Deborah's reflections

My journey to becoming a K-6 TL.

Apr 21

5.4 a Information literacy Fitzgerald, L. & Garrison, K. (2017) ‘It Trains Your Brain’: Student Reflections on Using the Guided Inquiry Design Process. Synergy, 15/2 How might the TL help the school move towards integrated information literacy instruction? What challenges lie in the way of such instruction? How teacher librarians and teachers might encourage students to transfer information literacy skills and practices from one subject to another?

by debnicklin1

A TL will probably move a school to a IL approach slowly. Begin with your most willing participant or grade team and plan from there. Sharing the advantages and the alignment with curriculum as well as offering to collaborate will motivate a team and Principal to be involved. Teacher education and sharing pre-written GI units to model the process as well as a scaffold such as the Guided Inquiry Design Process by Kuhlthau, C. C., Caspari, A. K., & Maniotes, L. K. (2015) will hopefully enable the process.

Challenges for this process can be allowing teachers time to consider the GI process and additional time to collaborate with colleagues. (Fitzgerald and Garrison, 2017) Teachers need to understand and support the process before valuable time will be allocated to plan GI units.

In the article, It Trains Your Brain (2017) students reflected that it became easier to follow the process with repeated projects. A practical approach might be to display the GID process clearly on the library wall and classroom walls as an available reference for the students and teachers. The Guided Inquiry units I have seen so far appear to be a full term in length (minimum 10+ lessons) I wonder if there are shorter, more manageable units of work that take less time that don’t loose the integrity of the GID steps? This might be a good place for the less confident TL and class teacher to begin?

Fitzgerald, L. & Garrison, K. (2017) ‘It Trains Your Brain’: Student Reflections on Using the Guided Inquiry Design Process. Synergy,    15/2

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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Apr 21

5.3a Discuss either of these two analyses and their potential impact on the need for an IL model in your school.

by debnicklin1

F-10 Inquiry Skills Scope and Sequence by Karen Bonano and contributions by Lee Fitzgerald is a good guide for teachers to develop a Guided Inquiry unit of work. The guide covers the General Capabilities and the Creative and Critical Thinking areas of the Australian Curriculum and focuses on K-year 10. The document is easy to follow and lists a selection of specific tasks possible for each stage. On page 33 there is also a table to suggest technology tools for each step of the Inquiry Process. This document allows teachers an easy transition to creating a Guided Inquiry unit of work. It’s impact could be quite significant as it applies to the History/Science/Geography and Design Technologies areas which are mandatory areas for all primary school teachers. The document is based on the theory in the book called Guided Inquiry Design (2012) “The Guided Inquiry design framework offers a way of teaching many things at the same time within a meaningful and integrated context.” (p.1) This book is a ‘how to’ guide for teachers developing units of work.

My school certainly needs an IL model, particularly for our stage 3 students. We have high achieving students, many who are highly motivated and enjoy learning in an independent manner. Collaboration is an area that is spoken of as successfully implemented however the work I see produced by students in class is very often an individual product whereby the students research and answer the same questions. The individuality appears through presentation choice of the same information rather than students taking hold of their learning and directing it. Collaboration in future projects could deepen their knowledge and skills and give them more independence to direct their learning. Our community of parents however are generally highly focused on achieving good NAPLAN results, entry into local selective schools and a university education. So although an implementation of an IL model would be successful at our school, it isn’t a high priority due to success with standardised results which indicates we are performing well.

Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2012). Guided inquiry design : A framework for inquiry in your school. Retrieved from https://ebookcentral.proquest.com

 

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Apr 21

Reflective Practice Your thoughts: Discussions of information literacy in this module are diverse and interesting. In your journal (Thinkspace), reflect on what you can take from the discussion of information literacy to your IL role in school.

by debnicklin1

Information Literacy is a TL bread and butter. We are the managers of the information in the library and we need to ensure our students and colleagues are literate in the methods to retrieve that information. This has always been the case however recent and rapid technological development has thrown our mostly behaviourist approach on it’s head. This approach is lacking when looking towards our student’s future functioning in their work and leisure lives. Abilock,D.(2015) lists a design process whereby updated approaches or units of work can be structured to reflect a constructivist outlook. Ideally, units of work would be planned with classroom teachers. Realistically, it depends on the nature of how groups of teachers collaborate and the expectation of the Principal and executive staff at individual schools. In my own situation I need to move more towards a constructivist approach. I certainly have elements of this design process however I need to revise and improve some areas, particularly the evaluative and reflective stages. These stages need to be incorporated throughout the research task.

Abilock, D. (2015). Information literacy. Building blocks of research: Overview of design process and outcomes. NoodleTools.

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Apr 16

What is an appropriate role for the teacher librarian in curriculum development? What benefits can a school obtain from the active involvement of the teacher librarian in curriculum development? Should a principal expect that teachers would plan units of work with the teacher librarian? How are students disadvantaged in schools that exclude the teacher librarian from curriculum development?

by debnicklin1

TL should undoubtedly by involved in Curriculum Development and in a greater capacity than fetching the resources. TL can combine their experience of promoting information seeking and gathering skills to support and enhance student performance in learning tasks. Using print and ICT platforms, a constructivist approach can encourage positive and student led exploration of a topic.

Curriculum development school wide is essential for the TL to be involved in. TL can support class teachers with developing ICT and research skills for students to competently complete tasks. Students must have Digital Citizenship knowledge inbuilt across the curriculum to improve their use and access to information in all subject areas.

Principal’s should expect TL and class teachers to collaborate on units of work where appropriate. Our school has 2 staff meetings a term whereby staff are given grade meeting time to plan collaboratively. This inbuilt time is invaluable for the TL to join various grades to peek into their world and plan with teachers.

Excluding TL from curriculum development can disadvantage students and teachers from the expertise of an information specialist. The direction education is moving towards has a 21st C learning focus and students under prepared for this may struggle to in an information environment.

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Mar 22

3.2 The role of the Teacher Librarian Compare and contrast the views of Herring, Purcell, Lamb, and Valenza.

by debnicklin1

Herring very neatly describes the role of the TL in the diagram below.

Herring (2007)

Herring, Purcell and Lamb’s descriptions all can be adapted to fit neatly into this diagram however Valanza’s description for the role of the TL is looking further into the future. She describes emerging practice and lists an extensive role description for a TL. I was quite daunted by the enormous list of skills/roles the TL must have until on further consideration I think that Valenza’s list can be achieved over the entire career of a TL.

 

Diagram retrieved from

https://www-sciencedirect-com.ezproxy.csu.edu.au/science/article/pii/B9781876938437500028

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Mar 20

Are TL an endangered species?

by debnicklin1

Karen Bonanno (2015) advocates that the TL must focus on their own skill development in three areas: Professional Learning, Professional reading and research and professional dialogue and practice. These areas are key along with Principal support and funding for libraries to succeed into the future. The use of technology alongside traditional print resources will ensure our students are learning the skill set required. It is our responsibility to maintain a leadership/curriculum presence in our schools, to support our students and colleagues and to approach change with a positive and reflective attitude. Therefore the answer is no, TL are not on the endangered list!

Reference

Retrieved from: http://kb.com.au/content/uploads/2015/03/profession-at-tipping-point2.pdf

rawpixel / Pixabay

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Mar 7

ETL401: Blog Post B

by debnicklin1

Blog post Part B

Reflecting on your experiences as a teacher before you became interested in working in a school library, write a 500 word piece about your understandings of the role of the TL in schools.

____________________________________________________________________________

Growing up I always wanted to work in schools. It was a place where I slotted in and felt content and the library was a significant place of comfort. Teaching primary aged children is incredibly rewarding and allowed me to contribute in a fulfilling and meaningful way. After time off for raising my family, I returned to the classroom gradually and found myself being offered a little time filling in for the TL while she took some leave. It was here that I realised I belonged. Simply reading to students and opening the world of literature for them was immensely satisfying and allowing them to discover the hidden worlds inside the pages of a book was my carrot.

My take on the role of the TL was simplistic and limited. As long as I read to students, returned books, loaned books and kept the shelves tidy then I was fulfilling the role. Handling and accessioning new books was like the cherry on top. I was merely a curator of the objects within the walls of the Library. I was also providing a break for teachers with RFF and some would visibly relax when I took their class. In time I took over as Temporary in the Library and now in my second year I have increased my role description tenfold. I am coordinating with themes in the classroom and supporting teaching programs. I contribute to classroom curriculum outcomes and promote awareness of themes such as Harmony Day and NAIDOC week. Displays, locating resources for teachers, cleaning desks and even dusting all come under my umbrella as TL.
I am scratching the surface of the three major roles of Teacher Librarians as suggested by ASLA.(2019) on their website.

1. TL as curriculum leaders.
2. TL as information specialists.
3. TL as information service managers.

When I read the lists under each of these headings, I have a long way to go to fulfil each of these areas. The uphill battle of rapidly increasing student numbers and diminishing administration time squeezes my attention to these areas to tiny bite sized chunks of time. With 29 classes a week my time is spread thinly. I spend my time shelving, weeding and accessioning a couple of books at a time. My students inspire me and demand that I satisfy their need to devour literature. They also challenge me to enthuse the reluctant reader back to a love of story and print. The demand of the digital space and how it permeates all aspects of learning for our students and teachers is forging ahead rapidly. ‘Keeping up’ or ‘Being left behind’ is a concern of many and discerning what has educational value and is worthwhile among staff can vary widely. Our challenge is to reach a consensus.

I shall keep scratching the surface, until I begin to chip away larger chunks to realise the full potential of the role of the TL in a primary school and the roles influence for the school community.

fxxu / Pixabay

Reference
ASLA. (2019). Retrieved from https://asla.org.au/what-is-a-teacher-librarian

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