy Model

After finding it impossible to open either reading directly, I went a round-about way and found the below document for Bonanno’s (2014) F-10 inquiry skills scope and sequence, and F-10 core skills and tools.

Link: https://eduwebinar.com.au/wp-content/uploads/2018/01/curriculum_mapping.pdf

As I have previously said in my reflective practices (https://thinkspace.csu.edu.au/bivathome/) my very small school is in need of identifying and embedding an IL model that can be taught across the grades. Bonanno (2014) has done much of the hard work for teachers by integrating the work of Kulthau, Maniotes and Caspari (2012) into the Australian Curriculum content descriptors (AC, 2019), as well as compiling a resource list to support this scope and sequence.

This would be an excellent place for a school, such as mine, to begin as it gives very simple, clearly laid out expectations for each stage of education. This would make integrating this IL model into programs and units already on the go. Additionally, after a few years of consistent application, each teacher could identify the expected abilities of the students based on the scope and sequence eg. in Year 3 critical/creative thinking should have been introduced in F-2, giving a sound basic understanding, meaning the Year 3 teacher can delve more deeply into familiar content and expand student thinking confident in the knowledge that this concept is something the students have come across previously.

5.3b Guided Inquiry

What advantages, challenges and/or disadvantages do you see for a teacher librarian wishing to implement a GI approach?

As Fitzgerald (2019), in her research states, there seems to be little guidance for staff on how to implement the inquiry-heavy new Australian Curriculum. Utilising Guided Inquiry (GI) is one way to potentially allow students to methodically develop inquiry skills that can be transferred to all areas of education. I think it is a great way to expand student thinking while providing them with the skills needed to develop critical and creative thinking as well as the technical research skills needed. However, a TL working alone in a school of staff may find this transition into Inquiry Learning (IL) difficult without support, which is why I think it is important that staff decided, as a majority, which IL model to follow and how GI is to be introduced and taught to students. Also, developing new GI units could eat up a lot of TL time and so it is important collaboration makes this shift in thinking, teaching and learning, as easy and impact-less on staff workload, as possible.

 

5.4a Information Literacy

The Journal site was down when I went to access the article so, while it looked very interesting, I was unable to delve deeper so the following answers are based, mostly off of my own ideas and other readings.

  • How might the TL help the school move towards integrated information literacy instruction?

First, establishing your schools ‘literacy’ definition, as well as the decision on which IL model you will be working with, is vital. The TL, being out of class and around the school on RFF can meet with multiple teachers to lead this discussion and make suggestions. By tkaing on this lead role, TLs have the opportunity to reaffirm the importance of library in literacy adn of their position in schools, which can sometimes be an isolating one.

  • What challenges lie in the way of such instruction?

Even in a small school, ensuring the complete understanding and agreement of all staff is often a difficult one. Miscommunication in the learning phase of ILs can cause different staff to alter the IL model in a way that other staff are not. It is important to keep the IL model as uniform as possible across the grades to ensure a flow-on effect in following years.

Also, having been a classroom teacher, it is difficult to cram in one more topic/unit/program/project/assessment into an already packed curriculum, let alone the brain that holds all of it together. TLs may meet some resistance in over-worked teachers, but persistence, positivity and support might just win them over. Additionally, integrating IL into lessons does not have to be a huge deal- looking at the work of Kulthau, Maniotes and Caspari (2012), most of the work has been done for you and there are additional resources available to support IL and related learning.

  • How teacher librarians and teachers might encourage students to transfer information literacy skills and practices from one subject to another?

The transfer of information can be the most difficult part of IL. Fitzgerald (2019) explains that one-off IL lessons during RFF ‘are not as effective as they might be, because students fail to relate the lessons’ to other areas within school. If staff are regularly and consistently using the same language and scaffolds across the school, it takes a smaller leap for students to make the connection that the information skills developed in the classroom or library can be utilised in both these areas and more. Additionally, by sharing programs and collaborating, staff will have a general idea of what has already been introduced or worked on in other areas of the schools and be able to draw specific links to those lessons or tasks and highlight the transferrability of skills for students.

5.4b Convergence

  • Has the school in which you work (or know best) developed an information literacy policy?

Currently, at my school, each staff member is working independently on their IL models and there is no set policy that I am aware of. At other schools I have worked at, the upper stages have been more focussed on IL and developing the associated skills and familiarity with scaffolds. I like that Kulthau, Maniotes and Caspari (2012) and Bonanno (2014) start integrating IL and GI early into their scaffold so students become familiar with the terminology and concepts prior to asking them to utilise them independently.

  • How is information literacy approached in your school or experience?

Being a small school, staff are teaching to 2-3 stages and so each unit of work must be adapted accordingly. As such, most teachers have their own way of doing things which leaves gaps, inconsistencies and complications for the next/replacement teacher.

  • How is digital citizenship approached in your school or experience?

As far as I am aware, the previous TL at my school did some RFF lessons on digital citizenship, using the esafety.gov online resources- Hector’s World (https://www.esafety.gov.au/education-resources/classroom-resources/hectors-world). I have seen these resources used at multiple schools, though in some, CTs also get involved to make the learning relevant for their classroom as well as library time.

  • How can a transliteracy approach expand the teaching role of the TL beyond the traditional information literacy paradigm?

Define:

‘What is Transliteracy?

Transliteracy is the ability to read, write and interact across a range of platforms, tools and media from signing and orality through handwriting, print, TV, radio and film, to digital social networks.’ Newman, Ipri, Molaro,  Cassaroti, & Wilkinson (2010)- https://librariesandtransliteracy.wordpress.com/what-is-transliteracy/.

By developing a transliteracy approach, TLs are remaining relevant and providing the opportunity for students to develop relevant skills that can be transferred to a real-world context. I think one of the main challenges for librarians today is to remain relevant in a highly digitised world, particularly when most students now grow up with a digital device in their hands.

Reference

(Australian Curriculum (AC) (2019)  http://www.australiancurriculum.edu.au) Unsure how to reference a web page like this…

Bonanno, K. (2014) F-10 inquiry skills scope and sequence, and F-10 core skills and tools. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899464_1

Fitzgerald, L. (2019). The role of the teacher librarian (TL). In ETL401: Introduction to teacher librarianship, [Module 5]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899464_1

Kulthau, C.C, Maniotes, L. K. and Caspari, A. K. (2012). Guided inquiry design: A framework for inquiry in your school. Retrieved from Fitzgerald, L. (2019). The role of the teacher librarian (TL). In ETL401: Introduction to teacher librarianship, [Module 5]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899464_1

Newman, B., Ipri, T., Molaro, A., Cassaroti, G., & Wilkinson, L. (2010). What is Transliteracy? Libraries and Transliteracy. Retrieved 29 March 2015, from https://librariesandtransliteracy.wordpress.com/what-is-transliteracy/

 

EER500 Week 10

Finally had time to sit down and pick through some EER500 readings in prep for the last assignment.

I think this assignment is too big for my brain. Lucky there is this handy blog here to hold my musings as they progress.

Chapter 9: structured interviewing

My intention in Assessment 3- Research Proposal is to utilise some form of interview process, although I am currently torn between structured or semi-structured interviews and am considering doing a variation of both in my proposed project. I think is important to use this tool as it is the most commonly used method of data collection in social research for a reason.

After reading this chapter, I can say that there is a place for both forms of interview and find myself leaning towards a mixed methodology approach as I would like to marry together both qualitative and quantitative data in my investigation regarding ‘the perceived impact of students with emotional behaviour disorder and trauma backgrounds on the self-efficacy and workload of New South Wales mainstream primary school teachers‘.

By choosing this topic (pending approval from the almighty!) I will be looking at two areas of percieved impact of EBD and trauma students on:

1)the self-efficacy levels of their teachers

2) and the workload adopted by their teachers as a result of supporting these students

This will then link back around to the impact on teacher self-efficacy.

I am thinking, by utilising, initially, a structured interview, with the inclusion of questions involving the Likert scale (do you think your EBD and/or trauma student has impacted your self-efficacy and workload: Strongly agree, Agree, Undecided, Disagree, Strongly Disagree), I will be able to take a broad look at the mind-set and feelings of teachers supporting these students. From there, utilising semi-structured interviews with open ended questions might provide more detail on specific outstanding data from the initial survey.

One of my concerns is that the nature of this topic might embarrass some staff members or lead to unintentional social desirability bias- few people want to admit if or when they are struggling with something and this is a topic that can potentially be affected by social pressure to be ‘just fine’. In some ways, establishing a face-to-face interview may entice staff to be open with the interviewer and establish rapport, however, as Bryman (2012) warns, it may also lead to interviewer attributes impacting respondents’ replies. As a result it could be worthwhile utilising telephone or computer technology to assist in research.

 

Chapter 10: Self-completion Questionnaires

In an effort to the remove potential bias related to face-to-face and voice-contact interviews, I would consider using self-completion questionnaires to survey teachers of EBD and trauma students as participants are sometimes more likely to give honest feedback, particularly when said questionnaires are anonymous. A slight problem is that these questionnaires need to be simple, short and to the point without room for variance in answers. That said, they could still be useful in the initial stages of research.

I am considering the use of self-completing questionnaires to determine the context of each teacher eg How many st in your school/class? Age/Year/Gender, How many EBD/trauma students in your school/class? Ethnic backgrounds consisting of; Aboriginal, Anglo-saxon etc etc.
Additionally, I would consider investigating how much formal training staff have been given to support EBD/trauma students using bracket ranges to help understand the additional time spent training for these students (adding to workload) and the comparison between trained and untrained teachers and their perceived self-efficacy.

I liked the concept of diaries as recording tools and, although I admit, as a teacher, I would have to really focus to use them, I could see the tool being useful in tracking effects on things such as confidence, optimism and believing in your own ability to achieve. I would use this to track the teachers perceived self-efficacy through the day and maybe even offer space for reflection at the end. I am unsure whether I would specifically ID the presence of EBD or trauma children or ask staff to briefly tick-box who was in the room at the time of recording eg whole class, small group of students, EBD/trauma student/s, other staff etc.

References

Bryman, A. (2016). Social Research Methods (4th Edition).
Available from https://www.researchgate.net

 

With that overloading my brain, I will take a break and find myself some food!

Good luck fellow students, last assessment for this course- we are nearly there!

😉

 

ETL401 Week 5-7 Discussion Posts

Basically, I have done a massive catch-up on the ETL401 course discussion posts today because I seem to have fallen incredibly behind. Is anyone else struggling to keep up with the discussion posts, blog posts, readings (plus ‘essential readings’) in this course?

3.2 The role of the TL

Organisation Similarities Differences
Herring

 

 

 

 

 All 3 authors specifically state that TLs have a multifaceted, complicated, sometimes underestimated role in schools and discuss the different roles of TLs. They all agree that TLs should be and are an integral part of the school environment and not a stand-alone place/tool in the school toolbox.
All 3 focus on the use of terms ‘media specialist’ and ‘media centre’ suggesting they have moved away from the traditional view of librarians as book monitors.
Lamb (2011) and Herring (2007) both discuss the need for prioritisation of TL roles.		 Herring (2007) discusses the use of school internet and intranet specifically.
Purcell

 

 

 

 Purcell (2010) determined that the TL must be the one to define their role for clear expectations of all staff.
Lamb

 

 

  

 

  • How should TLs prioritise the roles they play in the school?

TL roles will be different in each school environment as each one is different with different needs. Purcell (2010) suggests that TLs be in charge of defining their roles to ensure clarity of expectations amongst staff. I agree that TLs must have a large input into the determination of their role but, I also believe that this definition must be a collaborative decision between TL, teaching staff and executive. This collaboration will help develop the TL role as a best fit to the school needs and, from there, TLs can prioritise which roles they take on and justify why.

  • Are there other roles played by TLs eg social roles?

Of course. From personal experience, I have been able to initiate quiet play groups, student support groups and reading support groups during library and play time to support student social development. I would suggest that TLs are in a prime position to support social skill development and establish a quiet place for play for those students requiring additional social support.

  • How do Lamb’s views on the TL’s role compare and contrast with those of Herring and Purcell?

See table above.

  • What existing tasks/roles do you think you, as a TL, could give up in order to be as proactive as Lamb and Valenza want you to be?

I definitely think ‘website devleoper’ could be something to hand off to other staff while maintaining minimal contributions to advertise the library and its events/content. Additionally, the collaborative development of programs with class teachers would lighten the TL load significantly.

  • Would you change the order of the roles Purcell identifies eg should teacher come first?

Personally, I don’t believe Purcell (2010) intended to list the roles with one being more important than another. The layout of the paper simply resulted in this being the assumption. Looking at the diagram on Page 31 of the article, you will see that all roles surround the School Media Specialist role, equally placed. I think that each TL will prioritise these roles depending on the need at the time and should remain fluid throughout their role to reprioritise as needed.

Reference

Herring, J. (2007). Teacher librarians and the school library. In S. Ferguson (Ed.) Libraries in the twenty-first century: charting new directions in information (p. 27-42). Wagga Wagga, NSW: Centre for Information Studies, Charles Sturt University. In ETL401: Introduction to teacher librarianship, [Module 3]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899459_1

Lamb, A. (2011). Bursting with potential: Mixing a media specialist’s palette. Techtrends: Linking research & practice to improve learning, 55(4), 27-36. In ETL401: Introduction to teacher librarianship, [Module 3]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899459_1

Purcell, M. (2010). All librarians do is check out books right? A look at the roles of the school library media specialist. Library media connection 29(3), 30-33. In ETL401: Introduction to teacher librarianship, [Module 3]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899459_1

 

3.3 The Principal and the TL

Currently, I am working alongside a wonderful Principal in a very small school and I find her support imperative to achieve just about anything. As I am new to the school, she as an invaluable font of information on previous library processes and the community. Additionally, she is very open minded and willing to listen to new ideas like Drop Ins for kids and parents after school as we don’t have enough staff to have the library open during lunch time.

As for myself, I am able to use my knowledge of technology and experience with developing research and technology skills to supplement areas she is unfamiliar with. Currently, we are planning a history unit together that will differentiate and support Stage 2 and 3 and other collaborative projects that will benefit the school, as suggested by Fitzgerald (2019). I am lucky that she is supportive of all staff and recognises that the library and the TL have a big impact on the student development of reading and writing skills (Bonanno, 2011).

I think that true collaboration (Montiel-Overall, 2005; Langford, 2008) is key, particularly in such a small school. By supporting me in my goal to develop inquiry skills, my principal is giving me the opportunity to support other staff in their classroom programs which, in turn, support her position as principal in the development of student skills and achievements. Additionally, having a supportive executive encourages me to involve myself more fully in the community of the school and potentially invest more time and effort into the school environment and development.

With that said, I don’t think the Principal/TL relationship is exclusive and that it must also include teaching and admin staff for the whole system to work.

References

Bonanno, K. (2011). Opinion: Do school libraries really make a difference? Incite 32/5 Available at http://www.austlii.edu.au/au/journals/inCiteALIA/2011/97.pdf

Fitzgerald, L. (2019). The role of the teacher librarian (TL). In ETL401: Introduction to teacher librarianship, [Module 4]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899464_1

Langford, L. (2008). Collaboration: Force or forced, Part 2, 27/1, 31-37. In ETL401: Introduction to teacher librarianship, [Module 4]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899464_1

Montiel-Overall (2005). Toward a theory of collaboration for teachers and librarians, School library media research 8/1-31 In ETL401: Introduction to teacher librarianship, [Module 3]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899459_1

 

3.4 Accountability in practice

Previously, I have used exit tickets and video and still photography to collect and analyse data in classroom environments and would definitely utilise both again as they provide immediate evidence of engagement and student input into the relevance, enjoyment and understanding of topics.

Additionally, with the development of inquiry learning occurring at my school, I predict I will be assessing and giving feedback on students inquiry projects.

I would like to use digital libraries to assess student reading levels but, in my small school, it will be some time before that is able to be taught to the students and rolled out simply due to their technology skill levels.

 

4.1a Search activity

Garrison, K. L., FitzGerald, L. & Sheerman, A. (2018). ‘Just let me go at it’: Exploring students’ use and perceptions of guided inquiry, 21. Available from http://files.eric.ed.gov/fulltext/EJ1182159.pdf

I chose this article for a few reasons that interested me:

  • Use of mixed-method information gathering
  • What do students think GI is?
  • What do students think of GI? How useful/helpful it is to them?
  • Australian school used as sample

Unfortunately, the sampled students were in secondary school, not primary so, to recreate this research in my own interest area would require tweaking of methods and questions. Additionally, there was no comment on how long students had been involved with GI nor how intensely.

Still, an interesting read to determine the impression and, to some extent, the success of GI in the eyes of Year 9 students.

 

4.1b Inquiry learning

Are the acquisitions of 21st century skills and the focus on accountability mutually exclusive?

Not at all. Currently, I believe there is too great a focus on accountability of teachers to see their students achieve specific outcomes eg Basic Skills Tests, NSW. However, there maintains an element of necessity in regards to accountability- teachers and TLs must have guidance in keeping education relatively uniform so we can say that students are graduating school with at least basic levels of reading and writing.

The development of 21st century skills is vital in order to produce students who are successful in life OUTSIDE of school. That said, the skills they need to develop in school must be more than the traditional reading, writing and arithmetic. They must become creative, flexible thinkers, familiar with developing technologies and developing new ideas to support the transformative world they will be working and living in (Tucker, 2014). The use of Project-Based Learning (PBL) and Guided Inquiry (GI) in schools is one way to help develop students problem solving, interest in investigation and lateral thinking.

References

Tucker, M. S. (2012). Tucker’s lens: On 21st century skills. In ETL401: Introduction to teacher librarianship, [Module 4]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899464_1

 

4.2 The challenges

Having worked in the UK for 2 years, I was able to experience their planning and assessment procedures, which included team RFF time each week for teachers on the same stage to collaborate on planning, resulting in a lowered workload and similar lessons and topics being covered across the stage. This collaboration made work days shorter, stress loads lighter and encouraged a positive, collegial environment.

Unfortunately, in Australia I have noted a divide between teachers, rather than a willingness to collaborate, with many CTs reluctant to share their programs, lessons and resources. This is improving slowly with the development of online environments such as Teachers Pay Teachers and communities like Butterfly Wings, created specifically for sharing programs.

  1. Unfortunately, due to confusion over the roles of TL (Fitzgerald, 2019), CT reluctance to share or ‘lose’ their programs and lessons and potential personality clashes, the concept of collaboration, particularly with TLs is something that needs to be approached sensitively and depending on the person or people you would aim to work alongside. I think it is important to clearly outline the expectations eg this collaboration will be used in classes ABC and these people with have these responsibilities. Additionally, it must be clear that ALL parties will be receiving credit and contributing to the assessment of the unit/lesson to continue to review, adapt and improve the final product.
    Another way to approach the topic of collaboration, aside from reassuring all credits are shared, would be to suggest the lightening of the workload- for example, I an teaching an enquiry unit currently, based on the history topic for Stage 2 and 3. We are learning how to search for information while gathering information on a familiar topic which students can take back to class to contribute to their in-class learning. Additionally, I am keeping assessment records of information gathering and IT use for end of year reports.
  2. In short, Bonanno (2011) explains that TLs and libraries contribute to literacy results, development of ICT capabilities, information learning and staff professional development amongst other things. Utilising TLs in this way can potentially lighten the load for overworks CTs and provide another avenue for student assessment in various areas, including literacy, speaking and listening and ICT development. Unlike CTs, TLs have the space and potentially the opportunity to introduce inquiry based learning to students initially, which can then be traken into classrooms. Alternatively, TLs can support students in inquiry based learning in the library, sharpening skills already being used in the classroom (Fitzgerald, 2019).

I think that true collaboration (Montiel-Overall, 2005; Langford, 2008) is key, particularly in such a small school. By supporting me in my goal to develop inquiry skills, for example, my principal is giving me the opportunity to support other staff in their classroom programs which, in turn, support her position as principal in the development of student skills and achievements. Additionally, having a supportive executive encourages me to involve myself more fully in the community of the school and potentially invest more time and effort into the school environment and development.

 

References

Bonanno, K. (2011). Opinion: Do school libraries really make a difference? Incite 32/5 Available at http://www.austlii.edu.au/au/journals/inCiteALIA/2011/97.pdf

Butterfly Wings at https://www.facebook.com/search/top/?q=butterfly%20wings

Fitzgerald, L. (2019). The role of the teacher librarian (TL). In ETL401: Introduction to teacher librarianship, [Module 4]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899464_1

Langford, L. (2008). Collaboration: Force or forced, Part 2, 27/1, 31-37. In ETL401: Introduction to teacher librarianship, [Module 4]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899464_1

Montiel-Overall (2005). Toward a theory of collaboration for teachers and librarians, School library media research 8/1-31 In ETL401: Introduction to teacher librarianship, [Module 3]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899459_1

Teachers Pay Teachers at https://www.teacherspayteachers.com/

 

4.3_1 Curriculum creation and delivery at my school

I would say that the development and delivery of curriculum at my school generally follows the Curriculum Design Principles from Review of the Curriculum Report (Fitzgerald, 2019) with a specific focus on relevance to the local environment and community and development of parent-friendly language.
Staff have the freedom to create, buy or source units of work that fit into the scope and sequence of each subject, which has been designed collaboratively with other CTs, executive and TLs. In terms of assessment, each CT addresses this in their own way but, I have noticed a large swing towards Wiggins and McTighe’s (2005) ‘backward design’ and this is a process I prefer, myself.
As I am working at an exceptionally small school, with a forward-thinking, open minded principal, we are lucky enough to be able to tailor learning to the needs of our students so long as we continually make links back to the social and local environment in order to make learning relevant to our students.

 

References

Review of the Australian curriculum final report (2014). Retrieved from https://docs.education.gov.au/node/36269 In ETL401: Introduction to teacher librarianship, [Module 4]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899464_1

Wiggins, G.& McTighe, J. (2005). Understanding by design. (Ed. 2) Association for supervision and curriculum development (ASCD): Alexandria, Va. In ETL401: Introduction to teacher librarianship, [Module 4]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899464_1

 

4.3_2 The TL and curriculum

From personal experience and further reading, I believe it is important to develop a school environment that is inclusive and collaborative. To achieve this, it is important that all staff are involved in curriculum development and planning with the opportunity to comment, critique and support changes. By including TLs, CTs have the opportunity to help expand student thinking and impress that learning does not occur in a vacuum (Lamb, 2011). Additionally, there is potential for the improvement of current resources or the development of new resources by utilising TL experience and specialities.

It is realistic, I think, for principals to expect their staff to work collaboratively in schools in order to ensure a flowing, positive environment that supports learners. By planning units of work together, staff are potentially sharing the workload, ensuring a second look over of programs to determine their suitability and relevance to students, ensuring strong links to learning.

By not including TLs in curriculum planning, staff are risking a disconnect between classroom and library. This would not benefit students as the library should be used as a place to sharpen research skills and consolidate learning. By leaving out TLs and the library from programming, staff are potentially saying that the learning occurring in their room has no relevance outside of it, lessening student connection and the opportunity for deeper learning. Additionally, there is the potential for clashing or repeating programs.

 

References

Lamb, A. (2011). Bursting with potential: Mixing a media specialist’s palette. Techtrends: Linking research & practice to improve learning, 55(4), 27-36. In ETL401: Introduction to teacher librarianship, [Module 3]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899459_1

 

ETL401 Week 2 & 3 module responses

2.1

What is information?

From this module, I have learned that information is a complicated concept but there are two main types of information: semantic & classic.

Semantic information is concerned with meaning, without getting hung up on how it is delivered. Classic information seems to be more scientific in process, able to be measured and defined (Fitzgerald, 2019).

How does the information affect how we communicate, learn and use information?

Information has made it much easier to communicate in previous years, across country and internationally, personally and for business. It has helped create new jobs and areas of speciality in business. Advancements in information technology has also helped develop education, provide it to those who, previously found it out of financial or physical reach and create resources and programs within classrooms to support students of all ages. Additionally, the development technology allows people to access information immediately, as Floridi (2007) predicted, making information and technology a part of real life (RL) so much so that some people find it impossible to consider life ‘before’.

References

Fitzgerald, L. (2019). The Information Environment. In ETL401: Introduction to Teacher Librarianship, [Module 2]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899398_1&mode=reset

Floridi, L. (2007). A look into the future impact of ICT on our lives. The Information Society, 23, 59-64. CSU Library

2.2 ‘Information society’

What do you think this term means?

‘Post-industrial society in which information technology (IT) is transforming every aspect of cultural, political, and social life and which is based on the production and distribution of information. It is characterized by the (1) pervasive influence of IT on home, work, and recreational aspects of the individuals daily routine, (2) stratification into new classes those who are information-rich and those who are information-poor, (3) loosening of the nation state’s hold on the lives of individuals and the rise of highly sophisticated criminals who can steal identities and vast sums of money through information related (cyber) crime (WebFinance, 2016).’ (Fitzgerald, 2019)

I connected more with this second definition and appreciated the specific nature of it. Defining information is a complicated concept (Fitzgerald, 2019) and many have tried to do just that with limited success. Looking more broadly at the infosphere (Floridi, 2007) requires a closer look, rather than a broad brush approach.

For each of the characterisations in the above definition, I can think of an immediate example, most of which directly relate to my own experiences:

  1. It cannot be disputed that IT is much more integrated and prevalent in everyday life today than, even, fifteen years ago. Hand-held mobile devices, Smart TV’s and increasingly inexpensive portable laptops and tablets mean information is readily on-hand at any time. The availability of internet connectivity with the development and implementation of wi-fi in public spaces also contributes to the current ease of information access.
  2. The development and availability of technology providing access to information has helped create a new class divide in society. Initially, individuals who could afford to buy expensive lap-tops, mobile phones and other personal technological devices had an immediate advantage over their less financially capable counterparts. They were able to develop new skillsets and access new areas of commerce and finance that were unavailable without the right equipment.
    More recently, with the increased presence of technology in education, personal lives and business, the physical devices required to access information have become less expensive and seen less as exclusive and more mainstream, necessary for everyday life, as Floridi (2007) predicted. That said, there remain certain brand names and models that maintain elitist advertising campaigns, targeting those individuals, businesses and schools with a higher spending bracket.
  3. The rise in cybercrime in recent years can be clearly seen in local and international news. The Australian Cybercrime Online Reporting Network (ACORN) reported a rise of around 20% in cybercrime from 2017-2018 (Reddie, 2019). The more development in technology, the ore highly skilled criminals are operating in society as characterised by the above definition.

Why is it important for the teacher librarian to have an understanding of the information landscape?

Due to the pervasive nature of ICT (WebFinance, 2016), it is imperative that TL’s possess a relevant and broad understanding of the information landscape for a number of reasons. The idiom ‘forewarned is fore armed’ comes to mind when considering the information society.
It is important to help students develop a firm understanding of the information society at an appropriate level and to also provide support and guidance when accessing the information landscape for their learning and socialising.
Floridi (2007) predicted that ICT would evolve to the point of ‘a-live’ (artificially live), for example, self driving (or autonomous) cars that are predicted to be on our roads some day soon (Porter, 2012; Niccolai, 2012; BMW.com; Allianz.com.au). In the very near future, TL will be teaching students who have never known life without an extremely high level of integrated ICT, if it isn’t already happening. These students will have huge stores of prior knowledge and an elevated ICT skillset that generations before had not had the opportunity to develop. As it is, TL’s are already experiencing this with social media platforms, email and the use of Google. As such, it is the TL’s responsibility to keep up with changes to provide quality, relevant teaching and learning opportunities and develop the necessary higher order thinking skills needed to be a productive member of society.
Additionally, TL’s need to accept the fact that their physical resources will, more than likely, become totally digitised in the future (Ciccone & Hounslow, 2019) and familiarise themselves with appropriate online software and programs to support their fellow teachers and students.

References

Allianz.com.au (n.d.) Self-driving cars- the future of motoring? Retrieved from Allianz Australia website: https://www.allianz.com.au/car-insurance/news/self-driving-cars-the-future-of-motoring

BMW.com (n.d.) The path to autonomous driving. Retrieved from BMW  website: https://www.bmw.com/en/automotive-life/autonomous-driving.html

Ciccone, A. & L. Hounslow (2019). Re-envisioning the role of academic librarians for the digital learning environment: The case of UniSA online. Journal of University Teaching & Learning Practice, 16(1). Implementing online learning: Stories from the field, Article 11. Available at https://ro.uow.edu.au/jutlp/vol16/iss1/11

Fitzgerald, L. (2019). The Information Environment. In ETL401: Introduction to Teacher Librarianship, [Module 2]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899398_1&mode=reset

Floridi, L. (2007). A look into the future impact of ICT on our lives. The Information Society, 23, 59-64. CSU Library

Niccolai, J. (2012). Self-driving cars a reality for ‘ordinary people’ within 5 years, says Google’s Sergey Brin. Retrieved from Computerworld website: https://www.computerworld.com.au/article/437481/self-driving_cars_reality_ordinary_people_within_5_years_says_google_sergey_brin/#closeme

Porter, I. (2012). Autonomous cars soon. Retrieved from https://www.goauto.com.au/news/general-news/technology/autonomous-cars-soon/2012-07-20/22168.html

Reddie, M. (2019). Cybercrime skyrockets in NSW as murders and robberies fall. Retrieved from ABC News website: https://www.abc.net.au/news/2019-02-11/cybercrime-skyrockets-in-nsw-as-murders-and-robberies-fall/10776982

ETL401- Week 2 Reflection activities

2.2

Define ‘Deep Web’

A google search defined the Deep Web as ‘the portion of the Internet that is hidden from conventional search engines, as by encryption; the aggregate of unindexed websites’ (dictionary.com). While the Interact2 search returned the definition ‘online content that cannot be accessed through search engines, for whatever reason- often estimated to account for as much as 90% of the internet’ (Chandler & Munday, 2016)

 

Think about the ramifications of having ready access to information at all times. For example, how does this aspect affect you and your capacity to study this subject. What are 3 benefits and 3 negatives?

 

Positives

  • ‘No right to ignore’ (Floridi, 2007). As predicted, possessing information on demand requires humanity to be more accountable for their actions. Ignorance is no excuse when a quick google search for the lastest news items, legislation changes or topics could illuminate a serious deficite in society eg. The severity of plastic pollution and its effects on the environment or the high correlation between lung cancer and smoking cigarettes.
  • Easier lines of interaction via improved technology eg mobile phones, internet and laptops, have boosted economies around the world. Widening possible sales markets via social media and online shopping opportunities has allowed businesses to expand their potential market, increase their sales and stimulate online economies which, hopefully, then feeds into local economies. It has also provided opportunities for collaboration between businesses and new markets have developed as a result.
  • Floridi (2007) predicts a merging of real life (RL) and the ‘infosphere’, which, as we know, has come to pass. In integrating technology and the web into RL new job opportunities have been created. The development of new technology and infosphere spaces have necessitated new job roles and provided multiple new areas of employment and specialisation.

Negatives

  • Depersonalisation is one factor attributed to increased burnout levels in certain professions, including education, nursing and counselling (Maslach, Jackson & Leiter, 1986; Romano, Harris-Looby, Farrel, Mccrink & Wolman, 2016). It could be claimed that integrated technology and the lessening need to speak face-to-face with other people has the potential to increase levels of depersonalisation, particularly in students and children who have never been without wifi and Facebook. Depersonalising the internet and technology has led to the development of ‘trolls’ and ‘trolling’- leaving insulting messages on the internet anonymously or ambiguously with no purpose other than to annoy or hurt someone (Cambridge Dictionary Online).
  • Research skills- as a Class Teacher and a Teacher Librarian, I have noticed the increased lack of research skills being developed in students moving through primary schools. Students have regularly suggested I ‘Google it’ to find something out but, aside from typing in an ambiguous phrase and hoping for the best, their deep research skills are limited and they struggle to find appropriate language or phrases that will be useful in finding their answers.
  • ‘Fake news’ is a phenomenon that is not new but is being more recently acknowledged by the general public. Easy access to the internet and information gives the impression that all and any information found on the internet- be it search engines or social media platforms- must be correct and accurate. Perhaps, when the internet was just developing and less people had access to publishing information online, facts were more reliable. Now, however, with the development of social media and sites like Wikipedia, which allow access to any willing contributor, information found online must be read critically (Kurland, n.d.) before accepting it as ‘knowledge’ (Bryman, 2016).

 

References

Bryman, A. (2016). Social Research Methods (4th Edition).
Available from https://www.researchgate.net

Cambridge Dictionary Online: https://dictionary.cambridge.org

Chandler, D. & R. Munday. A Dictionary of Media and Communication (2nd Ed. ), 2016. Publisher: Oxford University Press.
Available from: https://www-oxfordreference-com.ezproxy.csu.edu.au/view/10.1093/acref/9780191800986.001.0001/acref-9780191800986-e-3138

Dicitonary.com: https://www.dictionary.com/

Floridi, L. (2007). A look into the future impact of ICT on our lives. The Information Society, 23, 59-64. CSU Library

Kurland, D. (n.d.). Reading & writing ideas: What is critical reading?. Available from www.criticalreading.com

Maslach, C., S. E. Jackson, M. P. Leiter (1986) The Maslach burnout inventory manual (Third Edition) Available at https://www.researchgate.net/profile/Christina_Maslach/publication/ 277816643_The_Maslach_Burnout_Inventory_Manual/links/5574dbd708aeb6d8c01946d7.pdf

Romano, T., J. Harris-Looby, J. Farrell, C. Mccrink & C. Wolman (2016). Special and general education teachers’ perceptions of school reform initiatives relationship to stress and burnout. Available at https://primo.csu.edu.au/discovery/fulldisplay?docid=proquest1870036802&context=PC&vid=61CSU_INST:61CSU&search_scope=MyInst_and_CI&tab=Everything&lang=en

 

 

Creative Commons

Creative Commons is an organisation that protects individuals by covering their work under copyright but still allowing others to use and build upon their work uncer certain circumstances. CC allows works to be used for educational purposes eg copying or distroibuting so long as due credit is given.

I have placed the relevant licence in the footer of my blog to let users know that they may use my work for non-comercial applications as long as they include due credit for the original ideas.

For more information: https://creativecommons.org.au/learn/education/

 

ETL401- Assessment Item 1, Part B

Task: Reflecting on your experiences as a teacher before you became interested in working in a school library, write a 500 word piece about your understandings of the role of the TL in schools. 

My favourite description of teacher librarians (TLs) is that they are ‘gatekeepers of knowledge’ (Ciccone & Hounslow, 2019). My own enjoyment of reading developed, largely from my involvement with my primary school library and my fantastic TL, Mrs Wells. My memories of the library involve regular lunch time readings in the ‘book pit’, after school clubs and being able to borrow any book from the fiction section. The library was a mysterious, fabulous oasis with hundreds of stories to explore and a strict, but funny ‘gatekeeper’ who seemed to know where everything about anything could be found.

It is impossible to deny that the role of TL is a complicated, multifaceted one and, though many definitions have been attempted, few encapsulate the role in its entirety.

Traditionally, the role of a TL includes reading, sourcing, shelving and sharing quality resources (Novonty, 2017) with students and staff. I maintain that this role continues to be an important aspect of the TL position. For some students, the school library is the only exposure they will have to quality literature and may be the only opportunity they have to access texts that suit their specific interests. The TL also provides pivotal resources to staff in both hard and digital copy with the ability to focus on selective topics, units, events in history and current media to ensure that learning in the classroom is relevant and authentic. By working collaboratively with staff (Schulte, Tiffen, Edwards, Abbott & Luca, 2018; Reed & Oslund, 2018), TL’s are able to ensure that classrooms possess a variety of engaging resources ie. book corner/bookshelf stock, unit props and related texts accessible at multiple learning levels, to support students and staff planning.

I believe that TL share the responsibility with classroom teachers to encourage a love of lifelong learning and a joy of reading in students. TL have the ability to specifically focus on supporting literacy and comprehension skills in a variety of contexts and on numerous topics tailored to suit either student interest or school planning. Addressing and developing comprehension skills will provide students with the support and tools needed to succeed in numerous areas of their education (Reed & Oslund, 2018).

With the integration of technology in schools, the TL must now be able to support students in the access and development of digital literacy skills (Ciccone & Hounslow, 2019) while continuing to provide engaging and authentic learning experiences that contribute to the development of lifelong learners (Schulte et. al., 2018) and responsible digital citizens. Personally, I have been asked to provide lessons and programs on online safety, social media, Google Classroom, Lexile Readers and problem based inquiry tasks.

Additionally, the library is often used as a place of refuge accessible to children overwhelmed and overstimulated in the playground. As TL I have been able to facilitate student social support groups for those who need a quiet environment or structured lunchtime activity. Library based activities such as book club have provided opportunities for more introverted students to engage socially and provided safe spaces for students struggling in the playground or in life in general.

The role of TL is not simple or easy, but one of many hats that is an integral part of the schooling system that should not be overlooked or taken for granted.

 

References

Ciccone, A. & L. Hounslow (2019). Re-Envisioning the Role of Academic Librarians for the Digital Learning Environment: The Case of UniSA Online. Journal of University Teaching & Learning Practice, 16(1). Implementing online learning: Stories from the field, Article 11. Available at https://ro.uow.edu.au/jutlp/vol16/iss1/11

Novonty, R. R. (2017). The Hidden Roles of the School Librarian. Retrieved from https://search.proquest.com/docview/1896118907

Reed, K. N. & Oslund, E. L. (2018) School Librarians as Co-Teachers of Literacy: Librarian Perceptions and Knowledge in the Context of the Literacy Instruction Role. Retrieved from https://files.eric.ed.gov/fulltext/EJ1202900.pdf

Schulte, J., B. Tiffen, J. Edwards, S. Abbott & E. Luca (2018). Shaping the Future of Academic Libraries: Authentic Learning for the Next Generation. College & Research Libraries, July 2018, 79(5) Available at DOI: https://doi.org/10.5860/crl.79.5.685

 

Word count: 548

EER500 Week 1, Chapter 1 & 2 Review

EER500

Week 1 Readings: Chapter 1 & 2, Social research methods. Bryman A. (2016)

Diving back into the readings for university was a lot more full on than I remember from my Undergraduate degree. My plan moving forward is to take it slow, pick and choose my targets and use this blog and my notes as a reflective workspace.

I have decided to pick 2 or 3 Review Questions from the prescribed texts to answer at the end of each chapter to confirm my understanding of concepts and to practice my APA referencing skills prior to any assessments due.

 

Chapter 1

This chapter was a juicy introduction to social research, painted in broad strokes; what is it? why is it done? how?

My main take away notes are:

  • social research is messy with many obstacles and does not operate in a vaccum; be patient!
  • being aware of previous research conducted in the area of your research project/paper is imperative. It will save you time and build upon your knowledge to give you a better chance at avoiding obstacles, mis-speaking and theorising more specifically.
  • there are a variety of different research methods- it would be wise to broaden your understandings of them to potentially discover a previously unchecked cache of information.
  • changing your research questions partway through is ok, so long as you are creating valuable, meaningful questions that helps direct your research.

1. Why is a literature review important when conducting research?

The concept of a literature review, while new to me, stood out as common sense when conducting a research project. Bryman(2016) explains that conducting a literature review prevents you from being ‘accused of not doing your homework and therefore naiively going over old ground’. Basically, taking the time to read key papers and authors* will save you time going over something already explained to death and potentially provide a new starting point from which you can engage in the subject. This will allow you to build on a concept rather than revise it. It also provides the opportunity to broaden your knowledge of the subject, determine any opposing theories or arguments and examine any clashing evidence critically. Including all of these things in a research project would provide a substanatial basis for your working theories and concepts.

*Granted, it is important to engage critically with previous publications and determine how relevant they are to your specific area of research- what methods have the author/s employed? are they discussing the exact same concept or have you only been able to find papers vaguely related? are they supporting your concepts or arguing against them? (good to know so you might argue against their case in your later writing using research to compare and contrast the two persepctives) is their case supported by evidence or purely opinion? what evidence from their work could be used to support your work (relevance)?

2. If research does not always go according to plan, why should we bother with methodological principles at all?

Bryman(2016) uses the example of research conducted on construction projects and what can waylay their successful completion. He says that, although numerous potential problems were uncovered, it was never once considered that ‘the principles of construction and construction management should eb abandoned’. He explains that, should this happen, project managers would not know where to go next. Similarly, throwing out the time tested methodological principles of research would leave researchers at a loss as to where to start. By utilising methodological practices as a skeleton plan, retaining flexibility, rather than rigidity, researchers have been able to adapt to the unpredictability of their findings as discussed in the Student Experience (Bryman, 2016, p. 11) where Hannah Creane explained that, through research and reflection, she altered her original research questions to become more precise and sophisticated. By maintaining flexibility, Hannah was able to zero-in more specifically on her area of interest and direct her questioning to better gather data while still following the general methodological practices laid out in the textbook.

In short, methodological principles give us a starting scaffold to work from.

 

Chapter 2

1. Outline, using examples of your own, the difference between grand and middle-range theory.

Middle-range theory example: I related most to these as they are specific questions or areas of investigation and usually relate to the real world. Eg In this generation, how many times will the average person change careers based on trends of previous generations? (Any guesses?!)

Grand theory* example: I find it difficult to name a specific grand theory of my own as it is a new concept to me- I knew these ‘big ideas’ had names, I’ve just never seen them before. The best I can do is say that grand theories are more generalised and certainly abstract in comparison to middle-range theories. They are based more in structured theorietical research (though that is not the rule) and seperate from the physical, social world.

*Not entirely sure why but I love the name ‘grand theory’, make sit seem a little more important and epic.

 2. What are some of the main influences on social research?

Bryman (2016) explains in Figure 2.3 (p. 39) that there are 5 main influences on social research.

1) Theory: Is it a middle-range or grand theory? Is your data supporting your concepts and theory? Consume previous research on the topic to prevent redesigning the wheel.

2) Values: the bias/mindset/core values/connections/sympathies of the researcher or the research method. Bryman (2016) says that all research methods are formed with some kind of social and/or political influence, it is inescapable. My thougths are, considering humans are emotional beings with established values and impressions, it would be difficult to establish a method without bias, however hard someone has tried.

3)Practical considerations: Deehan (2019) explains that time and money are two things that run inevitably short. Planning for practical, affordable research (both in time and cost) is important so that projects aren’t left half done.

4) Epistomology: ‘the question of what is (or what should be) regarded as acceptable knoweldge in a discipline’ Bryman (2019).
Basically, what is or isn’t proven and supported knowledge.

5) Ontology: ‘the nature of social entities’ Deehan (2019). The study of whether social entities exist independently of our understanding of them or they are created by them, constantly adapting. Do social structures happen without our input or are we creating social structures by functioning?

 

Reference List

Bryman, A. (2016). Social Research Methods (4th Edition).
Available from https://www.researchgate.net

Deehan, J. (2019 07 17). EER500 (201960) – Week 1 Lecture.
Retrieved from https://www.youtube.com/watch?v=xmyCLyRnCqQ