Tag: September

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