Tag: ETL401

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?