Deborah's reflections

My journey to becoming a K-6 TL.

Think: Choose a level of teaching and a curriculum topic and explore that area. Consider how you might go about resourcing that topic. What types of resources would you provide? How/where would you find them?

At the end of my second year in the library, I have a little practice in finding resources for students and teachers. However, I’m not complacent in the fact that I have a long way to go to be truly efficient at finding ideal resources. Before this however I have needed to be proactive to assist teachers as some tend to ‘google’ their next topic to locate resources for curriculum units of work. (Who hasn’t!) Another area where teachers are finding resources is teacher published sites e.g. TeachersPayTeachers and twinkl. They tend to be very worksheet based and although there are some freebies, most are for a small fee. As good as these are for occasional use, I have found they do narrow down the scope of resource use and often tend to ignore the range of digital tools available.

Unit: How has our local area changed? (Stage 2)

  • Collaborate with teachers teaching the unit to determine any specific queries/requests they may have.
  • Oliver search for what is in our school library. Fiction and non-fiction.
  • Local library website and online resources.
  • Local council website-history of our area, significant sites, photographs.
  • Local paper archives (online)
  • School archives-photographs of opening and early classes/events of our school.

 

 

 

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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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Discussion Forum: 6.2b

The teaching role is where I have experience. Collaboration is how we provide best outcomes for students whether it be a quick chat passing in the corridor or ongoing meetings. Information specialist is where I am developing new skills. I agree with Diana, (19th May, 6.2b) the role is tricky as at the moment my skills are not more refined than a classroom teacher. Over time and this course my knowledge and practice will change and improve. Coping with these tensions by is action. Seeking help on Yammer (Library Matters group), professional associations, talking to colleagues and a bit of old fashioned off-line chatting to a friend in a school library up the road. She’s my oracle.

 

Linquist, D.(2019.May,19th.) Discussion Forum 6.2b. Management Skills. Retrieved from: https://interact2.csu.edu.au/webapps/discussionboard/do/message?conf_id=_78883_1&forum_id=_147407_1&course_id=_42380_1&action=list_messages&nav=discussion_board_entry&message_id=_2294800_1

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5.3 b Guided Inquiry Share your views on Guided Inquiry (GI). What advantages, challenges and/or disadvantages do you see for a teacher librarian wishing to implement a GI approach?

Guided Inquiry is explained by Kuhlthau (2015) as a method of teaching that adjusts the culture of learning in a school including the way teachers work together. It’s focus on deeper learning and higher student engagement works towards a more authentic experience. (p.15)

This approach to learning is emphasised in the Australian Curriculum and NSW curriculum. GI is a method whereby TL can assess their own teaching as well as support the classroom teacher. Implementation however has it’s difficulties and the IL approach truly requires a common purpose amongst teachers and TL. A thorough understanding of the process including time allocated for assessment and evaluation is essential in order to ensure success.

Advantages of GI Challenges of GI
*Lead students to a deeper understanding of ideas. Students can verbalise and clarify their findings in group setting. *Take longer than behaviourist methods to implement.
*Students more prepared for future work/leisure. *Colleagues and Principal who prefer to work less collaboratively.
*Constructivist rather than behaviourist. *TL and /or class teacher who is unwilling to embrace digital technologies.
*Prepares students to think for themselves. *NAPLAN supports a behaviourist approach.
*Motivation, interest and emotional involvement by students. *TL and teacher knowledge of the process of GI not thorough.
*Many sources are used to support learning instead of textbook only.

Kuhlthau, C. C., Caspari, A. K., & Maniotes, L. K. (2015). Guided Inquiry: Learning in the 21st Century, 2nd Edition : Learning in the 21st Century (Vol. Second edition). Santa Barbara, California: Libraries Unlimited. Retrieved from http://search.ebscohost.com.ezproxy.csu.edu.au/login.aspx?direct=true&db=nlebk&AN=1061481&site=ehost-live

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Discussion Forum 4.2

rawpixel / Pixabay

Start small. Offering a link or a book to something the teacher may find useful may open up doors. A strategy that has worked for me in the past is to offer the reluctant teacher a brand new resource: who can resist a new book! Building on from here is to share the evidence of collaborative teaching. The results as experienced by the students and their work may be a strong influence in the success of attempting a collaborative approach. 

Fullan, M.(1999) describes the characteristics of a collaborative approach. He lists four attributes; diversity and trust, provokes anxiety, connection and open endedness, fusion of the spiritual, political and intellectual. (p.38) Fullan goes on to describe how passionate teachers generate ideas and thrive in shared communities. Recently this occured in my workplace with the WeDo lego kits on loan from the Dept of Ed. The few teachers who had some experience of implementation were given time by our Principal to collaborate with class teachers to demonstrate the kits in classes. So many teachers commented positively and said it was ‘do-able.’

Fullan, M. (1999). Chapter 3: The deep meaning of inside collaboration. In Change forces: The sequel, (pp.31-41). London, Falmer Press, available CSU Library

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