Month: March 2018

Library Collections (ETL503 Forum 2.2)

by jae.lawren.clarke

How is the teacher librarian’s expertise and role different from that required by all teachers?

Like teachers, librarians find and utilise resources but they also do many things in addition to these tasks. As part of their role they organise and manage large collections whereas classroom teachers focus on their own subject and don’t need to collect items for other courses. Librarians need to teach the skills associated with information technology but teachers tend to focus on syllabus content.

What are some ways teacher librarians might effectively collaborate with the school community in the selection of resources in a school?

It is important for school librarians to develop knowledge of their organisation’s curriculum documents. They could use this knowledge to create specific lessons for the teachers or form assessment items with faculties. For example, librarians could teach students the skills they need to access information in the library before asking them to complete a task where they are assessed on their knowledge of a specific school subject and the research skills they have used to obtain the information.

Suggested and compulsory reading lists could be formed with teachers and distributed to classes. This would help students extend their learning and encourage them to access the library’s resources.

Parents are also an integral part of the school community and it is essential for reading to be promoted in students’ homes. Librarians could ask for suggestions via email or through the school newsletter. Students would be able to see their parents’ favourite texts and caregivers may even provide insight into the types of texts their children are reading in their spare time.

How can you engage your learners in the selection of resources for their school library?

Suggestion boxes, polls and surveys are all options but different approaches to these traditional processes could be considered. Instead of asking for book suggestions, librarians could invite students to answer questions about popular mediums (film, television, etc) or even present quizzes in the style of BuzzFeed pages. Many students do not read for leisure but teachers could cater their collections based on students’ interests in other areas.

Librarians in high schools could also make the reading and selection of books a social experience by creating a space for students to share their suggestions, thoughts and opinions with their peers. It may be possible for librarians to make a school group using a website like Goodreads.

Who should have the final say on what is included in the school library collection? Why?

Librarians should have the final say on what is included in the school library because they obtain relevant skills and knowledge through the completion of specific courses in collection management. They are also privy to conversations and concerns within the school community because they are the first point of call when questions and issues arise. Therefore, their perspective of the school’s resources is comprehensive, especially in comparison to the perspectives of other individuals who may not have a complete understanding of the school’s needs.

The Four Horsemen (ETL503 Forum 1.1)

by jae.lawren.clarke

One of the significant points Shatzkin (2016) mentions on his blog is the power of the major companies or ‘The Four Horsemen: Amazon, Apple, Facebook and Google’ (para. 7). These companies not only influence the lives of adults and older consumers, they also affect the lives of young people, specifically students. Teenagers are more likely to find resources through mediums such as Netflix, Google and the iTunes Store due to ease of access and the plethora of options available. In terms of news and current events, Facebook is often their prime source. Many companies use the power of social media to market their products and organisiations because it has become a popular element of society.

It is important for teacher librarians to follow in the footsteps of ‘The Four Horseman’ and utilise the digital sphere. School libraries lack visibility because their presence in the online world isn’t strong. Advertising on school portals and other community pages would help libraries develop their online profile.

In the age of Google, modern students are more likely to visit online forums than physical spaces in search of information and connections. Just like physical bookstores, libraries will be affected if they do not offer a large selection of organised digital resources. Online resources enable students to access information in a timely manner, which is important in a world where information is immediate. The one advantage the school library has over Google is it is able to cater for a specific audience and librarians can limit the amount of information students need to sift through. Knowledge of the curriculum and school programs is essential because it allows teacher librarians to create targetted collections for students.

REFERENCES
Shatzkin, M. (2016). Book publishing lives in an environment shaped by larger forces and always has. The Shatzkin Files. Retrieved from http://www.idealog.com/blog/book-publishing-lives-in-an-environment-shaped-by-larger-forces-and-always-has/

The Information Environment (ETL401 Forum 2)

by jae.lawren.clarke

During my study of Module 2, I realised information is not a simple concept and is difficult to define. Even etymological sources such as dictionaries differ in their interpretations. Although Donald Case (2006) concluded that information is a ‘primitive concept’ (p. 6), a term used to describe a human’s inherent ability to understand an idea, he recognised the myriad perspectives associated with information and its meaning. I had never thought about the human connection with information and often considered it as being an entity separate from consciousness. After perusing various readings, I found that many people see information as being synonymous with knowledge or at least an important aspect of an information-knowledge continuum (AEW, 2008). For example, Case states ‘if a tree falls in the forest and there is no one there to see it, then it conveys no information’ (p.63).

Various individuals and organizations have implied that we can communicate but information or knowledge may not exist. It is important for teachers to ensure their modes of communication and ways of delivering information prompt thought within their students in order for them to obtain knowledge. Similarly, as I work through the Teacher-Librarianship course, I must not simply read or view information but ensure I interact with my notes and understand what I am reading.

AEW. (2008). Community of practice: Part B. The Information Hierarchy.

Case, D. (2006). The concept of information. In Looking for information: A survey of research on information seeking, needs and behaviour, pp. 40-65. 2nd ed. Burlingham: Emerald Group Publishing Lid. ebook, CSU Library.

The Teacher/Librarian Amalgamation (Assessment Task 1)

by jae.lawren.clarke

In 2015, Kate Bonanno, former CEO of the Australian School Library Association, reflected on the future of teacher librarians and the uncertainty surrounding the direction of the profession. She noted that ‘the vast majority of parents of children younger than 18 feel libraries are very important for their children’ (Bonanno, 2015, p.18). However, her explanation for parental advocacy was linked to the traditional view of the librarian: a custodian of books and promoter of reading. Although this is an important and accurate element of the job description, many members of the community, even teachers, focus solely on this stereotypical image. One of my colleagues left a librarian degree because it didn’t explore books and reading in the way she expected. Our society tends to forget the myriad abilities and skills possessed by the teacher librarian. Often their title is separated and people struggle to see them as teachers.

In 2011, The Los Angeles Unified School District dismissed many teacher librarians after changing their job classifications. They were ‘told that they no longer [counted] as teachers’ (Chappell 2011). When forced to defend their livelihoods, school librarians were subjected to questions such as ‘do you know how to take attendance?’ (Chappell 2011). This attitude demeaned teachers who had been trained as educators and information specialists. In fact, some of these school librarians held higher qualifications than their classroom-based colleagues.

Why does society restrict us to a singular, simplified job title? Some teachers are sport coaches, year advisors and leaders, so why can’t librarians also be teachers? Like classroom teachers, librarians must plan lessons, contribute to school curriculums, create and find resources, manage behaviour and assist students. They also accomplish many other tasks in addition to those they perform as a teacher.

The Accountant Librarian:
Budgets change from school to school and year to year, so librarians must ensure they plan carefully and use their resources to develop a strong curriculum support system.

The Interior Designer Librarian:
Many students see libraries as a ‘safe haven’ (Gray, 2017, 36), so it is the librarian’s job to utilise what they have to create a pleasant aesthetic. Book displays and learning hubs are integral parts of the library and need to be planned carefully to promote accessibility and productivity. Our school librarian seems to reorganise the library every week!

The IT Support Librarian:
Modern teacher librarians must keep abreast of current learning technologies and trends. This means they are often the leading specialists on educational programs and digital mediums. The librarians I know run instructional lessons for both teachers and students.

The Secretarial Librarian:
Our school librarian organises library bookings and completes various resource orders for other teachers. She also schedules events in the library and completes the attendance roll for her tutor group.

Throughout our lives, we simultaneously hold multiple titles. Some of us may be parents, some of us may be pet owners and some of us may be volunteers. This unique amalgamation of roles and skills permanently influences our lives. In the same way, our experiences in the education sector accumulate; they don’t negate who we are.

References:

Bonanno, K. (2015). A profession at the tipping point (revisited). Access (Online), 29 (1), 14-2. Retrieved from https://search-proquest-com.ezproxy.csu.edu.au/docview/1672921504?

Chappell, B. (2011, May 27). L.A School District Tells Librarians: You’re Not Teachers. Retrieved from https://www.npr.org/sections/thetwo-way/2011/05/27/136727774/l-a-schools-tell-librarians-youre-not-teachers

Gray, M. (2017). School libraries as the third place. Access (Online), 31 (4), 36-37. Retrieved from https://search.proquest.com/docview/1964552788?