January 21

ETL402 – Illuminating Literary Learning

qimono / Pixabay

Before undertaking Literature Across the Curriculum, as a Secondary English teacher and almost through my Master of Education (Teacher Librarianship), I thought my knowledge of literature and literary learning was rigorous. Although never conceited enough to consider my knowledge complete, I baulked at the subject trying to assess whether it would be worthwhile – already having taught literature for the past fourteen years. However, since undertaking the subject, my breadth of knowledge of texts has proliferated, especially of digital texts. For example, in Module 2A.2b, I discovered Simonetta’s discussion forum response which offered an inspiring digital story of K’gari interactive documentary (2021, November 17) (n.d.). My learning continued to grow from the inception of the course throughout.

From my first blog entry which delved into the definition of children’s literature, I was captivated by the evolution of history, previously society treating children as adults and how that impacts on the appropriateness, interests and benefits for children and young adults now (Travassaros, 2021a). I knew that every student has individual learning needs but the importance of choosing appropriate literature that students can identify and connect with, their culture and their situation was emphasised, as evidenced in Assessment 1 which expounded the inclusion of Aboriginal and Torres Strait Islander realistic fiction (Travassaros, 2021b). Furthermore, not only is it beneficial for the individual represented but also for the class to learn cultural awareness (Travassaros, 2021b). Additionally, by introducing the texts written by or in collaboration with Aboriginal and Torres Strait Islander authors, it provides an authenticity and credibility to the text  which, when studying perspectives, encourages students to empathise with protagonists which encourages social cohesion (Travassaros, 2021b).  In future, I will use this knowledge when undertaking collection development, in creating book displays, creating book boxes and collaborating with teachers to deliver literature across the curriculum.

The pedagogical benefits of literary learning through various genres and forms was explicitly taught, not only with diversity and perspectives but I also learnt that through the genre.  For example fantasy uses metaphor to diminish the severity of unpleasant or hard issues (Flanagan as cited in Travassaros, 2022, January 21). I learnt that literature response strategies are important for further cultivation, developing and shaping the learning of students experienced through the literature read. A book trailer, with its kinesthetic approach, can encourage interest, and act as a relaxant for those who are challenged by the activity (Festa as cited in Travassaros, 2022). Not only was I reminded of some learning strategies such as think pair share, but my eyes were opened to strategies I was unfamiliar with and wished to try, such as literature circles.

This subject has provided me with valuable information a teacher librarian can use across the curriculum.  My teacher librarian journey has only just begun and my learning path will continue. Professional development and connections within the teacher librarian industry will assist this process, as well as undertaking my own research and readings. The future is bright!

References

Festa, K. (2017). The book trailer project: Media production within an integrated classroom. Journal of Media Literacy Education. 9(2). 105-113. https://doi.org/10.23860/JMLE-2019-09-02-08.

Flanagan, V. (2014, March 3). Children’s fantasy literature: Why escaping reality is good for kids. The conversation. https://theconversation.com/childrens-fantasy-literature-why-escaping-reality-is-good-for-kids-22307.

Gimono. (n.d.). Light bulb idea lit. [Image]. Pixabay. (https://pixabay.com/illustrations/light-bulb-idea-lit-inspiration-4514505/. Used pursuant to Pixabay Creative Commons licence.

SBS. (n.d.). K’gari interactive documentary. http://www.sbs.com.au/kgari/.

Simonetta, J. (2021, November 17). RE: 2A.2b Literary non-fiction. [Online discussion comment]. Interact 2. https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_58477_1&nav=discussion_board_entry&conf_id=_115076_1&forum_id=_259136_1&message_id=_3848830_1

Travassaros, E. (2021a, November 12). ETL402: Literature Across the Curriculum. Charles Sturt University ThinkSpace: Ellene’s reflective journal. https://thinkspace.csu.edu.au/ellene/2021/11/12/elt402-literature-across-the-curriculum/.

Travassaros, E. (2021b, December 17). Assessment item 1 – Rationale for fiction, journal article. Charles Sturt University EASTS. https://interact2.csu.edu.au/webapps/csu-serviceslink-BB5c1c4db3261aa/link?type=easts&course_id=_58477_1&mode=view.

Travassaros, E. (2022, January 21). Assessment item 2 – Literary resource kit. Charles Sturt University EASTS. 

 

 

Category: ETL402, Literature, Reader response, Uncategorized | LEAVE A COMMENT
November 12

ETL402: Literature Across the Curriculum

With reference to 7 trends in children’s and YA publishing  some of these will remain constant but others will continue to evolve. I disagree that the graphic novel market has been “flat”. In fact, it is the graphic novels that students borrow most (Australian Writers’ Centre Team, 2020).  More complex issues for younger ages will continue. This is ironic when, historically, children have been treated as miniature adults and now they are not.

Vision for the Future of Children’s Literature

It is the fears of today and the worries of tomorrow that continue to set imaginations on fire. Environmental sustainability will continue to be a popular subject in children’s literature. Co-vid has realised some sci-fi narratives. Sci-fi medical pandemics and dystopian novels will continue to be popular as the world’s population grows and the threats to humanity are squirming in the background.

Diversity and mental wellbeing is another issue that is trending and will continue. Discrimination, bullying and the wrongs of history will keep bubbling away in society and in novels. Novels  will continue to deal with growing up and identity issues in an increasingly futuristic world.

Unfortunately, graphic novels and manga will continue to be heavily consumed due to the images and words working in synthesis and the lowering value and patience it takes to stick with a book and be rewarded with the satisfaction and pleasure of finishing. It may also be the violence that some students love that is another incentive for graphic novel audiences.

The drivers of change

The drivers of change can be numerous. It can be political, environmental, health, socio-economic status and technology that impacts on children’s literature. Another drawcard of children’s literature will always be the problems of growing up and finding out where you fit into the world.

Reference List

Australian Writers’ Centre Team. (2020, July 17). 7 trends in children’s and YA publishing. AWC: Australian Writers’ Centre. https://www.writerscentre.com.au/blog/7-trends-in-childrens-and-ya-publishing/

Category: ETL402, Literature, Uncategorized | LEAVE A COMMENT
July 12

ETL507 Assessment 6: Professional Reflective Portfolio – Dazzling Sun

Teacher Librarians must strive to be as dazzling as the sun.  (Photo: McKenna, 2016)

At the beginning of my studies, I was a secondary English teacher working in a combination of casual and temporary roles in Special Education and English as an Additional Language or Dialect. My passion for literature and the library developed from childhood experiences of the public library and the school library – visiting the public library to borrow books with my grandparents; occasionally attending storytime at our local public library; hearing about books from the teacher librarian then scrambling to be the first to borrow; and an exciting author visit from Colin Thiele(!) when I obtained his autograph. My memory of my high school library was not so quaint. It was a dry, uninspiring, probably underfunded and lonely space. However, after observing the vibrant learning hub created in one of my current schools, it inspired me with the desire to create my own vibrant, imaginative high school library filled with a love of learning and vitality.

Bonanno’s keynote address conveys need for Teacher Librarians to change (2011)

In my first ETL401 blog post, I hazily defined (and limited) the teacher librarian’s (TL) role as an “educational facilitator and manager of spaces” (Travassaros, 2019a, para. 1). How inadequate I can now say this is, being almost qualified as a TL! Etched in my memory and evidenced in my further blog entry from the inception of the course (Travassaros, 2019b, para. 1), disturbingly, has been Bonanno’s keynote address at an Australian School Libraries Association (ASLA) conference (2011). In this video she mentioned that, at the House of Representatives Inquiry into school libraries and teacher librarians, participants frequently referred to the TL profession as an “invisible profession” (1:37). Identifying with this statement at the time, lacking knowledge about the position, I have since had several experiences where the TL position has not been given worth.  Instances such as: while I teaching ‘library classes’ a classroom teacher stated in front of the students that they have a test and needed that time for preparation, thus devaluing my content; my current new position as TL was cut back to three days a week whereas the previous TL worked four days; and the library does not open at break times when I am absent, such as the two weeks I was away for work placement.  In these instances, not only has practice has confirmed theory but it provided strategies and perspectives of dealing with the issue such as Bonanno’s ‘glass half full’ (2011: 0:50). I learnt that it is essential that to be committed to ensuring that the TL role is valued and dazzles as the sun.

Three themes I consider indispensable in my learning and elements for being an effective teacher librarian are: collection development, 21st century teaching and learning; and leading from the middle.

The Big6 (2018) inquiry learning model

Information Literacy and Literature

Originally I was bamboozled by the complex concept of information literacy which has projectiled into 21st century education, as discussed in my ETL401 blog entry (Travassaros, 2019c, para.1-3). The changing information landscape; proliferation of literacies, information and technologies; the internet; the way that information is consumed and increasingly created emphasises the need for the TL to be capable of facilitating teaching and learning of information literacy. Understanding of inquiry learning has important benefits such as the implications of incorporating technology into research units and the natural differentiation it provides as Roots Lewis, Simmons and Maniotes discusses when they justify their choice of choosing Guided Inquiry (2018) with which to develop a culture for learning in their school. Developing a unit of work which was based on the Big6 inquiry model (2018), in ETL401 Assignment 3 (Travassaros, 2019e) and which explored a number of other information literacy strategies such as California State University’s ‘CRAAP test’ of assessing information was instrumental in building my understanding of a number of concepts and resources which will be invaluable for future use (2019). Through devising this particular unit of work, I have developed an excellent knowledge and understanding of concepts pertinent to information literacy. At present, my recently acquired main TL role has limited exposure to classes. However, we have developed a memorable unit which has concepts and resources ready to use on a ‘just-in-time’ basis. In future, I need to develop colleguial relationships to create opportunities.

INF533 Literature in Digital Environments was enlightening. It emphasised the need to be aware of 21st century developments and that implications that these texts have regarding information literacy. We explored digital narratives from a multitude of sources such as ‘Into the Cave’ ABC news story (Motherwell et. al., 2018) and the Incredible Tales of Weirdwood Manor (All Work No Play Inc, 2019). From an educator’s perspective, it was exciting to discover these multimodal texts and contemplate their possibilities. These digital texts be classified according to the variety of features they contain such as in such as in Assessment 2 blog entries of enhanced or interactive digital texts (Travassaros, 2019f(i); Travassaros, 2019f(ii)). They can be beneficial for a range of abilities and learning styles, some texts having the scope to be read to the viewer such as option to have the viewer read to or simply have words on the screen as discussed in my blog (Travassaros, 2019f(ii)). However, Roots Lewis, Simmons and Maniotes warns that technology should not be the focus of the lesson (2018). It should be the subject content. On recently work placement at the Digital Library, four classes of Year 6 students visited on excursion, as discussed in Assignment 5 ETL507 (Travassaros, 2021, p. 4-5). One of my activities was to facilitate their engagement with the virtual reality equipment. The program contained virtual rooms of pictures of the previous mayors which complemented the civics and citizenship educational program the library had running. Most students were enthralled with the experience so it came as a surprise when it was conveyed that some students who participated in the holiday program, although probably more experienced in virtual reality, thought this experience uninteresting. This experience conveyed that it is important for students to be interested in the lessons but there must be purpose to the new technology buzz as they will soon tire of the ability to pick up a virtual plant and throw it across the floor.

As I reflected on this situation, using the theory learnt to apply to practice, I realised that there are many differences between the information agency contexts and the types of digital texts. Applying this work placement experience to the school library context, the school library facilitates compulsory, graded, differentiated educational units of work programmed in accordance with New South Wales Education Standards Authority (NESA) syllabuses. This, to a large extent encourages compliance and participation by students. Whereas the public library provides voluntary educational STEM activities. This particular interactive text when applying to Bloom’s taxonomy only requires a lower order thinking response. The participant finds an article and understands how to use the interactive technology. INF533 emphasised the importance of using quality educational texts. Teale and Yokota warned against interactive elements interfering and detracting from the narrative (2014, 581). While a virtual reality program is more of a timeline rather than a narrative, this, the technical features tended to be an intrusion from the content of learning about the mayors. My main school where I am TL, the library has virtual reality technology. Much of the time it sits unused. However, the theory and practice obtained throughout this course has provided the tools to investigate how to make this into a valuable resource for the library.

21st Century Teaching and Learning

21st century education is not only about knowing broader concepts like information literacy but also, to a large extent, about knowledge of context both on a macro scale, through key organisational policies and guidelines, and then having the ability to apply them on a micro scale. In a number of subjects including ETL401, ETL503, ETL504 and INF533 we explored the broader guiding educational documents such as: ACARA’s General Capabilities (Travassaros, 2019e; Travassaros, 2020a; Travassaros, 2020b); each discipline’s NESA Syllabus (Travassaros, 2019e); NESA’s Library Policy [State of New South Wales (Department of Education), (2019)] (Travassaros, 2019g); and ASLA’s Policy Statement – School Library Bill of Rights [2011(2018)] (Travassaros, 2019g; Travassaros, 2019h). From an educational perspective these documents are necessary to function as a TL. A TL must have the knowledge of the content to be able to lead learning into the 21st century, applying that learning, being able to be flexible with it. If unaware, then this course has also given me the tools to investigate.

On a more localised basis, both ETL504 and ETL503 focused on policy documentation such as developing a library policy. Amending another school’s library policy (Travassaros, 2020b) and explored strategic planning activities including when investigating vision and mission statements, learning that the ‘big picture’ must include the present and the future (Jisc, 2012, 1). The synthesis of these items then contributed to creating a white paper, when a proposal for implementing 21st century learning put forth (Travassaros, 2020a, p. 2-6). However, the knowledge of the school demographic context is also essential. In ETL401 Assessment 3 was a collaborative unit based on particular location possessing distinct attributes of the school (Travassaros, 2019e, p. 2 para. 1). For INF533, I created a digital narrative for a specific class, The water cycle: How Splish recovered his Splash (Travassaros, 2019j), connecting the e-text with the relevant syllabus outcomes, copyright and Creative Commons issues in my blog (Travassaros, 2019i). Even when applying context, knowing the demographics, it is sometimes difficult to predict the outcomes. For example, on work placement I facilitated the Battle of the Book Clubs challenge as discussed in ETL507 Assessment 5 (Travassaros, 2021). Impressively, Newcastle Libraries has over 200 book clubs, but it was still difficult to estimate the turn out. Similarly in practice, employed at my main current school for the past four weeks and not having access to classes, I have been organising a writing competition for Children’s Book Council of Australia’s Book Week. However, is difficult to predict what sort of response it will elicit. Nevertheless, it is important to be informed of the context so that situations can be managed, marketed and advocated for and we are provided with the best knowledge and tools to enable success now and to prepare out students to learning in the 21st century.

Leadership

 Figure 1. An early leadership concept map created and submitted in a discussion forum post (Travassaros, n.d.)

Figure 2 Developed leadership concept map (Travassaros, 2020d)

My professional learning journey continued to hit new peaks in ETL504. The growth of our leadership definition was refined in the creation of a concept map in the drawio platform (Travassaros, n.d.). Figure 1 evolved into figure 2. How to construct the concept map (text type), the language and ideas of leadership all evolved. The language of leadership is very important as we learnt the types of activities, persona a leader takes on and formulated ideas on what sort of leadership styles, even testing some out in the case studies! It is interesting that in an ETL504 discussion forum post in 2020, I have noted that leadership should be contingency leadership style (Travassaros, n.d). To be a successful leader, a teacher librarian must be knowledgeable and adaptable when encountering every situation. Bush and Glover’s article discusses various types of leadership theory including: transformational, distributive and managerial leaderships (2014). With contingency leadership, a leader should change their leadership type to suit the occasion (Bush & Glover, 2014). ETL504 provided a landslide of information. This subject is only the start of becoming a skilled leader. I have learnt that to be an effective TL and leader, I will further benefit from experience, practice and networking. In terms of networking, I have joined various professional groups such as ASLA and the Newcastle Area Teacher Librarian Association (NATLA).

Distributed leadership was evident at work placement as noted my Work Placement Report (Travassaros, 2021, p. 5-6). It worked well in developing programs in teams as well as collaboratively when utilising various specialisations such as when the digital librarian and the youth and children services librarian collaborated to devise educational programs such as the Home School Network – STEM discovery learning session and the Civics and Citizenship and Virtual Reality Program for Year 6 students (Travassaros, 2020, 5, 10). With all the attributes that make up 21st century information agencies such as the proliferation of information, it is beneficial to share the workload and have others “own” their projects. At Newcastle Libraries, I also witnessed transformational leadership in terms of the innovative student-centred discovery learning that I witnessed in these events. Additionally, servant leadership took place when the Co-ordinator – Service Design Customer Experience also completed the responsibilities of Customer Service Officer. I learnt that to be a successful leader, it is beneficial to be aware of alternative strategies. However, leadership research is constantly evolving and this course has enabled me to investigate an issue when the need or inclination arises.

During the TL course, I have developed an appreciation of the complexity of the TL’s role. It is a role that needs to be advocated – TL’s survival depends on it! Over the past three years, together – the course and I – have successfully covered vast amounts of knowledge and an understanding of theories. There has been an array of topics in multiple subjects such as information literacy and literature, leadership and 21st century education. The course has effectively taught me many things, only shrapnel fragments of which lay here on these pages. However, key aspects of my learning have been that it is the synthesise of all the elements learnt that allows us to choose the best informed practice and the best chance of successful outcomes. It is with reflection that we can improve our learning and perceive a situation from another perspective. I am still learning and will continue to be a lifelong learner – a 21st century learner. Every situation is different but the challenge, as a TL, remains the same. That is, the aim to achieve the best student outcomes possible.

References

All Work, No Play Inc. (2019). The incredible tales of Weirdwood Manor, [version 1.6.1] [software application]. http://weirdwood.com/

Australian Curriculum Assessment & Reporting Authority. (2016). General capabilities – Introduction. https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/.

Australian School Library Association. [2011 (2018)]. Australian School Library Association policy statement – School library bill of rights. https://www.asla.org.au/resources/Documents/Website%20Documents/Policies/Bill%20of%20Rights_2018.pdf

Bonnano, K. (2011). ASLA 2011. Karen Bonnano, Keynote speaker: A profession at the tipping point: Time to change the game plan [Video]. Vimeo. https://vimeo.com/31003940

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

California State University. (2019). craap-test.pdf. Meriam Library California State University, Chico. https://library.csuchico.edu/help/source-or-information-good

Jisc. (2012, November 8). Defining and articulating your vision, mission and values. https://www.jisc.ac.uk/guides/vision-mission-and-values

McKenna, F. (2016, August 23). Five birds flying on the sea Unsplash: Photos for everyone [image]. https://unsplash.com/photos/OD9EOzfSOh0 Used in accordance with Unsplash Licence (Creative commons licence CC BY 4.0).

Motherwell, S. (Journalist), Spraggon, B (Designer and Co-Illustrator), Hoad, N. (Developer), Madden, T/Reuters (Co-Illustrator), Cross, N. (Video Production), Leslie, T. (Producer), (2018, July 13) Into the cave ABC news report. https://www.abc.net.au/news/2018-07-13/thai-cave-rescue-tham-luang-extreme-challenges/9985286

Roots Lewis, K., Simmons, S., & Maniotes, L. (2018). Building a culture for learner voice and choice through inquiry. Teacher Librarian. 45(4). 24–27. http://search.ebscohost.com.ezproxy.csu.edu.au/login.aspx?direct=true&db=lih&AN=129318056&site=ehost-live

Teale, W. H., & Yokota, J. (2014, May). Picture books and the digital world: Educators making informed choices. The Reading Teacher. 67(8). 577-585. https://www.academia.edu/3886534/Picture_Books_and_the_Digital_World_Educators_Making_Informed_Choices

The Big6., (2018).  Welcome to the Big6: Inquiry every day in every way with the Big6! The Big6.org. https://thebig6.org/ “The Big6.org copyright license 2018; original license for the Big6 is copyright © 1987 Michael B. Eisenberg and Robert E. Berkowitz. For more on the Big6, visit: https://thebig6.org/” The site is used in accordance with permissions page under Creative Commons Licence (CC BY-NC-SA 4.0)

Travassaros, E. [Elle] (2019a, March 11). Warning … tsumani ahead! Ellene’s reflective journal. https://thinkspace.csu.edu.au/ellene/2019/03/11/warning-tsunami-ahead/

Travassaros, E. [Elle] (2019b, March 22). Are school librarians an endangered species? Ellene’s reflective journal. https://thinkspace.csu.edu.au/ellene/2019/03/22/are-school-librarians-an-endangered-species/

Travassaros, E. [Elle] (2019c, May 4). Information literacy (… where do I start?) and the role of the teacher librarian. Ellene’s reflective journal. https://thinkspace.csu.edu.au/ellene/2019/05/04/information-literacy-where-do-i-start-and-the-role-of-the-teacher-librarian/

Travassaros, E. (2019d). Assessment 2: Discussion Essay. ETL401.

Travassaros, E., (2019e). Assignment 3: Discussion Essay. ETL401.

Travassaros, E. [Elle] (2019f(i), August 31). Interactive Digital Literature Review: INF533 Literature in digital environments: Assignment 2 – Part A. Ellene’s reflective journal. https://thinkspace.csu.edu.au/ellene/2019/08/31/out-of-the-cave-and-into-the-enhanced-digital-literature-review/

Travassaros, E. [Elle] (2019f(ii), August 31). Interactive Digital Literature Review: INF533 Literature in digital environments: Assignment 2 – Part A. Ellene’s reflective journal. https://thinkspace.csu.edu.au/ellene/2019/08/31/interactive-digital-literature-review/

Travassaros, E. (2019g). Assignment 1. ETL503

Travassaros E. [Elle], (2019h, January 9). Pre-meditated self-censorship. Ellene’s reflective journal. https://thinkspace.csu.edu.au/ellene/2020/01/09/pre-meditated-self-censorship/

Travassaros, E. [Elle] (2019i, October 7). INF533 assignment 4: Part C critical reflection. Ellene’s reflective journal. https://thinkspace.csu.edu.au/ellene/2019/10/07/inf533-assignment-4-part-c-critical-reflection/

Travassaros, E. (2019j). The water cycle: How Splish recovered his Splash. Book Creator. https://app.bookcreator.com/library/-LpukWY2xVJk7KQ5GF69/gkXU1NgGVPS857wsnxPRZLgf23j2/gt0ogFAtTdSlnUTAHcF2gQ/7CpAVAlLSoeyVTH16FxxLA

Travassaros E. (2020a). ETL504 – Teacher Librarian as Leader: Assignment 2: Navigating 21st century learning: Embracing the learning commons. ETL504

Travassaros E. (2020b). Assignment 2. ETL503

Travassaros E. [Elle] (2020c, May 24). Doors opening … mind the gap. Ellene’s reflective journal. https://thinkspace.csu.edu.au/ellene/2020/05/24/doors-opening-mind-the-gap/

Travassaros E. (2020d). ETL504 – Teacher librarian as leader: Assignment 1. ETL504.

Travassaros, E. (2021). Assessment 5 – Placement report. ETL507.

Travassaros, E. (n.d.). Discussion forum post. ETL504.

 

Category: Censorship, Collaboration, Curriculum and Learning, ETL401, ETL503, ETL504, ETL507, INF533, Information literacy, leadership, Miscellaneous, Policy and Procedure, Technology | LEAVE A COMMENT
February 28

ETL507 – Igniting a Reflective Chronicle

Reflection can be an illuminating experience. To gain the full benefit of experiences and learning, reflection is imperative. When “in the moment” it is extremely easy to become caught up paddling frantically trying to keep afloat. It is not until we have the affordances of later sitting back in buddhist style to reflect on the happenings, can the subject gain a better understanding of what just happened. Additionally, collaborative reflection is also beneficial.

I hope to gain out of this unit, a broader understanding of how school libraries slot into the information landscape. I expect that each library services their clients differently. Each would have similar considerations but emphasis would be on different elements. Primary school libraries, for instance, would have a large emphasis on learning to read but a library in a hospital that specialises in health and medicine would obviously be driven toward providing information on medical issues. “Clients” who would access that library would be more than proficient in literacy but may still have differing education and skills in certain areas. Each library works to service certain clients but do not necessarily work in exclusion to other libraries. For example, a school library and a public council library may have similar, if not, the same texts. Their target audiences cross over. Both are pitched for educating children to their ability level.

I have worked in both a council public library and a school library. There are similarities and differences in both places. I am looking forward to differences in policies and procedures but also in technologies used. In other school libraries, I am interested in hearing and seeing what happens in those libraries. I am looking forward to observing various other libraries such as the TAFE libraries, academic libraries, medical libraries and museums. The role of libraries, broadly is to serve their customers needs: educate, enrich and balance the socio-economic inequalities. Every person’s library’s needs in the library’s community should be catered to.

My professional goals at this point is simply to be a library educator who specialises in literacy and digital/technological improvements. I can envisage that by observing various ways procedures are practiced, I will be able to becomes more flexible and in a better place to make informed decisions about practices I will use in my school library (once I obtain a teacher librarian job).

I envisage (hope) I will be enabled to speak more flexibly with fellow information professionals. Likewise, my expectations are that professional connections will be gained and networks built for future opportunities.

An information agency is a place that specialises in knowledge and/or data. How information has been conveyed has evolved, the amount of information has exploded due to the internet and technology, accessibility has become more complex and digital literacy has developed as an issue. As a study visit in a previous year, I chose the Fiji Museum. What makes this an information agency is that it contains items and information about the past. Although, patrons cannot borrow items, it serves the need of customers by being a source of reputable knowledge and data that is catalogued. Fiji Museum’s objectives are: education, preservation and heritage management. It keeps safe the country’s cultural history for present and future generations. Services they offer are: cultural preservation;  venues, functions and exhibition space hire; virtual tours of the museum; and a reference library and archive.

Libraries provide opportunities. Many of them work equity and equality. They are about servicing their library users.

 

References

Fiji Museum, (2017), Fiji Museum, http://fijimuseum.org.fj/

 

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May 24

Doors opening … mind the gap

ETL504 – Assessment 2 – Part B

All aboard the leadership train! All stops to Leadership Town. Mind the gap.

Like bouncing tennis balls flung at force we intermittently sprung to grab our leadership experiences. Far from being just passengers, we travelled straight into Leadership Town … and we will never be the same again!

My understanding of leadership has flourished over the last semester. The reality of leadership is that it is hard work but can be rewarding. It is about having a shared vision, mission and empowering others. As I teacher librarian, it is beneficial to acquire effective leadership traits such as being respectful, treating everyone as an individual and making people feel valued (Travassaros, 2020, 1 March). Collaboration is a key 21st century skill and readily apparent in a teacher librarian position. From my own experiences with the case studies, if encouraged in a positive manner, the outcomes is likely to be better, the participant views the activity more positively and more likely to want to collaborate again.

Improving leadership, comes from authentic learning experience as well as applying the theories. The case studies were an excellent way to become immersed in teacher librarian experiences. Individually, we began being led (Travassaros, 2020, March 3) through a case study and only contributing my part. This was a valuable part of the learning process as it enabled students to observe how the process of collaboration can work. After Case Study 3, my blog entry (Travassaros, 2020, 4 April) reflects that  my anxiety had dissipated and, after reflective questioning from Bales (2020, April, 9) about leadership styles demonstrated in the activity, I focussed on seizing the opportunity to lead from the middle and adopt more of a leadership role my focussing on my strength – organisation. It was more challenging than I expected. I facilitated volunteers for roles, applied deadlines and made my contributions (Travassaros, May 10). Although I found it beneficial, initially it was time consuming to set up the activity. Endeavouring to keep to the timeframe, I jigsaw puzzled relevant bits transferring information, from discussion forum to wiki to facilitate the process. Each time we participated, the process and our submission became better (Travassaros, May 10). Through demonstrating a combination of leadership styles (instructional, distributive, transformative and servant), by providing organisation, other group members were empowered to excel in their ‘expert’ roles. Our group, (Group 8) established a positive culture in which everyone felt supported and could thrive. This is evidenced in the lecturer’s comments (Bale, 2020, May 9) to Case Study 4’s submission.

In case study 4, we experienced unexpected change. Having already started the first activity, it was fatiguing to have the activity abruptly changed. I learned from this experience that it is imperative to communicate with the leader (and vice versa) so that circumstances can be resolved (Travassaros, May 10). With permission, we continued with our original activity – unaffected by the changes.

Learning better ways to lead from a teacher librarian’s role stems from the synthesis of combining experience leading and researching. Effective leadership is about seizing opportunities, empowering and motivating others, building and sustaining a shared vision, effective communication, positive interactions with others including managing change fatigue and facilitating the process by ‘minding the gap’. Hence, student outcomes staff morale and output improved. A more enjoyable ride had by all.

References:

aitoff. (2016, October 24). Railway platform. Pixabay. https://pixabay.com/photos/railway-platform-mind-gap-1758208/. This image is pursuant to Pixabay Creative Commons Licence.

Bale, J. (2020, May 9). Case Study 4 (original, not co-vid) Group 8. Charles Sturt Discussion Forum. https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_44236_1&nav=discussion_board_entry&conf_id=_88817_1&forum_id=_180720_1&message_id=_2918458_1

 

Category: Collaboration, leadership, Organisation theory, Uncategorized | LEAVE A COMMENT
May 14

ETL504 – Case Study 5 – Revealing Rainbow

kropekk_pl / Pixabay

Case Study 5 saw a change in the way our group collaborated and also a change to the co-vid task. It revealing rainbow that delived into some deep thinking and soared to collaborative heights. In terms of collaboration, I enjoyed that our brainstorming elicited new and different ideas. Holly Pirie (2020, May 13) shed new light from a Children and Youth Librarian’s perspective with some amazing ideas cloaked in various leadership styles, such as public library poetry slams (via Zoom), writing workshops (transformational leadership) and year 10 research workshops (instructional leadership).

Our task involved a reflection on unrealized opportunities and actions taken during co-vid. I felt that key factors underlying the unrealized opportunities have been: isolation and overwhelming workload of teachers, pre-co-vid presence; timing and making yourself ‘indispensable’; and the combination of change and technology (2020, May 14 [emailed]). My context has also had an impact on eventualities due to the limited time I have been a teacher librarian (TL) (2020, May 12). My launching of bookclub proved to be a missed opportunity. It was ill-timed due to the newly established remote learning when students and teachers were being overwhelmed with workload and technology. My reflection revolved around the fact that the teacher librarian needs to link themselves with an indispensable activity. That is, an activity that is key to the essential workings of the school such as the technology. In this instance, the transformational leadership led to a missed opportunity as it was not the right opportunity for the time (2020, 14 May).

Another issue in case study 5 was that arose was the provision of resources to combat the isolating nature of teaching and change in the learning environment. In collaboration with the other school TL, we devised a resources bank for teaching resources. Therefore, we were able to avoid overwhelming teachers further by emailing. These included provision of innovative resources which links to transformational and servant leadership (2020, May 14 [emailed]).

It was established that this too would have been an in excellent time to promote digital literacy and digital citizenship issues and content. Promotion to teachers occur by: email; meetings, saved to  Canvas and/or professional development. This activity could be used to promote scope of the library functions for the future. In addition, teachers should be made aware that these can be tailored to particular units of work. This could be considered servant, instructional and transformational leadership (2020, May 14 [emailed]).

Professional relationships, the pre-covid presence of the TL and teachers unaware of what it is that the TL does can also be an adversity. TLs must be part of the essential everyday running of the school. Non-essential tasks contribute to the school but are not viewed as imperative or valuable in a time of crises. Additionally, I reflected that communication with the principal and executives is essential. Being proactive assists teachers to combat change fatigue (2020, May 14 [emailed]). Many different types of leadership styles were demonstrated. A TL cannot rely on just one strategy.

This activity was very informative. This reflection drew the curtain on my actions and activities as TL and it will inform my practice and provide future direction. It required deep thinking about issues that have arisen recently. Additionally, it revealed a different way of collaborating as a group. It was still effective in raising many ideas (better than the individual alone) and, as I had some time restraints, proved more suitable for me.

Reference:

Pirie, H. (2020, May 13). Case study 5: Discussion [discussion forum]. Charles Sturt University.

Polski, A. (2020, May 14). Pixabay image used in accordance with Creative Commons – Pixabay Licence.

Category: Collaboration, ETL504, leadership, Technology | LEAVE A COMMENT
May 10

ETL504 – Progress and Appreciation – Case Study 4

johnhain / Pixabay

Much has changed since Case Study 3. At the beginning of this case study, organisation was key to achieve the best product, streamline the process and limit wasted time. I was slightly more comfortable with expectation of the process. Additionally, with the passing of our first assignment and our mid-semester break due, I had the luxury of a bit more time to jump in and organise potential roles and interim deadlines. Time to set up the activity was extremely beneficial for me to feel organised and so the group had some direction. The idea was that it allowed others more time for better input. Another group member and I made our initial brainstorming contributions. This took quite some time.

It is well known that education is riddled with frequent change. Due to co-vid19 our case study changed. I felt unmotivated at the thought that the time was lost and unvalued. My passion and enthusiasm had been squashed – a consequence and penalty of being too organised. This seemed almost like a test out of Clement’s article (2014, p. 48) about the result of mandatory change, lack of ownership and damage to morale. However, this was recognised by the lecturer after a technology problem arose with a group member. We were given the option of which case study we wanted to do. This was extremely beneficial to our group. On reflection communication could by our group to the lecturer of the issue would have solved the problem.

Via the formal allocation of roles, distributed leadership was initiated. Group members chose roles and issues after brainstorming sessions. All benefited from the brainstorming , feedback and reflections. I appreciate that Linda (McHugh, 2020, May 8), a group member, continued the reflective process from Case Study 3. It is a benefit that we all contributed and ideas in the activity proliferated which would not have been possible when functioning as an individual in isolation. More indepth input was achieved.

Our group displayed various types of leadership. McHugh (2020, May 8) conveyed three different types: transformational, distributed and instructional. Transformational leadership occurred as by providing role allocations, initiating conversations and scheduling interim deadlines, collating ideas and information when transferring them from the discussion forum to the wiki, I satisfied the first of Balyer’s (as cited in Smith) three basic functions being serving the needs of the group, inspiring with ideas and motivating others with positivity and proactivity.

Linda inspired me, in a transformational sense, in her reflection after Case Study 4 when she asked whether the leadership style of allocation of the groups were ‘self-distributed’ or instructional (McHugh 2020, May 8). This inspired me to research a bit more thoroughly, leading me to respond that it could be elements of both (Travassaros, 2020, May 10). Distributed leadership focuses on the group leadership (Harris as cited by Bush & Glover, 2014, p. 566)  Each member contributed ideas, some chose a role and voiced preferences for issues, everyone had input into the task. However, our concern with the activity was focussed on the teaching and how to improving student outcomes from a teaching perspective. Robinson (as cited in Smith, 2016, p. 68) confirmed that this is also a characteristic of instructional leadership as attributing outcomes to the budget is student-centered leadership as it focuses on student learning.

I have progressed in my journey to collaboration and I can now appreciate the benefits of it. However, there is still a way to go in terms of having experienced different ways to collaborate. I also feel that collaborating with the same people in the group can be advantageous as the members can learn each other’s strengths, preferences and these can be key to successful collaboration. Additionally, the leader providing opportunities to free individuals up to focus on the task and communication is also key features that contribute to success.

References

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

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

McHugh, L. (2020, May 8). Reflection on case study 4 [discussion forum]. Charles Sturt University.

Hain, J. (2020, May 10). Pixabay. This image was acquired under Creative Commons Pixabay Licence.

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

 

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April 4

ETL504 – Suitcase of Experiences – Case Study 3

When our Subject Coordinator broached the topic of group work for our case studies, I confess that I had nothing but apprehension and dread. Not that I dislike working with people but my lack of experience collaborating combined with the anxiety I already feel about submitting things on time really did nothing to excite me. So, in the online meeting when she asked how we feel about participating in the case studies, I could have responded in the default position of sounding positive and optimistic. But I took too long thinking about it, the moment passed and I just didn’t respond. However, I know it is a skill I need to obtain experience in and be able to do it well.

At the beginning of the case study, one major consideration I had was that the task would blow out, become a mammoth task and, I just don’t have the time to become bogged down trying to wade through oceans of information. One group member, jumped in with quite a bit of information – preliminary thoughts and then in another posted another one with some issues listed. Her entry had some excellent insights. I began to type my addition but it took me some time and by the time I had finished and posted a few more posts had already come in. I stressed about this too. However, after a while I calmed down about the volume of work coming in and I realized that this was a productive part of the process. Nevertheless, we did need structure.

Next, we started to group headings in the wiki from the information we had already come up with. We allocated pairs to the groups. A group member took the initiative to divide up all the input under headings and groups allocated which was extremely helpful. Then each of the pairs began the process of refining.

I feel that even though we had not explicitly talked about roles, a couple were naturally defined:

  1. One member instigated the process.
  2. Another member facilitated with the technology side of the case study.
  3. A couple of members were organisers.
  4. All were valuable contributors.

I have been finding it difficult to pinpoint a leadership style. We all worked as a team, acted as professionals working together to achieve a shared goal. The process was diplomatic. It could be argued that the process was a combination of transformative and servant. Our team experienced many of the traits that Holmes, Clement and Albright (2013) have asserted consist of the six features of effective principals. In particular, all of us were focused on the same goal and driven to action; additionally – all of us stood on the same level rather than anyone positioning themselves as leader. One participant excelled at the research and it seemed to me that she had the team’s concerns in her best interests – which lead to the team being motivated to complete better output thus displaying servant and transformational leadership attributes. I initiated and encouraged reflection so that our next collaboration might be streamlined. Hence, took on a more of an opportunity for the group to grow from experience, taking on transformational leadership.

At the beginning of this process, I had packed my suitcase with all that I possessed – H2O and set off at a frantic pace up a long road that had numerous obscure and dangerous bends in it. We are nearing the end of the process now and I am realizing that the long road was a mirage and I was delirious with expectation. My perception is that we worked well together and that I will be happy with the quality and the outcome. I still hold onto the hope that it is not a rush at the end. As part of the reflective process, we can streamline our path. A suggestion will be made for our next case study, that the first thing we do is to brainstorm the issues so that we can develop headings and we all can contribute to those headings. Additionally, more communication on my behalf will enable me to experience less apprehension. Progress has been made and we are getting there.

Reference:

Borodinova, V. (2017, 17 October). Pixabay. https://pixabay.com/photos/suitcase-rain-street-wet-weather-2861491/. The image has been acquired pursuant to Pixabay Licence.

Holmes, K., Clement, J. & Albright, J. (2012). The complex task of leading educational change in schools. School Leadership & Management, 33(3), 270- 283. https://doi.org/10.1080/13632434.2013.800477

 

 

 

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March 1

ETL504 Organisation Theory – Colvin was right in that Taylor was wrong!

Tumisu / Pixabay

 

The title, Managing in the Info Era in the knowledge-based economy, workers will be valued for their ability to create, judge, imagine and build relationships” applies to school libraries as schools and the libraries “trade” in a knowledge-based economy. Additionally, schools are part of a large organisation, contain many people and incur management issues. Accordingly, the content of Colvin’s article relates to school libraries raises the following:

  • It is the teacher librarian’s job to manage the library as one organisation within a larger one, promote the library as an information specialist and to liaise with the Principal, executive, teaching colleagues, administrative staff, parents and students. Every person in the school deals with knowledge – therefore, this should be a large job.
  • Value, economic systems and tradition – In a capitalist society, maximum profit (and shareholders) is the aim. The boss, is usually puts up the capital in the beginning, takes risks setting up the continuing the business, and employs others as workers to make profits. Traditionally, it is the owner that is the ideas and creative person. They come up with the valued ideas and have been generally more educated – dealing in knowledge. Those who are the workers, in the past, have been stuck with the repetitive, manual labour jobs – those that do not have to make decisions and do not possess a lot of creativity.
  • It follows that the more knowledge, the higher up the ladder in terms of education and opportunities a person can travel. This is a possibility. However, everyone fulfills a role in society and progress dictates that most roles in society require literacy and some form of knowledge – even the manual employment. For example, even the woodwork requires knowledge about the various properties of different types of wood.
  • Personal experience – Many years ago now, I worked as a legal secretary. It consisted of repetitive tasks and possessed a glass ceiling. Initially, there were no real avenues for promotion unless I went to complete a law degree. I valued my job as a means to make a living but did not obtain any job satisfaction or find it personally rewarding – I did not particularly look forward to work. Toward the end of my time as a legal secretary (13 years), more outlets began opening up for progress and roles to change such as a conveyancer’s qualification was introduced into universities.
  • Large organisations – Colvin mentions “iron authority and shared values” are the two elements – the adhesive that allowed people to function. When applying this to schools, all staff and teachers focus on shared values. However, the students, who really could be thought of as more consumers in this context – need to follow routines and instructions but to a large extent will keep the values instilled in them from home. Nevertheless, shared values are a large part of what gives an organisation purpose and allows it to function. Iron authority is a different story. As our society progresses and everyone is thought of as an individual and the trend for less hierarchy comes into play, the iron authority has become weakened in organisations.

Colvin was right in that Taylor was wrong! Nobody likes to be thought of as stupid. Colvin’s article relates to school libraries because teacher librarians work in an information era and we need to know how to manage and lead in our role and in the organisations we are apart of. Teacher librarians, as other managers, need to recognise that although every human is different, there are many qualities that are the same too such as respecting those differences and valuing each for their diversity. Treating every person in a respectful manner will elicit better loyalty, creativity and hopefully productivity than when they are treated otherwise. He was correct in asserting that the better managers in the knowledge-based economy and in the information era will find they have a competitive advantage as employees will try that bit harder if they feel valued and generally more positive about their position.

Reference

Colvin, G. (2000). Managing in the info era. Fortune, 141(5). http://archive.fortune.com/magazines/fortune/fortune_archive/2000/03/06/275231/index.htm?iid=sr-link1.

Tumisu. (?). Pixabay Images. <a href=”https://pixabay.com/users/Tumisu/”>Tumisu</a> / Pixabay. All images are used in accordance with Pixabay licence requirements.

Category: ETL504, Organisation theory | LEAVE A COMMENT