Deborah's reflections

My journey to becoming a K-6 TL.

ETL402. M1.1. What are the key features for a definition of children’s literature?

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Defining children’s literature is tricky.

Could be included:

  • a reference to the language that is particular to literature for 0-18yrs.
  • the multiple formats that characterise communication today and for future students.
  • the elements that amuse, entertain, inform and attract children to literature.
  • the ability for literature to empower readers with technical skills and cognitive knowledge.
  • the enduring nature of children’s literature to hold a place in our memories as adults.
  • the increasing complexity of language that occurs from 0-18yrs.
  • to learn about their own and others cultures.

A definition that includes all of these elements would be unwieldy and complicated. In some of the readings in this module, academics describe writing a definition as difficult. I’m not sure I would ever be satisfied with my own definition either. My simple attempt is: It is literature written for and enjoyed by children.

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ETL504 Assessment 2 Part B: Reflection

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Our relationships with students, colleagues, parents and executives are constant and immersive. The complexities of nuance in a leadership context through module readings have highlighted the differences between managerial and true leadership styles for change (Smith, 2016, p.75). Managerial style dominance in schools is counter-productive to real transformation but this needs to be carefully orchestrated through team strength and influence across a workplace. Trust is an overarching factor that cannot be downplayed. “Leadership is creeping up on me” (Nicklin, 2019, July 15)  is an initial sentiment I made and predicted an increased focus on leadership attributes. This has occurred already with influence from ETL504 and increasing my understanding of the scope of the TL role with input into curriculum development my most recent foray. I’m assisting with resource development but have nudged myself in quietly into discussions regarding staff personal development and teaching pedagogy. I’m feeling my way, aiming to increase my indispensability. Module 3 readings influenced here.

 

Case study (CS) collaboration online with unknown participants was new, however, group 9 set patterns of regular discussion and contribution to establish ease with the task. Ann (2019,October 1) expressed the sentiments of anxiety, relief and trepidation when group members were revealed, however we had a clear ‘expert’ (Belbin ,2010, p. 102). Marika shaped our plan which set the structure of work. Our group dynamics allowed various leadership styles to show through with one participant admitting she needed to step back (2019, October 1) at one point due to other commitments and not wanting to take over. Distributed leadership in action. This has been a positive experience due mainly to cooperation and commitment by group 9. We’ve had small bumps (Conte,2019,September 22; Murphy,2019,September 23; Simon, 2019,September 21) along the way but we have learned from them. Good communication, trust and a shared goal of support had us across the line successfully. The subject matter of the CSs was out of the realm of our group’s experience but the chance to combine our thoughts in our wiki space allowed us to pitch ideas safely. Other groups weren’t so lucky as Marika (2019,October 1) explored in blog post meanderings. Leadership within CSs, discussion forums and blogs have shown to be different online with an element of anonymity. Being able to carefully craft and edit replies/posts and consider every word is a luxury compared to the time-stretched and scheduled nature of a school environment. Our group 9 responses for CS6 (Group 9,2019) were realistic in this type of environment. The chance to contemplate posts with the backup of research is a good training ground for future practice.

 

Modules 5/6/7 culminated in this idea of the leadership capacity for a TL and how it can neatly fit within current school leadership structures. My concept map (Nicklin, 2019, September 18) attempts to visualise this idea and enhanced my view of how the TLs role weaves into school structures and resulting in my personal development plan for this semester being aligned with the evidence guide for TL in the proficient career stage (ASLA, 2014). Planning with the principal, executive staff, leading and classroom teachers to build capacity in a pedagogical, curriculum and technological front will advocate for the library, its staff and the entire school. Thus, inspiring us to do the very best we can for all our students and their achievements now and in the future.

Conte, A. (2019, September 22). Re: Collaborative learning in case studies [Blog comment]. Retrieved from http://thinkspace.csu.edu.au/askalibrarian/etl504-teacher-librarian-as-leader/collaborative-learning/

Conte, A. (2019, October 1). Re: Collaborative Learning in case studies [Blog comment]. Retrieved from http://thinkspace.csu.edu.au/askalibrarian/etl504-teacher-librarian-as-    leader/collaborative-learning/

Group 9 (2019, September 26) Group 9 Case Study 6 [Online Forum Comment]. Retrieved from https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messag es&course_id=_42385_1&nav=discussion_board_entry&conf_id=_78888_1&forum_   id=_164187_1&message_id=_2509766_1 

Murphy, D. (2019,September 23). Re: Case Study 5 [Blog comment]. Retrieved from https://thinkspace.csu.edu.au/danielm/2019/09/23/case-study-five/

Simon, M. (2019, September 9). Re: I Aim to Misbehave [Blog comment]. Retrieved from http://thinkspace.csu.edu.au/mrssimonsays/2019/09/09/i-aim-to-misbehave/#more-641

Simon, M. (2019, September 21). Re: Time is an illusion [Blog comment]. Retrieved from http://thinkspace.csu.edu.au/mrssimonsays/2019/09/21/time-is-an-illusion-case-study-posting-time-doubly-so/

Simon, M. (2019, October 1). Re: Cry-baby-cry-baby-make-your-mother-sigh [Blog   comment]. Retrieved from http://thinkspace.csu.edu.au/mrssimonsays/2019/09/22/cry-baby-cry-make-your-  mother-sigh/

Smith, B. (2016). The role of leadership style in creating a great schoolSELU Research Review Journal, 1(1), 65-78. Retrieved from     https://selu.usask.ca/documents/research-and-publications/srrj/SRRJ-1-1-Smith.pdf

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Case study 6

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Significant Issues

  • Overwork
  • Physical and mental health
  • Home/family life balance
  • Performance review

Future strategies

The initial year in a new position in a new workplace will always be challenging. Routines, culture and organisational processes differ between schools and time is needed to familiarise yourself with these factors so they become routine. This alone will take time to internalise, let alone meeting and working with a new group of people and establishing relationships. The TL in case study 6 has not only all of the above factors to contend with in a new position but has also led many changes in the school library including: staff roles/satisfaction in the workplace, writing a budget, led staff PD, revised vision/mission statements, promoted the library, provided evidence based practice related to outcomes, worked closely with teachers and improve the communication systems within the school to name a few. A significant list. It is now time for the TL to reflect on her year with the Annual review. However, when all the achievements of the year are listed together, there are many successes to be proud of. Jealousy amongst heads of department are only due to budget allocation and relationship with the principal, not your work performance and the significant value adding the library has enjoyed this year to the school. A shift in leadership style to include servant leadership to guide and allow library staff to step up and be more involved in general operations and organisation will more evenly distribute workload. Other TLs across the campus and library support staff can be empowered to run programs to gain experience and confidence.

 

The TL needs to reassess her time commitment and reorganise her work within time limits and to hydrate (Craddock, 2019). She can concentrate on maintaining new initiatives already established and begin to distribute leadership and reallocate some of these tasks to library staff. On the home front our TL could write a list of stresses and divide the list into those she can control and those she cannot. Writing possible solutions for the list where you can control the outcomes (Welham, 2013). A short list of goals for the coming year will assist with family and health issues.

Realigning the following year’s Personal Development Plan (PDP) to include these strategies will increase job satisfaction and personal wellbeing.

 

Craddock, I. (2019). Self-care tips for school librarians. Retrieved from: https://www.slj.com/?detailStory=Self-Care-for-School-Librarians

 

Welham, H. (2013, November 6). 10 ideas to help teachers beat stress. The Guardian. Retrieved from https://www.theguardian.com/teacher-network/teacher-blog/2013/nov/06/teachers-beat-stress-10-ideas

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K-6 Conference: Connection Through Stories 13/9/19 (Surry Hills. CPL)

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What a great day!

We began by unpacking the layers in a book by Jenny Williams which was very useful particularly for older children. Focusing on details in illustrations and text and how authors emphasis concepts and themes in their work. Next was Dr Stephanie Owen Reeder who explained her process in deciding what her next book would be about. Her stories generally connect with history and she completes extensive research to accurately retell stories from Australian history for children about children. She has written the Heritage Heroes Series which complements history units of work and connects our students to real stories and people of the past. Illustrations and text are beautiful, a must for our school libraries.

Session 3 was Dr Reeder again and Mary-Ellen Betts introducing to us the new National Centre for Australian Children’s Literature which will be built in Canberra adjoining the National Library. It will contain every edition and translation of every Australian Children’s book published. Their vision is that the building will be in the form of an open book! Next we were introduced to the Cultural Diversity Database (CDD) developed by the National Centre for Australian Children’s Literature Inc (NCACL) They have researched, identified and described over 340 culturally diverse books created by Australians. (1926-2018)  Australian Indigenous books are not included however they wish to have another database to collect these stories.

www.ncacl.org.au

Kate Colley from Bloomin’ Books at Caringbah entertained us with what’s brand new and what she loves/what’s popular/good quality, to the shelves and gave us her top 5’s. Finally, three very experienced librarians walked us through their libraries and how they function in their schools. Sharing  photographs, pearls of wisdom and their programs…

All in all a thoroughly informative and enjoyable day and I hope to return next year. Certainly worth the $250 for the day and a delicious morning tea and lunch.

 

 

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Assessment 1 concept map

 

Well, here it is. I spent many hours adjusting, playing with the colours and arrows, moving, resizing, labelling and fiddling. Elements of the map I was happy with while other parts didn’t quite seem to fit. Keeping the map ‘neat’ was tricky and making it look like ‘a dog’s breakfast’ would have made it ‘unreadable’ and complicated. Assessment feedback listed many possible adjustments including adding a colour key, resizing and rethinking descriptions on the arrows. Overall, I found this a difficult exercise. Placing concepts together to build ideas and relationships is complicated.

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How to add a table of contents in word.

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Module 7: TL as leader mindmap

I have created a very basic mindmap for TL as leader. I focused on the TL and the qualities as described in Chow and Rich (2013). It is simple and doesn’t do justice to the position in relation to other stakeholders in the school management structure. This map merely describes the behaviours and traits of a TL who is successful and proactive in their position within the school.   

Where will I be in 5 years?

In 2024 I’d like to be in a permanent job instead of temporary in the library where I work now. Following is a list of how I’d like this library to look:

  • Students and teachers sitting at tables working together on shared projects and other students working alone reflecting on their work/learning.
  • Books on shelves and students reading for pleasure in comfortable, soft seating. Students are also borrowing and returning books.
  • Portable laptops and tablets available for student and teacher use.
  • Displays showcasing Authors/student work/new books/themes/ideas for contemplation.
  • Student access to ebooks and online curated lists of resources.
  • TL desk has a collection of materials relevant to the latest collaboration with a group of teachers in the next term’s curriculum area.
  • Timetabling is more flexible.
  • Students are building up their digital literacy skills.
  • Library is seen as cool and students are happy to visit during their breaks and with their parents before and after school.

Perhaps I’m being ambitious for a mere 5 years from now. We shall see…

Reference

Chow, A. S., & Rich, M. (2013). The ideal qualities and tasks of library leaders: Perspectives of academic, public, school, and special library administrators. Library Leadership and Management, 27(1/2), 1-24. Retrieved from https://journals.tdl.org/llm/index.php/llm

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ETL504: Case Study 3 reflection

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With our first group task behind us I think we did a great job. We were good at communication, delegation and participation from everyone. Marika started the ball rolling with deadlines and possible strategies to cover the work. We also agreed as to the ideas we should include and made good use of email and the discussion forum within our wiki. Most of us admitted to inexperience with using a wiki however we managed quite well in the end. As suggested by Jennie and Lori, sticking to one reference per issue kept the task manageable and the time commitment less onerous when we had our first assessment due.

A real time group discussion was the only thing we just didn’t manage this time. All our group members have a myriad of  commitments and despite attempting to find time, it just didn’t happen. In the end it wasn’t crucial and consistent communication/contributions worked well for us.

Thank you to everyone in group 9, you’re a great bunch to work with.

 

 

 

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Think and Reflect. Complete Conflict Resolution Questions

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What is your approach to managing conflict?

My two strong results are in Compromising and Problem Solving according to this survey. Bender (2005) describes steps 6 and 7 of her list of Strategies for building Effective Communication  as both pertaining to compromise as maintaining good communication. Steps 3, 4 and 5 all describe steps about problem solving as crucial in negotiation for a positive result in effective communication. (Bender. 2005, p.5)

Does this match to how you think of yourself /areas to develop?

Yes, I tend to avoid conflict and attempt to work with others rather than against. Area to develop could be that I am too yielding and should state my case more. It depends very much on who the conflict may be involving.

Reference

Bender, Y. (2005). The tactful teacher: Effective communication with parents, colleagues, and administrators. Retrieved from Ebook Library.

 

 

 

 

 

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Case Study 2: Read carefully the second case study located in Resources > Case Studies. It is about how poor communication can lead to dissatisfaction and a school culture that is negative and festering. How would you tackle this problem?

There are clearly enormous issues to be addressed in Case Study 2. However, initially the TL could suggest to the Principal that communication and trust is first priority. All staff need to have input in how simple, inclusive and regular communication channels can be set up within the 3 schools. Smith,B. (2016) suggests an integrated leadership style to maximise human resources and promote a higher organisational commitment by staff. This leads to a positive effect on school culture. This is a glaring priority for the Principal before staff can move on. It is important that all staff feel part of the process in order to build commitment to the organisation. A few staff members  who are interested along with the school executives, could be allocated time to research communication structures used by other schools with multiple campuses and literature on the topic.

Using data gathered by the group, a basic structure of meetings needs to be devised with a collaborative and inclusive system of developing the structure. All staff need to be given the opportunity to provide suggestions to promote inclusive, collaborative approaches. After a trial period, review of the structure by all is imperative to have a positive commitment by staff in all three campuses. Staff need to be clear that the purpose of this action is to promote inclusive communication for all. A third review of organisational structures needs to be scheduled for 12 months time to iron out problems or start again.

From day one, the teacher librarian (TL) needs to make personal contact with each and every library staff member and introduce themselves and create a culture of valuing all. A transactional leadership style is needed to firstly establish good communication channels before a transformational leadership style can begin to really improve the culture and learning outcomes. An improved sense of personal well being and collegiality is paramount. Staff need time to work and socialise together in order to build a sense of collegiality. Professional development as a group off campus may begin to promote connections between staff. Not the team building, walking on fire style but a general/relevant to literature/library general PD.

The Principal needs to create a three year plan to build school culture. Review of vision/mission statements and strategic plans with all staff given time to review and create these ideas. The TL needs to mirror this on a smaller scale in the library.

Or resign!

Free-Photos / Pixabay

 

Reference

Smith, B. (2016). The role of leadership style in creating a great schoolSELU Research Review Journal, 1(1), 65-78. Retrieved from https://selu.usask.ca/documents/research-and-publications/srrj/SRRJ-1-1-Smith.pdf

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