Deborah's Deliberations – Page 3 – A journey through MEd

August 26, 2019

Review 2: Green Gables Fables

Green Gables Fables, directed by Mandy Harmon and Marie Trotter, is an enhanced book in the form of a video diary (vlog). It follows the storyline and characters of the first three books of the Anne of Green Gables series by LM Montgomery. This adaptation provides a modern day take on the storyline of the original, including reference to social media platforms, and altering the age of the character and context of events to engage a 21^st century teenage audience. The content is of good quality and the personality of Anne is clearly demonstrated in line with the description from the original text. This enhanced book would suit an audience 12+, and could be used as the basis for a novel assignment in English.

Green Gables Fables uses video and web technology to highlight and represent the main aspects of the original text. The videos are designed to not distract the viewer from the story being told, with basic and consistent setting, and minimal eye-catching elements. References are made throughout the videos to social media platform use and their pitfalls. When the videos were in production, social media accounts for the main characters were also active. This provided an extension of the story in a different online format, and a way for viewers to connect with characters. Kearney’s (2011) description of digital storytelling is highlighted in this adaptation through the creation of vlogs with the inclusion of music, video, narrators voice and emotional content.

These videos use the modern period to tell a classic tale. The modernity of the text is seen through elements of modern language, clothing, and setting. The design and format of the video diaries is consistent across episodes, which helps create continuity through the story. This adaptation into a video diary suits the Anne of Green Gables story well, as a majority of the original books is Anne’s internal monologue.

As described by Wise (2017), stories need a beginning, middle and end, and should be thought provoking. Episodes of Green Gables Fables have clearly identified snippets of the original story which can be condensed and told with a beginning, middle and end within 5 minutes. Like the original text, they leave you thinking about what Anne is going to do next.

The production of the video is well created. The quality of the videos varies from 480p (standard) to 1080p (high definition) depending on the video. Fairclough’s (2018) comments highlight considering the screening platform to determine a suitable filming resolution. Due to the viewing format (YouTube) the low quality of video does not make a big difference in viewing presentation.

These videos are easily accessible and reusable. They are freely available via YouTube, so anyone with an adequate internet connection can view the videos. The production of videos has ended, so the social media accounts for characters are no longer updated, but still accessible. With 4-5 minute episodes, they are easily integrated into a classroom environment for discussion or as the basis of a creative or analytical task. The videos could also be shared with others online. The length also a means that viewers are more likely to be able to watch an entire episode without getting distracted.

Welsh (2014) highlights the ability of video adaptations to take a fresh look on the themes of the original. Hanson (2017) agrees that this vlog maintains the integrity of the storyline. There are a few minor changes to the context of the story: it is now set in the 21^st century (not the 1900s), Anne is 17 (not 11), and digital tools and social media are referred to. Despite these changes to keep the story engaging and relevant to modern viewers, the key concepts and issues of the story are still explored.

Elements of quality literature are evident within Green Gables Fables. The series was filmed and uploaded sequentially, with each episode labelled for the viewer to follow the progression. However, it is possible to watch the videos out of order. They are individual, self-contained videos exploring one aspect of the story’s plot/themes. Throughout the enhanced book the viewer can explore the main themes of the original text, including love, acceptance, bullying, friendship, and grief. Through Anne’s description of events, there is opportunity for the viewer to connect with aspects of the storyline and empathise with her. The portrayal of Anne in the diaries is very dramatic and through use of descriptive language she can create vivid images in the viewer’s mind’s eye. The vocabulary used is extensive, and true to the original text in parts. The interweaving of modern and original text lends itself to the authenticity of the video diaries.

Green Gables Fables is a well created online adaptation of the series by LM Montgomery. It highlights themes, language and events from the original texts and adds a 21^st century twist. Elements of quality literature are evident throughout along with seamless inclusion of digital affordances. It would appeal to fans of Anne of Green Gables and those new to the story.

References

AnneWithAnE. (2013, August 9). AnneWithAnE. Retrieved from https://www.youtube.com/user/greengablesfables/videos

Fairclough, S. (2018, July 29). What resolution should I use for shooting video? Camera Jabber. Retrieved from https://camerajabber.com/what-resolution-should-i-use-for-shooting-video/

Hansen, H. (2017, March 29). 7 YouTube vlogs that every literature lover should watch [Blog post]. Retrieved from https://www.hercampus.com/school/illinois-state/7-youtube-vlogs-every-literature-lover-should-watch

Kearney, M. (2011). A learning design for student-generated digital storytelling. Learning, Media and Technology, 36(2), 169-188. doi: 10.1080/17439884.2011.553623

Walsh, M. (2013). Literature in a digital environment. In L. McDonald (Ed.), A literature companion for teachers (pp. 181-194). Marrickville, NSW: Primary English Teaching Association Australia (PETAA). Retrieved from https://doms.csu.edu.au/csu/file/863c5c8d-9f3f-439f-a7e3-2c2c67ddbfa8/1/ALiteratureCompanionforTeachers.pdf

Welsh, K. (2015, January 13). The best vlog reinventions of classic books. The Guardian. Retrieved from https://www.theguardian.com/books/booksblog/2015/jan/12/vlog-classic-novels-zoella-jane-austen

Wise, L. (2017, May 30). What makes a great video? Lynda.com. Retrieved from https://www.lynda.com/Business-tutorials/What-makes-great-video/578089/618295-4.html

August 26, 2019

Review 1: 50 Below Zero by Robert Munsch

50 Below Zero by Robert Munsch is an eBook with an engaging storyline for children. The edition read for this review is available through the South Australian Public Library Network. The story uses repetitive elements to encourage reader participation, and harnesses suspense to keep the reader interested. 50 Below Zero could be used for English class to discuss the narrative format, and specific elements of storytelling. The recommended age group for this text is 5-10 years.

Guernsey (2011) highlights the need to for digital features to improve comprehension and engagement with the text. In the creation of this eBook version, Munsch took the opportunity to record his narration of the text and include background music and sound effects. The music is relevant to the content of the story and adds suspense and action to keep the story engaging. Munsch’s narration keeps the story moving. As the writer, he knows exactly what interpretation of the text he intended. As such, his narration includes changes to speed, voice and volume. In addition, the text is highlighted in red lettering as Munsch reads, this allows readers to follow along. These enhancements are optional extras. It is still possible to read the text as a simple reproduction of print. There is no additional interactive features, animations or videos included; therefore I am assessing this text as an eBook.

50 Below Zero uses the print text as its basis, as such, the layout of the eBook format follows the same design as the print format. A double page spread on the screen shows an illustration on one half of the page and text on the other half of the page. This is a common layout for picture books. The double page spread view will change proportionally dependent on the size of the device screen for viewing. Martinez & Harmon (2012) recognise the connection that illustration and text have with each other to build understanding. This is important, as without viewing image and text side by side, some interpretation and understanding for younger readers may be lost. When viewed on a smart phone held landscape, the double page can be seen, however, when held portrait, only a single page is accessible at a time.

This edition is easily accessible for free to South Australian Public Library Network patrons through Libby by OverDrive. Other editions are also available for Kindle and digital download, and may incur a small cost. The read aloud feature of this text makes it easily accessible to readers of all ages and abilities. 50 Below Zero uses literary elements to maintain reader interest. This includes character development, interesting plot, setting, point of view and tone (Martinez & Harmon, 2012). In addition, the literary device of repetition is used throughout the story. Students will begin to anticipate the repetitive content and be able to read along with the text.

The integrity of the story is not lost through the transition to a digital environment. The eBook is a direct reproduction of the physical book. The additional features in this eBook (narration and sound effects) do not detract from the story line. The music provides an indication of how the reader might be feeling during the story and helps them to get into the main character (Jason’s) mindset.

50 Below Zero contains elements of quality literature, including the progression of the story in a sequential manner, a realistic setting (for those who experience extreme cold temperatures), empathetic or humorous response, and opportunities for questioning and creative tasks. Munsch (2019) describes varying reactions to this story: those who have not experienced extreme cold think it is funny, those who have react with empathy. Questioning examples include ‘what would you do if you were Jason?’, and for creativity, ‘where will he end up next?’

50 Below Zero by Robert Munsch is an eBook replication of the printed text. There are some additional features which add to the eBook’s readability and longevity. This text exhibits traits of quality literature through empathy, language used, and problem-solving opportunities. 50 Below Zero would be a good inclusion to a classroom library to support literacy learning.

References

Guernsey, L. (2011). Are ebooks any good? School Library Journal, 57(6), 28-32. Retrieved from https://www.slj.com/

Martinez, M. & Harmon, J. (2012). Picture/text relationships: An investigation of literary elements in picturebooks. Literacy Research and Instruction, 51, 323-343. doi: 10.1080/19388071.2012.695856

Munsch, R. (1986). 50 below zero [Libby edition]. Available from https://onecard.network

Munsch, R. (2019). The Official Website of Robert Munsch. Retrieved from https://robertmunsch.com/book/50-below-zero

July 26, 2019July 26, 2019

Digital Narratives: A Beginning

Context

As a Teacher-Librarian it is important for me to explore different types of literature and the what they can bring to teaching and learning. I am looking to develop my understanding of digital narratives and how they can be used in a classroom environment. Personally, I mainly use print texts, I prefer the tactile sensation and being able to flick backwards and forwards with ease. The South Australian Public Library Network provides access to eBooks and digital magazines, as such I have started using them when the text is more readily available this way.

Concepts and Practices

I find the transformation from printing press to digital publication quite interesting, and the speed at which the transitions have been happening is amazing. I think that the key point from Module 1.1 is that, as educators, we need to stay on top of developments in technology and learn how to integrate them successfully into teaching and learning programs. In order to keep 21^st Century students engaged in their learning, resources need to be provided which they can interact with and follow a path of interest for themselves. It is important for teachers to assess the digital tools being used to ensure that they are adding value to lessons.

I had not previously considered there being different types of digital literature. As Walsh discusses they can range from eBooks to electronic game narratives. Digital literature use in classrooms depends on the level of ICT embedded there. As mentioned in Learning 2030: From Books to Screen, students can tell the difference between light and fluffy tasks and those with deep meaning. Students are more likely to engage deeper with tasks where they can see the potential of what they are learning and the tools they are using. Identifying the right type of digital literature for your audience is a key point in evaluating the literature that is used, and maintaining student engagement.

I think digital literature in classrooms has a range of benefits – it allows students access to textbooks and novels without having to physically carry a book, it allows access to a wider range of texts than might be available within a library, allows access to materials which support understanding and engagement of the text – for example embedded weblinks for definitions or further explanations, interactive maps related to the character’s story. These additions can help students connect with content and relate to the characters.

The premise of Leu, Forzani, Timbrell & Maykel’s paper resonated with me, that teaching online reading and learning is necessary for student who will be finding more and more information in digital formats. They highlight four skills for online research and comprehension: Reading to locate information, reading to critically evaluate information, reading to synthesise information, and reading and writing to communicate information. With my TL hat on, there are strong connections between these 4 areas and Inquiry/Information Literacy skills, which are a necessity for 21^st Century learners.

I am looking forward to expanding my understanding of the types and uses of digital narratives available.

References

The Agenda with Steve Paikin. (2013, October 4). Learning 2030: From books to screen [Video file]. Retrieved from https://youtu.be/215NPpHsQPk

Garrison, K. (2019). INF533, Module 1.1, Gutenberg to Kindle [Course notes]. Retrieved from Faculty of Arts and Education, Charles Sturt University, LMS web site: https://interact2.csu.edu.au

Leu, D.J., Forzani, E., Timbrell, N., Maykel, C. (2015). Seeing the forest, not the trees. The Reading Teacher, 69(2), pp.139-145. doi: https://doi-org.ezproxy.csu.edu.au/10.1002/trtr.1406

Walsh, M. (2013). Literature in a digital environment. In L. McDonald (Ed.), A literature companion for teachers (pp.181-194). Marrackville, NSW: Primary English Teaching Association Australia. https://doms.csu.edu.au/csu/file/863c5c8d-9f3f-439f-a7e3-2c2c67ddbfa8/1/ALiteratureCompanionforTeachers.pdf

July 21, 2019

Initial Thoughts on TL Leadership

Beginning my journey into learning about leadership of the Teacher-Librarian I am interested in finding out about different leadership styles and what suits my personality and way of working best. I understand that often TLs are leading from the middle to implement changes with classes and teachers and filtering change upwards through faculty leadership towards the principal.

From ETL401 I learnt about advocacy and identifying ways to help other members of the school team by finding something the TL can do to support the goals of others. I think this is a form of leadership which would be particularly useful when dealing with Principals and higher leadership, and those who are resistant to change.

I am looking forward to this topic and developing my understanding of leadership and how it can be applied by a TL. I am also keen to work through the case study scenario. I have only worked in two person teams before, with good group dynamics. The case studies will be valuable for identifying ways of working with people in different roles and with a range of personalities.

June 2, 2019

Part B: Critical Reflection INF530

My views, knowledge and understandings of an education professional in digital environments has developed over the course of this subject. I was hoping to better understand digital technologies which could be used to broaden student learning experiences and collaborative opportunities. This subject has given me some insight into this area, but I am not confident with my application of this knowledge at this time.

Module 1.3: Trends in Technology highlighted the various skills for the 2020 workforces, and the idea of a ‘Global One Room Schoolhouse’ by John Seely Brown.

The ideas posed in ‘Future Work Skills 2020’ showed the importance of 21^st Century graduates possessing a wide skill set. I found these ideas interesting and saw connections of the key skills to some of the Australian Curriculum General Capabilities and Cross-Curriculum Priorities. To ensure my students can become effective and efficient workers, I now feel more confident to incorporate the General Capabilities and Cross-Curriculum Priorities more explicitly into my classes.

The ‘Global One Room Schoolhouse’ is associated with the idea of connected learning through social or collaborative tools. From the video, I considered the potential of this type of learning to connect with experts in different fields and across the globe. I would like to try incorporating Skype meetings to engage students in first-hand commentary from professionals in fields of study.

Module 1.4 introduces Helen Haste’s concept of Problem Solver vs Tool User. She discusses how the tools we have available change how we approach a problem. I considered that problem solvers were tool users, just using a wider range of tools. To apply this understanding, I would have my students consider the tools and skills they have available to them and how they could be used to solve a problem or information need. In doing so, my students and colleagues become aware of what the student brings to the classroom, and can assist in developing other tools/skills to enhance learning.

Connectivism was a new concept to me this semester, but I have referred to it many times since learning of it. I think this concept has the potential to link to my previous comment of problem solver vs tool user. By using digital environments (tools), students can respond to information needs, and create and share new knowledge and understandings. I can apply this concept through using digital platforms (GoogleDocs, social curation tools, flipboard) for students to share understandings or questions for their peers to respond to.

Through Module 4: Globalisation of Learning, I discovered that globalising learning can challenge how and why we learn (Selwyn 2012) . We are now learning through digital interfaces from ebooks, online courses, including video-based lessons and online collaboration. The reason for our learning, and for teaching students to learn digitally, is to provide learners with the knowledge and skills to compete in a knowledge-based economy, where their learning here would allow them to work elsewhere.

Geo-spacial learning (Module 4.2) provided me with some ways to involve students in the world around them. I enjoyed learning of ways to do this in the set readings and the discussion forum. I had not heard of some of the tools before now. This is an area which I need to further research to better understand these tools and possibilities into inquiry learning.

I greatly enjoyed the content associated with digital literacy (1.5), information behaviour (2.2), Information Fluency (3.2), and curation (3.7). These topics showed the connections of library skills and behaviours to all aspects of learning. I have added these different perspectives to my own understanding.

In my role as an education professional in digital environments, I think it is important for students to know how to solve problems and use the tools available to them. They need to know how to learn. It is also important for students to have opportunities to interact with and explore the world around them to gain a bigger picture of the impact their learning could have on their lives.

References

Connected Learning Alliance. (2012, September 18). The global one room schoolhouse: John Seely Brown. Retrieved from https://youtu.be/fiGabUBQEnM

Davies, A., Fidler, D., & Gorbis, M. (2011). Future work skills 2020. Retrieved from http://www.iftf.org/uploads/media/SR-1382A_UPRI_future_work_skills_sm.pdf

Haste, H. (2009, June 25). Technology and youth: Problem solver vs tool user. Retrieved from https://youtu.be/YZRoS5QlJ44

Selwyn, N. (2012). Education in a digital world: Global perspectives on technology and education. [Routledge]. Retrieved from ProQuest Ebook Central.

May 27, 2019

Part C – Final Reflection

When I started this topic, I was aiming to expand my understanding of Information Literacy, and explore the role the Teacher-Librarian (TL) further. This has occurred, specifically in the area of advocacy. I have reflected on my past practice and how I could improve now with this extra growth in knowledge, application and understanding.

Information Literacy

Prior to undertaking this topic (ETL401) I understood the basics of Information Literacy (IL) to be research skills, referencing, and ethical use of digital information. I have come to understand that there are more than 3 types of literacy (Re-Defining Literacy), and the aim of IL skill development is to help students to develop skills for success in the 21^st Century information environments.

One of my biggest take-aways from the readings and Module 5 discussions was the importance of context and purpose when defining IL and implementing it in the classroom. I have also been introduced to the concept of Information Fluency (IF). I have come to understand this as being associated with IL, but with a focus on fluency of application instead of just understanding and literacy. I am curious about this terminology and the implications of using different terminology within the field of IL. I lean towards seeing IF as an overarching term which encompasses IL and Digital Literacy (DL).

Within my practice I would like to explore IF further and compare it against IL and DL. I would do this to become more knowledgeable about different 21^st Century learning processes, and to build my capacity to implement and advocate for a particular IL method. I think IF should be the aim of information skill develop in 21^st Century teaching and learning.

Information Literacy Models

I was aware of some IL models prior to this topic, but have not had the opportunity to explore them thoroughly. Through readings and Module 5 discussions, I have come to understand some differentiating details between IL models. I have also found that there many similarities, and trying to identify in-depth reasoning behind not using a particular model can be challenging.

I found this area of learning relevant to my previous context where I was endeavouring to integrate inquiry units into HASS. For that task I chose the 5As as my IL model because another school in the region also used it and shared their resources. I now understand that the 5As are linked to Information Fluency. I was pleasantly surprised when I made this connection.

This module has caused me to re-think other IL models and the process of integrating them across the curriculum. Based on Lupton’s paper and various exemplars of practice in implementing an IL model from Module 4, I would like to explore GID, and the 5As further to identify which model would be best suited to my circumstances. As I mentioned, I think IF is a good way to achieve 21^st Century skill development. I might explore this model first.

TL Role in Inquiry Learning

The role the TL must play in advocating for IL within schools has become clearer to me throughout this topic. This is in addition to developing relationships and collaborative opportunities with students and staff. This topic has solidified for me the need for the TL to be involved in faculty planning and curriculum development to ensure integration of IL skills. Discussion in Module 4.3 indicates a TL’s involvement in curriculum development is necessary as they can see the big picture and know where IL skills can be best integrated.

Advocacy is an area I do not have much experience in. These discussions in Module 3 and Bonanno’s video were significant to me as I began to consider data collection and advocacy as not just for usage statistics, but as a way to get staff and the Principal on-side with developing IL across the school. Module 3 also made me reflect on the ways I could have practiced advocacy with a supportive teacher audience and converted Principal.

Reflection and assessment tools to collect data on student learning is something I would like to explore further in the future. I would do this through the use of competency-based questionnaires and reflective toolkits, as discussed in Module 4. A common theme through 4.2 discussions was making yourself available in small ways and taking baby steps to convince staff that working collaboratively with the TL is a good idea. When I start in my next TL role, I will take this approach to ‘test the waters’ on staff opinion and practice.

While I thought I knew much coming in, I have added new areas to my TL knowledge which will enable me to provide a greater impact in schools, and better advocate for the use of a TL in schools. I am still learning to apply my critical thinking skills to a range of concepts.

May 22, 2019May 24, 2019

Module 4 & 5: TL and the Curriculum & Information Literacy: Reflection

In these modules I really considered my interpretation and teaching of information literacy based on purpose and context.

As an overarching concept IL being linked to lifelong learning and its development in an ever changing information landscape is highly relevant to the context of learning for today’s students, and their development of 21^st Century skills.

The connection between digital and information literacies is strong and they are often used interchangeably. I consider that Information Fluency is the overarching concepts and digital literacy and information literacy fit underneath it’s umbrella. To be fluent in something means that you can understand connections between concepts and apply them in different situations. Within each type of literacy there are smaller concepts which need to be explicitly taught and understood. For example, for information literacy the concepts include research skills (those included in various IL models), for digital literacy the concepts include ethical use of ICT, and use of software & hardware.

It has become clearer to me that I need to fully understand my own definition of these literacies in order to be most effective in applying them to unit and teaching them. My understanding so far encompasses use, analysis and synthesis of information and resources to achieve a goal.

Transition from outcomes-based learning to inquiry, Constructivist learning is an important part of changing the education system. Outcomes-based learning reflects what students know, what they can do with it and how confident they are in expressing their knowledge. An inquiry learning model allows students to explore areas of interest within a topic, they are introduced to inquiry process skills, and begin to learn how to learn. Use of inquiry learning has links to my module in INF530 about information fluency and digital age learners.

I have used adaptations of the Big6 model of information literacy and the NSW Information Search Process and Backwards by Design in the creation of collaborative inquiry units. I reviewed the SA TfEL framework for areas of connection to inquiry learning and found them throughout the document in Domain 3 and 4.

Domain 3: Develop expert learners focuses on teaching students how to learn and processes they can use to construct knowledge. It looks at promotion of learning through modelling and promotion collaboration and dialogue. To give students the responsibility to create, critique and apply knowledge in a variety of contexts. This description lends itself to the explicit teaching of inquiry skills (eg. identifying questions, note-taking, reflecting) and use of an inquiry model to gain deep understanding, journalling of thoughts, feelings and processes, collaborative discussions, using scaffolds to record information.

I found starting with the end point in mind with Backwards by Design planning a useful way of ensuring the end goal was met. My lesson content was then planned around what skills and knowledge do students need to achieve success at the end of the unit. I try to incorporate this thinking into any planning I do now, including that for inquiry learning.

In this module I enjoyed reading about different inquiry models and looking at the similarities and differences. I like the depth the Guided Inquiry Design (GID) goes into and the pace at which each stage is implemented. It seems like students would achieve a solid grounding in a range of skills at each stage. But I also think that the Big6 or NSW ISP might be simpler models to implement. There may be more transferrable techniques into the outside world as there are fewer steps to work through. I have worked with the Big6 and NSW ISP previously, but without comprehensive background knowledge into ways to fully explore each stage.

The connections with the Australian Curriculum General Capabilities (CCT and ICT) are evident but they are not obviously associated with GID. This does provide a large scope for TLs to create a process which fits their school context. I am keen to further explore Guided Inquiry Design and the work of Lupton and Bonnano in aligning parts of the AC general capabilities to this framework.

I am interested in further exploring the IFLA School Library Guidelines to develop my understanding of pedagogical and technological change and how it could be implemented.

21^st century skills are integral to the learner of today. Students need to leave school having the skills and dispositions to answer their own questions accurately and to apply them in a professional setting. Students need to know how to evaluate information sources and search efficiently and effectively. Integration of GID into curriculum will assist students in developing these skills.

While assessing student success in inquiry skills can be difficult, it is necessary for TLs to collect data on student achievement and progress through their inquiry sessions. Like the AITSL video showed, I would collect pre and post data surveys on students’ self-assessment of the information skill being highlighted in the topic. It is important not to overload on the skills teaching during a single unit; but allow students multiple opportunities to practice and develop several well integrated skills. These can then be built upon in future inquiries.

I enjoyed these modules and would like the opportunity to put some the ideas about evidence-based practice and collaborative opportunities into practice.

May 19, 2019

Module 2: The Information Environment: Reflection

Still in information overload! While titled the same as my other topic module, the content for ETL401: Introduction to Teacher Librarianship follows a different course.

The focus of this module has been on what information means, what it is, and how the environment changes. Some confusion from the first reading about defining information – who knew there were so many definitions!

My main take-aways from this module:

definitions of information can depend on perspective and context.
Information can be used as a commodity; but has different properties to other traded items.
Information landscape is constantly changing
An information society includes people accessing information in ways to suit their requirements.

While I was confused by Case’s ‘The Concept of Information’, I found Floridi’s article, ‘A look into the future impact of ICT on our lives’, much easier to follow and it seems to have been an accurate glimpse into the looking glass of the future. The idea of becoming an ‘inforg’, a ‘connected informational organism’, seems correct at this stage. We are attached to mobile devices 24/7 for news and media updates, there are home devices (Googlehome, Siri, Cortana) that will answer questions for you, and respond to in home commands.

This point from Floridi regarding becoming an inforg resonated with me:

“We shall increasingly feel deprived, excluded, handicapped, or poor to the point of paralysis and psychological trauma whenever we are disconnected from the infosphere, like fish out of water” (p.63)

At the time of reading, I connected this phrase to being constantly attached to our mobile devices. Think about when Facebook went down for a few hours, there were certainly some people that could not cope and became ‘like fish out of water’.

A teacher-librarian needs to understand the information landscape because they need to be able to guide teachers and students through it. The information landscape changes constantly. There is always new information, new sources, new technology, new skills. The teacher-librarian needs to understand these things and identify how best to inform/teach/assist users in gathering/synthesising/applying the information they require. Teacher-librarians bring knowledge of search techniques, ways to evaluate, note-taking methods to students in a way which is relevant and meets their needs. It is important to also remember that both technology and practices change and affect each other.

May 19, 2019

Module 3: The Role of the Teacher Librarian: Reflection

This module helped to clarify further the role of the TL. I was already aware of the AITSL Standards for Teacher Librarians and have found them to be helpful during my transition from provisional to full registration. As previously posted, Karen Bonanno’s speech and paper provided a thinking hat for ensuring the school librarian remains relevant. Her five-finger plan is something I plan to put into practice.

I found the readings regarding the role of the TL interesting and engaging. I found the most important role the TL played was in regard to relationships with students, teachers and the principal. Purcell and Lamb also put leadership and people first in their role descriptions. Advocacy is also very important, and getting the Principal onside is essential for the future of TLs in schools.

The TL and the Principal work together to achieve goals. The TL must make themselves relevant to the Principal by integrating themselves into their projects and showing how they can help. They also need to promote their services (eg. Inquiry Learning) and show how they link to the Principals outcomes. The Principal assists with collaboration through flexible scheduling and requiring a collaborative culture from staff. The connection between TL and Principal is added to by the TLs use of evidence-based practice.

At the conclusion of this module I have gained a stronger understanding of the importance of advocacy and collection of data within the library. This is something I would like to work on in the future.

May 19, 2019

What possibilities arise for collaboration between teachers and the teacher librarian?

Montiel-Overall describes 4 collaboration models, from these it can be derived that collaboration possibilities arise through coordinating resources and events individually to benefit others, cooperation in enhancing learning opportunities through implementing lessons around subject specialisation and meeting individual goals, integrated instruction through co-producing learning opportunities which meet shared goals and integrate expertise into a range of classroom instruction, integrated curriculum provides for regular meetings between teachers, faculties and TL to integrate expertise across all year levels and subject areas, this needs to be heavily supported by the Principal.

For me collaboration began at the cooperation phase with some classes and into the integrated instruction phase. I have presented one-off lessons on referencing and notetaking which I have planned individually and tried to merge into the relevant context. Semi-integrated instruction occurred through creation of History inquiry units. The background for the task was presented by the class teacher and the inquiry phases by me. This was not a fully co-produced task and minimal discussion regarding goals was undertaken.

If starting at a new site, I would begin with cooperative activities to help staff build their trust in me. I would then approach staff members who seemed interested/willing to begin integrating instruction. Based on the anticipated success of these sessions, I would then recruit more staff members and gather data to present to the Principal to advocate for the possibility of implementing an integrated curriculum.