teacher-librarian – Page 2 – Deborah's Deliberations

October 5, 2019

Module 3 Reflection: Leading Change

Module 3 focused on the process of implementing and leading change in an organisation. Ideas covered included management of change, impact of technology, internal and external forces of change, incentives, factors of stress, processes to lead change (eg. Kotter’s 8 step model), impact of specific teams and communication, conflict within organisations and teams, and how to be a change leader.

Through 3.1 (change in organisations) ideas about mandated change in education arose in the readings. Mandated change will always be around, but it is necessary to have a suitable mindset towards it. Clement’s (2014) discussion around the way change is introduced being highly important towards perceptions of the change is relevant. It is necessary to introduce change in a way which will encourage staff to embrace it. Mandated change should also be integrated into site priorities. In addition, change fatigue needs to be downgraded or eliminated if possible (as discussed by Dilkes, Cunningham and Gray, 2014). Through this discussion I can see the importance of implementing change slowly and not having too many initiatives being introduced at one time. Staff need the opportunity to learn and embed one change of practice before beginning another. I think it is also necessary for connection between potential initiatives to be identified. How does one initiative support the next etc? How do they support site priorities and improve teaching and learning?

3.2 (leading change) looked at the development of teams and the importance of good communication. Kotter’s 8 step model for change management was introduced here, along with 7 step problem solving. I think that together these models can support the implementation of change within an organisation quite well. Development of teams which support each other and work well together is necessary when leading change. Aguilar (2015) highlighted the importance of a clear purpose, alignment to school vision and team needs, and the provision of time to meet. Being willing to mix teams up if personalities are clashing or if there aren’t the right people in specific roles is sometimes necessary when building teams for a purpose. Having the right types of people in roles will make the team run a lot smoother and more efficiently than not. Discussion about conflict (organisational vs personal) also comes into leading change and the creation of teams. It is necessary to deal with conflict when it arises, not let it fester. The information given in this module about dealing with conflict is important to me. This is an area which I do not have much experience, and I am someone who would like to avoid conflict where possible. The problem solving and change models will be useful for implementation of change in the future, and in dealing with conflict.

3.3 (change leader) focused on innovation and management vs leadership. I think it makes a lot of sense for a leader to be a successful manager first, if you cannot manage your role and your people how can you expect to be able to lead a team through an innovative change. The reading by Oberg (2011) highlights how the TL can influence and change school culture. I think it is necessary to ensure changes still align to school priorities and vision/mission, and meet teaching and learning objectives.

This module has provided steps and information about how to implement change in a workplace. I now understand the pitfalls of too much change and implementing it too quickly. As noted in my earlier blog post, if I were to change the perception of the TL role I would do so over a 2-year period, providing opportunities for staff input and practice sessions.

References:

Aguilar, E. (2015, July 15). Cultivating healthy teams in schools [Blog post]. Retrieved from http://www.edutopia.org/blog/cultivating-healthy-teams-schools-elena-aguilar

Clement, J. (2014). Managing mandated educational change. School Leadership & Management, 34(1), 39-51. doi: 10.1080/13632434.2013.813460

Dilkes, J., Cunningham, C., & Gray, J. (2014). The new Australian Curriculum, teachers and change fatigue. Australian Journal of Teacher Education, 39(11). Retrieved from http ://ro.ecu.edu.au/ajte/vol39/iss11/4

Madsen, S. (2016, October 24). Kotter’s 8 step change management model [Video file]. Retrieved from https://youtu.be/7qlJ_Y8w5Yk

Oberg, D. (2011). Teacher librarians as cultural change agents. SCIS Connections, 79. Retrieved from https://www.scisdata.com/media/1353/connections-79.pdf

October 5, 2019

Module 3 Blog: Implementing Change

A change I have been thinking about implementing is regarding how teachers use the library and the TL. I do not know where my next TL job will be or the specifics of the role (eg. is library considered NIT? Is it collaborative inquiry learning? Is it teaching skills just in time? Is the library just used by classes with no support from the TL?) My ideal library usage is one where teacher and TL are working collaboratively on units of inquiry and embedding information and digital literacy skills into the process. A process of change may be required to reach this goal.

To change how staff view the use of library time and library space I think it is necessary to show them what could be possible. Drawing on ETL401’s discussion of advocacy, I would consider getting a few people on side with the idea of collaborative learning and demonstrating the process with them. It is important here to show the Principal how working collaboratively through inquiry units adds to student learning and the ‘big picture’ of the school. Once a successful unit (or two) have been completed this can be shared with the Principal. Hopefully they will see the benefits from the test cases and want this to occur school wide. The next step would be to convince other teachers that this is the way to go – this could be done through a staff meeting presentation given by the test case teachers to share their experiences and what their students (and them) got out of the process).

While transforming the usage of the library and TL could be considered a top-down directive (the Principal now wants it this way), it would be directed from the TL, and teachers are encouraged by those who have worked this way to give it a go. There is also an opportunity to put it to the teachers: what else do you want from the TL? Things are going to change, what changes would you like to see? This adds in teacher voice and gives them notice that things will be changing.

A process like this could take 1-2 years to be fully supported and implemented by the staff. It could be introduced in stages.

Get the principal on-side. Provide them with readings and data about collaborative inquiry learning
Remove library as a NIT time (if it is this way)
Brainstorm ways the library and TL could be used instead
Get a few teachers on-side to work collaboratively with as test cases
Share results and experiences with whole staff
Work with a few more teachers
Implement some of the brainstormed ideas – as relevant and applicable to circumstances
The following year – start the year off fresh with collaborative inquiry units

Through this process staff voice is being heard, they can see the outcomes from the collaborative opportunities, the process can be tweaked and changed, and staff have the opportunity to ‘give it a go’ at any stage during the year prior to full school implementation.

October 5, 2019

Module 2 Reflection: Organisation Theory

Module 2 expanded my understanding and knowledge of theories behind management and leadership, and what makes an information service. I read about different theories including: Classical Management Theory, Mintzberg’s classifications for organisations, Situational, Transactional, Transformational, Servant, Distributed, Instructional and School Leadership. As well as why leadership is important for Teacher-Librarians.

I didn’t realise there were so many different theories behind leadership. During my reading I connected some theories to education and schools more than others. Classical Management theory relates to jobs being precisely defined, hierarchical structure and clear levels of command. I see this as teacher and leadership role descriptions, Principal at the top of the pyramid, and various middle and senior level leaders in the chain of command to deal with any issues or changes.

There was cross-over between levels of Mintzberg’s classification regarding where school’s sit. I think schools lie between Divisional and Professional, with a little bit of Innovation. They are under the banner of a large department (the state, catholic, independent systems) with centralised control. But they are also characterised by professional and competent teachers in specialised areas of expertise. Schools which have expanded to Distributed leadership could work towards becoming Innovative as other staff members begin to have control of decisions and direction.

In terms of leadership theories, I connected with situational, transformational and distributed.

Situational Leadership: I think it is necessary to be flexible in how to lead in a particular situations (context is important). However, for this method to be successful relationships with all members of the team are highly important as you could call on any of them to assist in a particular situation. This type of leadership calls for a good understanding of your team’s skills and the structure of the task at hand.

Transformational Leadership: I like the big picture direction required for Transformational Leadership. It is a focus on identifying what the next steps are to build on performance and success. I see this form of leadership in convincing subject teachers to team-teach with you. This is an opportunity to develop change in practice. Collaboration across all levels can be seen in team-teaching with different year levels and subject areas. There can be team building in preparing library staff for these opportunities (resource collection, online presence), and in working with faculties (what I can do to help you and your students achieve – inquiry and information literacy). There is also the opportunity to provide PD to staff about how a collaborative session can be planned and implemented.

Distributed Leadership: This form of leadership can be used within the Library team. It requires an understanding of the areas requiring leadership and the skill sets of the team members. Can other people take on leadership roles in their area of expertise? For example, someone working on explaining copyright practice to staff and students – they can also teach that understanding to all library staff.

I also understand further now that leadership for a TL could be leading by example, being visible, being a manager, knowing when to delegate, and integrating myself into teaching and learning. This connects to TL Advocacy (from ETL401), identifying how the TL can help other members of the school. Get them onside and then incorporate/suggest ways of working together to improve teaching and learning outcomes.

I found this module to be highly useful in expanding my knowledge and understanding. I have a greater picture of what how different types of leadership could be used as TL. Examples and explanations (particularly in Smith, and Bush & Glover) expanded on the basic concepts and highlighted areas to consider.

By better understanding leadership theories, I can identify what styles I connect with best and how I can use them in the future. In completing the case studies, I hope to better apply leadership understanding to the scenario, which, in turn, will assist with future leadership responsibilities. My knowledge about leadership styles can also direct me about what styles are not suited to my personality or situations.

References:

Bush, T., & Glover, D. (2014). School leadership models: What do we know? School Leadership & Management, 34(5), 553-571. doi: 10.1080/13632434.2014.928680

Smith, B. (2016). The role of leadership style in creating a great school. SELU Research Review Journal, 1(1), 65-78. Retrieved from www.selu.usask.ca

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.

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 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.

May 19, 2019

ASLA Evidence Guides

I would use the ASLA Evidence Guides for Teacher Librarians as a benchmark for TL achievement. They provide a non-exhaustive list of practical ways to meet each of the AITSL Teacher Standards through a TL position. I use the documents to inform my practice with the examples provided for whichever standard I am trying to address. They are also useful as a basis to further explore the role – again through reviewing the examples provided. Comparing the proficient document to the highly-accomplished document could provide ideas about how I might need to lift my gain to achieve that level.