November 2019

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Assessment 1: Online Reflective Journal

I have been a primary school teacher for 17 years and have taught all grades from Kindergarten to Year 6. In those years I have worked and taught at various Catholic and Independent schools with students from a variety of social, ethnic and academic backgrounds. Over the years I have had the opportunity and pleasure to work with some brilliant teacher librarians who have inspired me to develop my competencies as a classroom teacher and become a teacher librarian.

One teacher librarian that stands out as an inspiration was from the first school at which I taught. She was very passionate and created an inviting space that reflected her love for books and reading. Many weeks throughout the year the library would be themed and lessons would be centred on the theme. Even the librarian herself would dress up! As a result, the students were always engaged and excited to attend their library lesson each week.  Part of her role was to manage the library’s collection of resources.  She was often very helpful and knowledgeable and would encourage teachers to give her a list of their requirements at the beginning of the term of which was then promptly completed.  Frequently, she would go above and beyond to find additional resources that she thought teachers may need or would offer further suggestions to consider. One thing I was surprised to learn was that much of the time that it took for her to collect and find the resources was after school hours. As a one stream school she felt over stretched as there was very limited relief from face to face teaching to do the many duties her role required.

As teacher librarians I feel we need to draw upon education policies to provide inquiry-based learning using an information skills model (Brock, 2010, p.9). In the ASLA submission Federal Parliamentary Inquiry into school libraries and teacher librarians in Australian schools (Brock, 2010, p.15) it outlines that ‘teacher librarians are needed more than ever to take on a leadership role to assist teachers and students to engage with digital technologies to seek meaning not information. Assisting and instructing students and teachers to ‘use digital technology, communication tools, and/or networks to access, manage, integrate, evaluate, and create information in order to function in a knowledge society (Serim, 2002 pp.1-5). Developing digital literacy competencies is a key role of teacher librarians.

The teacher librarian needs to manage a budget and select reading material that contributes to student appreciation of literature and that appeal to the differing interests, abilities and changing tastes of young readers. Further collection development in the school library requires the selection of resources in a variety of formats to cater for individual differences (Stripling 1996, p.5). They need to create a library that is comfortable, well lit and appealing to students. Signage and labelling should be clear and instructive. There should be places to display all aspects of student work. The library is for students and they should have a sense of ownership (Brock, 2010, p. 9).

References

Brock, K (2010, April 23) Submission to the Federal Parliamentary Inquiry into school libraries and teacher librarians in Australian Schools. Retrieved from:

http://asla.org.au

Serim, F 2002 The Importance of Contemporary Literacy in the Digital Age:

A Response to Digital Transformation: A Framework for Information Communication Technologies (ICT) Literacy. Retrieved from:  http://www.big6.com/showarticle.php?id=157

Stripling, B 1996 Quality in school library media programs:

focus on learning. In Library Trends 44(3) 631-657. Retrieved from: http://libsnap.dom.edu/Reserves/Removed%20Reserves/Lis764Cason_Quality.htm.

 

Information Society

I think the term ‘Information Society’ is determined by several factors as stated by Frank Webster (2002, p.8). The first being technology. Today technology is more accessible and affordable for all ages. Children are given access to technological devices from a very young age, some before they can even talk. The older generation are also becoming more digitally literate. Technnology has changed the way our society connects and recieves information. It presents easy access , one to many interactive devices, social and relationship connections through media platforms such as Facebook, instant messaging, talk and face to face – Facetime and interactive gaming such as Fortnite.

As humans we are sociable and need to interact. Technology is now a common way in which we connect with others locally and world wide. It leads us to question though are we becoming so consumed, in out time poor lives, to only having time to make connections with others virtually. Are these ways of delivering and processing information authentic?

With this in mind I reflected on whom are the drivers of the change to a ‘Information Society’. Are we as intelligent information seekers demanding new ways of receiving and delivering information. Are we wanting to be stimulated in innovative and exciting ways by technology. Is it consumer driven or we just trying to keep up with the amount of information? Information that we seek and other information that embedded AI algorisms influence us to access.

Another factor considered by Frank Webster (2002, p.8) is economic. I think libraries are engaged in distributing information and cultural products but not producing them. They manage and distribute information as well as provide the means to transmit information, data or communications and are not just data processors. Creating a collection of resources for the library may involve some data processing but it is not the only role of the library.

Another factor that Frank Webster (2002, p8.) states is occupational. I reflected that in todays society you can be successful without being a qualified professional. The opportunities to network, promote and communicate information from one-to-many means individuals can create products, deliver services or influence others through social media platforms. As an Information Society consumers are already in the door of a business, celebrity or local expert by owning a device.  Our Information Society  presents information to us through technology that is fast, easy, global and robust. The information is convergent (everything is on one device). Anyone can publish a website and communicate information of the web. Embedded AI mean that large business’ can attract more customers, by tracking the information you seek. This part of the Information Society is what I find the most scary. I don’t want, as a user, to have my privacy and power taken away. I want to be able to seek my own information and not have that choice taken away from me.  I think this is also true for our students.

Information Networks have been around for a long time. Humans are social beings and communicate as information givers and receivers. The infrastructure of how the information flows to us has changed. It is now asynchronous meaning we can give and receive multiple information at one time and don’t need to finish processing the current information before moving on. As Teacher librarians we need to ensure our learners seeking information don’t lose meaning, as they filter information. We want them to take knowledge from the information. How can we effectively teach the skills to seek authentic information. What should the criteria be?

The advancements in technology have changed the infrastructure of Information to form what is now called our Information Society. In the past information was delivered in a slower more deliberate manner. Newspaper, magazine, books, tapes, CD, video, letter, fax, phone call and telegram (if it was urgent) are examples. The remote and physical nature of these delivery forms is what strikes me as being so different. The information received was not instant. It took a little more effort than putting a few words into a Google search engine to seek the information but it was still as effective. We were still informed.

Teacher Librarians need to have an understanding of the Information Landscape to ensure that their library collections include a broad range of information networks. First at a local level and then a societal level. This will enable students and teachers to access authentic information in our ever changing Information Society.

What is Information?

This section certainly got me thinking about the question posed – what is information? As teachers we communicate information to our students all day but I don’t think I have ever stopped to think of the complexity of the concept of ‘information’ before now.

As I processed the semantics of the ‘information’ in this section I could relate to the data-knowledge continuum. Whilst reading all the definitions of information my mind was in chaos as began to process the data, the data then became organised (somewhat!) so that it started to convey meaning and as I began to understand what I was reading it became knowledge. I am now hoping through ‘doing’ my reflective post in this forum that I may be closer to the level of wisdom! The process of understanding for me was on the relevance. Is what I am reading relevant to this subject and ultimately to my future role as a Teacher Librarian.

It was also interesting to reflect on information as a commodity and its impact on the economy as a traded good to be bought and sold. We are all consumers in our rapidly changing, information rich society. It highlighted to me the important role we have to help our students navigate this information overload among the constant advances to technology. Recognising what information is authentic is a struggle even for adults. What can we do to understand the complexities of ‘free’ information. Are there hidden agendas to the information being presented? Is the information biased?

The inherent properties of information highlighted how easily information can be both beneficial and detrimental to those understanding it. In our fast moving digital environment information can quickly be transferred to its audience but as it’s inconsumable, untransferable, indivisible and accumulative we need to share and process with caution.

Curriculum resourcing issues

Curriculum resourcing issues

A 2013 SCIS survey of school library collections asked Australian school library staff what types of resources their school provided… read more

Responsibility for Research Selection

 

  • Discuss how the teacher librarian’s expertise and role is different from that required by all teachers.

    • Teacher librarians have access to up to date resources in print and digital formats that connect to a local, global and physical world of learning.

    TL can assist kids become responsible digital citizens, assist with research skills, completing homework and assignment tasks, reading for pleasure (love of books) and privacy settings on social media accounts

    • Share ideas on how teacher librarians might effectively collaborate with the school community in the selection of resources in a school with which you are familiar.

      • Send out a survey to teachers, heads of stages about the resources they require to meet learning and teaching needs of the curriculum.

      Meet with heads of stage to collaborate on what resources are required, needs of students and discuss whether resources the library have are in need of review or to be disposed of.

      • Consider also how to engage your learners in selection of resources for their school library.

        • Student feedback box or form at the end of a unit about what resources they used/didn’t use and what they think they could use next time.

        Suggestion box in the library.

        • Who should have the final say on what is included? Why?

          • Teachers because they know the curriculum, student needs and what from experience is effective.

           

          Think – Curriculum Topic Resources – What, How , Where?

          Curriculum Topic – Water – Our Most Precious Resource

          Types of resources

          • QR codes of internet sites to research
          • Non fiction texts – water conservation, water pollution, climate change, drought (weather patterns), water cycle
          • Video – You tube through clickview
          • Fiction text about marine animals affected by polluted waterways.
          • Science experiements – water filtering – video and websites

            • How and where would I find them?

            •  Online, school library (use Oliver catalogue system or speak with librarians)

              • Module 1 – Managing the Collection

              GLAM (Galleries, Libraries, Archives and Museums) – Libraries sit within these broad cultural and information service sectors.

              TL should encourage using local libraries too. I know I even do this as a classroom teacher now. I also like to use the local library services for myself and my family.

              What is our school libraries policy? Another question to ask!

              Are we influenced by:

              Shelf ready processes – what is this?

              Challenges by community members or parents.

              Are there any other rules and policies?

              Module 1 – Challenges

              It was of interest to read of the challenges facing collection development. Being an independent school I would be interested to know if our school library is restricted by any code of ethics. Another question to ask the librarians!

              We are fortunate at our school to have access to a Director of Teaching and Learning and a Director of Innovative Learning and Digital Literacy who both work closely with teachers and students to provide multiple formats, software platforms and delivery modes. Our schools goal and strategic plan is to provide opportunities for our students to be Next Generation Learners and for teachers to Teach for Understanding.

              Teaching to student learning styles and resourcing for these students was interesting to read and the TEDX video that focused on debunking the myth of why some teachers think it is problematic. The wonderful thing about the teacher librarians role is they can be pivotal in the success of learning for all students regards of their learning style. So long as they ensure all formats and delivery modes are available and are open to feedback from teachers, IT staff and students.

              Our Directors as mentioned above work very closely with staff and collaborate with the teacher Librarians to provide a teaching collection or resources.  These include strategies for practice, systemic policy documents, digital tools and software,  and tool kits in multiple formats and delivery modes. These are shared during staff development days and staff meetings.

              It was interesting to read and reflect on the role of the Teacher Librarian to keep updated on curriculum changes to ensure these reflect resources.  The process of evaluation (reviewing the value of the existing collection) and deselection (weeding and disposing of resources).

              I know myself that I enjoy reading books online. Kindle is a favourite and I have recently subscribed to Audible for those times when I’m on the move such as driving to work or at the gym. So the challenge of the publishing industry that has changed so markedly since the internet in 1995 to school libraries is quite significant. Publishing across multiple platforms is now the norm.

              I am interested to note the ways to keep abreast of new resources for library collections through Library listservs   (eg:

              OZLNet), establishing local networks (eg:local council libraries, local authors), sharing resources and attending conferences (Professional development – accreditation)

              Module 1 – Collaboration

              After reading Module 1 I have come to the viewpoint that collaboration when resourcing the curriculum should be the goal of every library. The management and responsibilities of resourcing are critical to the success of the collection. I was interested to read that schools as part of collection development could give consideration to student and staff surveys about what they want in the collection. I have never known of such a survey or approach at my school to staff and students nor have I ever completed a survey. However, I know that if teaching staff have a resource that they would like the school to purchase or obtain it will be considered and in most cases granted. We are very fortunate being a Grammar school to have a budget that can accommodate such requests. This extends to our ICT department who will source apps or other e-resources at the request of teachers or year groups. It is good to reflect that our school is already working collaboratively across the school to resource a collection that is needs based.

              Perhaps the only area that could be reviewed is the student voice. I am not sure if this is already being done in our high school and will ask our librarians.

              I think as Teacher Librarians it would be important to not assume that an impressive e-resource or book collection that sounds and looks amazing is exactly what the school wants or needs. Finding out the needs of the school are the important first step. As stated in Module 1 is is important to ask the question, what are the creative, cultural, literary, recreational and knowledge needs of the school?

               

              Module 1.2 – Collection Management

              “The technology changes faced by school libraries makes resourcing the important work of collection development central to professional practice,” as stated in Module 1. This is confirmed by Todd who states, “The hallmark of a school library in the twenty-first century is the development of human understanding, meaning making, and constructing knowledge with an emphasis on inquiry, thinking, and knowledge building”.(Todd,R.2012)

              With this in mind the following statement from the South Australian Education Board relating to resourcing the curriculum states;

              “When selecting resources, educators should ensure a balanced and purposeful assessment of the resources to meet the needs of children and young people and the intended learning outcomes identified in the curriculum are consistent with department policy.

              The Curriculum, pedagogy, assessment and reporting:

              early childhood services to year 12 policy establishes expectations about using the Teaching for Effective Learning framework to optimise learning for all students. The selection and use of resources is an important aspect of this expectation.

              Domain 2, create safe conditions for rigorous learning and domain 4 personalise and connect learning of the Teaching for Effective Learning framework are particularly relevant when selecting and using resources and further support learning that improves student achievement, growth, challenge, engagement, and equity.”

              This part of the statement relates to the term ‘collection development’ as referred in Module 1 as, “a set of activities relating to identification, selection, acquisition, evaluation and deselection.”

              As (Johnson,2009), Module 1 states “Also of concern in collection management are the organisation and assignment of responsibilities for its practice”.

              This is restated below  by the South Australian Education Board, and highlights the collaboration needed between other school personnel to ensure best practice of collection development in school libraries.

              “Teacher-librarians, resource centre managers, team leaders and IT managers have key roles in the selection, management and distribution of a range of resources. They are well-placed to provide advice about selecting resources including conventional books, newspapers, magazines and journals, CDs, talking books and DVDs, conventional charts, QR codes and digital images, e-collections and a variety of digital resources. Existing resources should be reviewed regularly both to monitor their continuing relevance and as a form of quality control.”

              The Queensland Department of Education and Training (2012), Module 1 suggest that:

              ” A well-developed school library collection is achieved if selection is a collaborative operation involving the teacher librarian, key staff members and where appropriate, students and parents.”

              References:

              //www.education.sa.gov.au/sites/default/files/selecting-and-using-resources-guideline_0.pdf?acsf_files_redirect">https://www.education.sa.gov.au/sites/default/files/selecting-and-using-resources-guideline_0.pdf?acsf_files_redirect

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