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
August 31

Critical Reflection of Digital Literature Experience

INF533 Literature in Digital Environments

Assignment 2 – Part B

What makes a good digital text? What counts as a digital text? What purpose do digital texts serve?

From a teacher librarian/educator’s perspective, a good digital text is a text that is enhanced by the multimodality, it is completed with quality literature and quality features including technological inclusions that add layers of meaning to the text rather than provide simply distractions (Yokota & Teale, 2014, p. 581). With digital texts, Simpson and Walsh (2014, p. 30) assert that what changes is the “interdependent semiotic modes” that impact on the combination of multimodal features (Kress, 2010, p. 157) such as the option to have the text read aloud to the reader and other variable elements such as modifications to the visual display. Simpson and Walsh (2014, p. 31) caution that the multimodal texts can be more demanding in terms of students needing to deal with layers of texts and modes which can have an impact on meaning. Additionally, as the interactive features compound, more participatory skills (Walker, Jameson & Ryan, 2010, p. 212) are needed rather than just being able to focus on the skill of reading alone.

Digital texts serve numerous purposes. From the perspective of the educator, they can serve to educate their students. Though from the perspective of the author and the host of creators involved, their purpose can be to educate with the highlighted text that the reader/participant can follow but also to entertain. Into the Cave ABC News Report in addition also is informative but unlocks opportunities to teach students about information literacy.

 Compare your experience of reading digital texts with reading print.

The e-book focuses on the traditional reading experience, it lacks many of the technological and multimodal features and is the closest to the print experience. In my own experience, I prefer the print text to the simple e-book experience. I prefer the texture, it is less strain on the eye and just a more pleasant experience – one that is relaxing. However, I feel that with increasing my experience of reading e-books, this opinion might change. As the digital texts develop, the multimodal features generally add another dimension to the reading experience to both the enhanced and interactive texts. The danger with this type of text is that the reader, when the text is read to the listener, can become lazy or scroll too fast through the text – missing reading parts of it. In relation to the interactive text, it becomes more of a participatory experience that can incorporate a game. It takes the focus away from the narrative and more attention is given to the technological components. The characters are animated so limits the reader creating their own creative visualisations as the images are fed to the reader. However, the games can have value by promoting problem solving and creative thinking skills. Digital texts should offer different benefits so that digital books should not be interpreted as superseding but instead providing variance to codex.

Chose the digital text you most enjoyed. How might you incorporate it into a program at your institution?

Into the Cave ABC News Report appears to be such a versatile text for teaching purposes. I envisage that a collaborative three-way cross-curricular unit could be introduced. For English, there is the possibility this text could be incorporated into a collaborative non-fiction or newspaper unit. The unit could be organised through the teacher librarian. It could be structured to incorporate an information literacy model such as the Big 6 and teach features such as features the CRAAP (currency, reliability, authority, accuracy and purpose) acronym could be taught by the teacher librarian along with other concepts such as fake news. It may study a number of newspaper texts leading up to a group assessment of designing your own newspaper that reports on events within the school and wider community. The Information Software and Technology teacher’s role could be to facilitate teaching webpage design including the ability to animate parts of the webpage and incorporation of any sound features. However, these are quite large plans and would have to be supported by the school and relevant faculties.

I enjoyed the e-book, Peter Pan but I preferred reading Into the Cave ABC News Report, due the visual elements and creativity of the enhanced text. The interactivity of The Incredible Tales of Weirdwood Manor slow and time consuming. This interfered with the flow of the narrative. Admittedly, the extras grew on me after I could see that they would contribute to the story and this encouraged me to read on. However, it wasn’t until the end of the Book 2 and, for teaching, this was too late. Even though the digital texts can be applied more readily to Information Communication and Technology (ICT) Capability in the Australian Curriculum, Assessment and Reporting Authority General Capabilities, realistically, how each applies to the curriculum is, to an extent, limited to the imagination and purpose.

Reference List

All Work, No Play Inc. 2019, The Incredible Tales of Weirdwood Manor, [version 1.6.1] [software application]. Retrieved from: http://weirdwood.com/

Australian Curriculum, Assessment and Reporting Authority, (2016). Critical and Creative Thinking: General Capabilities. Retrieved from: https://www.australiancurriculum.edu.au/media/1072/general-capabilities-creative-and-critical-thinking-learning-continuum.pdf

Australian Curriculum, Assessment and Reporting Authority, (2016). Critical and Creative Thinking: General Capabilities. Retrieved from: https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/ethical-understanding/

Australian Curriculum, Assessment and Reporting Authority, (2016). Information, Communication and Technology: General Capabilities. Retrieved from: https://www.australiancurriculum.edu.au/media/1074/general-capabilities-information-and-communication-ict-capability-learning-continuum.pdf

Australian Curriculum, Assessment and Reporting Authority, (2016). Literacy: General Capabilities. Retrieved from: https://www.australiancurriculum.edu.au/media/3596/general-capabilities-literacy-learning-continuum.pdf

Barrie, J.M., (2008). Peter Pan. Retrieved from: http://www.gutenberg.org/ebooks/16

Evaluating Web Resources, 2019, F. D. Bluford Library, North Carolina State University. Retrieved from: http://libguides.library.ncat.edu/c.php?g=778558&p=5584082

Free e-books Project Gutenburg, 2019, Project Gutenburg. Retrieved from: https://www.gutenberg.org/

Kress, G. R., 2010. Multimodality: a social semiotic approach to contemporary communication. Retrieved from : https://primo.csu.edu.au/discovery/fulldisplay?docid=alma990019477460402357&context=L&vid=61CSU_INST:61CSU&search_scope=MyInst_and_CI&tab=Everything&lang=en

NSW, Education Standards Authority, (2012). English K-10 Syllabus (2012). Retrieved from https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/english-year-10/english-k-10

Pixabay – the image used on this blog page is used pursuant to Creative Commons Licence

Simpson, A., Walsh, M., 2014, Children’s literature in the digital world: How does multimodality support affective, aesthetic and critical response to narrative?, English Teaching: Practice & Critique, 14(1), p. 28-43 Retrieved from https://www-emerald-com.ezproxy.csu.edu.au/insight/content/doi/10.1108/ETPC-12-2014-0005/full/pdf?title=childrens-literature-in-the-digital-world DOI: https://doi-org.ezproxy.csu.edu.au/10.1108/ETPC-12-2014-0005

The Big6 – Information & Technology Skills for Student Success, (n.d.), Retrieved from https://thebig6.org/

Walker, S., Jameson, J., & Ryan, M. (2010). Skills and strategies for e-learning in a participatory culture (Ch. 15). In R. Sharpe, H. Beetham, & S. Freitas (Eds.), Rethinking learning for a digital age: How learners are shaping their own experiences, (pp. 212-224). New York, NY: Routledge.

Yokota, J. & Teale, W. H., (2014). Picture books and the digital world: educators making informed choices. The Reading Teacher, 34(6). Retrieved from http://www.academia.edu/3886534/Picture_Books_and_the_Digital_World_Educators_ Making_Informed_Choices

 

 

Category: Curriculum and Learning, e-book, e-literature, INF533, Information literacy, Technology, Uncategorized | LEAVE A COMMENT
May 26

Part C: Reflective Practice

Sweet droplets

Myriams-Fotos / Pixabay

In my naive and very first blog post in the Introduction to Teacher Librarianship labelled “Warning – Tsunami Ahead”, I reflected on the role of the teacher librarian as one of mammoth proportions. Only now have I realised that information literacy (IL) is an entire tsunami in itself – part of a series that will keep rolling in to constitute the role of the teacher librarian. The term, information literacy, is continually evolving in the 21st Century. As student teacher librarians we still have so much to learn about the role and the use of information literacy. Enhancing the teacher librarian’s education – keeping up with information literacy and the evolution of the ‘information age’ is integral to the teacher librarian’s (TL) role and to a student’s education.

As my understanding of information literacy (IL) developed. I noted in my most recent blog post titled Information literacy = healthy society and a fulfilled individual that students need to be educated and capable in every literacy (such as digital literacy and transliteracy) that enables them to become capable, fulfilled individuals that make up a healthy contributing society. Teacher librarians can facilitate this process. However, we need to have an information literacy model to support our teaching and students’ learning.

Now, more than ever, I am an advocate for collaboration between the teacher librarian and classroom teacher. In module 4.1B discussion forum response, I noted that the willingness of classroom teachers may be factor in preventing collaboration. Rather than that, in Part B of the Assignment, I found that organising a time to meet to collaborate was the issue. In this instance , I designed a Geography unit which incorporated the Big 6 IL model. My methodology being in English, I was burdened with the reality of compiling a unit when not qualified in the subject and how difficult it can be with limited collaboration. I liaised with the acting head teacher and found him very willing to help. Nevertheless, it was challenging to meet up with the Geography teacher who most pertinent to the project. Collaboration is key to developing subject content and information literacy processes.

During the course, I experienced confusion relating to information literacy models as discussed in Assessment 3 Discussion Forum questions. In the response, I received clarity that differentiated skills based approach from a much more in-depth understanding. Therefore, instead of the steps being key – it is the meaning and processes behind the steps that are significant. This response, led me to discover Eisenberg’s Information Literacy: Essential Skills for the Information Age (2008, p. 39-47) and Lupton’s Inquiry pedagogy and the Australian Curriculum (2013, p. 23-29) which enhanced my understanding of the Big 6 IL and problem solving model, inquiry learning and questioning frameworks. Consequently, these resources, as well as others in the course, contributed to my overall understanding.

IL models are necessary as is developing inquiry based frameworks as I feel that TL’s need a model to guide them and students, likewise benefit from a process to adhere to as noted in my response to Module 5.3a. The Big 6 was initially alluring due to its logical, simple steps. A response to that same module entry associated the Big 6 with “primary school”. This response was a positive occurrence as it prompted me to delve into the research and justify my selection. I noted that this model was suitable for students through to twelfth grade – my school context being a middle school (years 7-10) and I came to the conclusion that the Big 6 was suitable for the purpose. My clientele, being students of all abilities making the Big 6 appropriate. I am sure that my ideas on information literacy models will continue to grow and change according to purpose and context.

Ideally, the information model chosen would be most effective if implemented whole school as discussed in my response to Module 5.4a. The teacher librarian could facilitate this process in many ways. My knowledge throughout this unit has increased from non-existent to an understanding that, I hope will continue to increase. I cannot say that my knowledge is to capacity as information landscape booms rapidly. Returning to the analogy of the tsunami, we have come full circle for this unit – the wave has peaked and broken leaving in its wake a flower which, at this stage, promises of hope blooming to capacity.

Reference List

Lupton, M, (2013). ‘Inquiry pedagogy and the Australian Curriculum’, Primary and middle years educator, 11(2), pp. 23–29

Eisenberg, M. B. (2008). Information Literacy: Essential Skills for the Information Age. DESIDOC Journal of Library & Information Technology, 28(2), 39–47. https://doi-org.ezproxy.csu.edu.au/10.14429/djlit.28.2.166

Category: Curriculum and Learning, ETL401, Information literacy | 2 Comments on Part C: Reflective Practice
May 9

Information literacy = healthy society and a fulfilled individual

Information literacy, technology and the student – Photo by Waldemar Brandt from Pexels

To enable a person to be able to function in their community in a way that if capable, confident and competent, they must be educated and capable in every literacy that allows them to do that. Whether the format of the text is in a new medium, new platform, technology or format, a student or adult should have the skills and knowledge to be able to read, comprehend, deconstruct, create another texts based on this one which includes critical analysis and synthesis of information. All people need to be not only consumers of information but also creator. They need to know the pitfalls and implications of that. They need to know the ethics involved. They need to know ways to determine whether are being deceived (“fake news”) or whether they are using credible sources.

At the end of the day, it is important for students to become enriched, life long learners who are capable and confident members of society. They need to be able to contribute in a meaningful way to society but also have the ability to lead fulfilled, positive lives. For this to happen, they must be taught the skills, theory and processes of information literacy and all the different forms that information literacy morphs into – whether it is digital literacy or transliteracy or many other forms.

With the incorporation of all the different elements of information literacy, it is advantageous to have an information literacy model so that every opportunity to enhance the information literacy learning process can be snapped up. The learning activities need to be up to date with technological developments and be inspirational to students to capture their interest. They need to be adapted for differentiation purposes.

Category: ETL401, Information literacy, Technology, Uncategorized | LEAVE A COMMENT
May 4

Information literacy (… where do I start?) and the role of the teacher librarian

 

To be honest, there have been moments when I have found the thought of the concept and practice of information literacy overwhelming. I mean, where do I start? It is complex. It involves broadening our minds to include all known elements, thinking critically and placing it in context. How the practitioner interprets the concept affects what and how it is used, taught and implemented. It involves learning and researching all the information relevant to information literacy so that we can choose and be flexible with aspects of multiple approaches being ways to define information literacy (such as the sociocultural approach and the behaviourist approaches) and models and resources used to teach our ‘trade’.

Information literacy is an incredibly complex development. It is not new but the evolution of it has exploded into the another dimension and unstoppable, shrapnelled pieces are to shoot into the future. We seem to be scrambling to catch up. We certainly can’t stop it. It’s progress. But action needs to be put in place to deal with all facets of it.

So … information literacy has evolved. It encompasses more than just literacy’s traditional skills of reading, writing, listening, speaking, viewing and comprehension. The information landscape is filled with; multiple literacies (including internet literacy, computer literacy and transformational literacies); perspectives and context; the ability to not only consume texts but to create and repurpose texts; critical thinking skills; knowledge development; researching techniques; credibility and authority; and appropriate ethical principles and behaviour associated with information literacy. B. Combes says that an information literate person knows when they need to search for information and how to seek it. (Coombes, 2016). What we do learn is that it is context and purpose that is important regarding information literacy.  Additionally, a globalized perspective is also necessary.

The Six Frames for Information Literacy Education (Bruce, Edwards, & Lupton, M., 2006) explicitly labels a perspective of information literacy. All frames are interesting and they would be and are of use as an educator and teacher librarian. I could see myself using aspects of most frames. They include: the content frame, competency frame, learning to learn frame, personal relevant frame, social impact frame and relational frame. The authors discussed, in depth was the relational framework which consists of producing a range of ways students can experience learning that are increasingly more complex and powerful. Detailed information was conveyed relating to the Reflective Online Searching Skills (ROSS), again explicitly and comprehensively teaches students about online searching. While this is a beneficial activity and an excellent resource, the reality is that as teacher librarians usually would not have the luxury of spending the large amount of time it may take to teach information literacy in isolation of discipline content. Perhaps select modules on the website could be targeted to complement an activity or unit.

The Situated information literacy in the disciplines presents an interesting  sociocultural theory that requires the librarian to work with the relevant faculty in their disciplines. This, needs to be a part of the teacher librarian’s role. It involves getting to know teaching staff in each school faculty so that these elements can be considered in terms of contributing to information literacy: epistemology, metanarrative and methodology (Farrell and William, 2015).  Each discipline is different and the differences need to be considered. Students will benefit by being “enculturated or socialised” and teacher librarians can help by giving “authentic experiences” to students which will allow them to become members of the community within that discipline.

There are many definitions and approaches to information literacy. The concept and/or practice of it is central to the teacher librarian’s role. It is important to keep apprised of developments in the area. Ultimately, it is the teacher librarian’s aim is to transform students into independent life long learners.

References:

Bruce, C., Edwards, S., & Lupton, M. (2006). Six frames for information literacy education: A conceptual framework for interpreting the relationships between theory and practice. ITALICS, 5(1). doi: 10.11120/ital.2006.05010002

Combes, B. (2016) Information Literacy – competencies, skills, making meaning and thinking -https://interact2.csu.edu.au/bbcswebdav/pid-2633992-dt-content-rid-4430767_1/courses/S-ETL401_201860_W_D/InformationLIteracy.jpg

Farrell ,R. & Badke, W. (2015). Situating information literacy in the disciplines: A practical and systematic approach for academic librarians. Reference Services Review, 43(2). CSU Library.

 

Category: ETL401, Information literacy, Miscellaneous | LEAVE A COMMENT
April 22

An Informed Practice

jarmoluk / Pixabay

The Australian School Library Association’s (ASLA) “Evidence guide for teacher librarians in the highly accomplished career stage” and “Evidence guide for teacher librarians in the proficient career stage” contains helpful information that can be used to further understandings on the role of the teacher librarian and to inform practice. These documents help a teacher “play” the teacher librarian “game”. They can be used to confirm the duties included in the role of teacher librarian and/or extend those duties for new teacher librarians. Just as in a chess game, teacher librarians learn, with practise, how to play the game. That is, which chess pieces should be played how and when.  Each standard is explained with further text and then directly connected with examples of evidence, breaking the standards down into obtainable steps. For teachers who are aspiring to highly accomplished status, the documents provide further information as to what is necessary to gain that qualification. In other words, they give concrete ideas as a path to follow to attain proficient and highly accomplished status. It allows teacher librarians to move the pawns to play a winning game.

Winning encompasses several elements. It can mean that the evidence stated in these documents can be used for accreditation purposes as well as used to support evidence of learning and/or value-adding to students’ learning. Additionally, it can be used to win the principal over as as evidence to supporting the school/principal’s vision and goals.  It can also be used to win parents and colleagues when presenting professional development as evidence of effective teaching .

Therefore, ASLA’s evidence guide can be used for several purposes. These include: accreditation, for career development, professional development, to achieve principal’s vision, gives inspiration for planning, preparation, used to develop the library’s mission statement and used as evidence of legitimate activities to collaborate on. An informed practice is a winning practice.

References:

Australian School Library Association (ASLA)  (2014). Evidence guide for teacher librarians in the highly accomplished career stage.  Retrieved from: http://www.asla.org.au/site/DefaultSite/filesystem/documents/evidence-guide_ha.pdf

Australian School Library Association (2015). Evidence guide for teacher librarians in the proficient career stage. Retrieved from http://www.asla.org.au/site/DefaultSite/filesystem/documents/evidence_guide_prof.pdf

Category: ETL401, Miscellaneous, Uncategorized | LEAVE A COMMENT
March 22

Are School Librarians an Endangered Species?

 

Teacher librarians (TL) must adapt to changing conditions or face extinction. That is the message in Karen Bonanno’s Key Note address titled “A professional at the tipping point: Time to change the game plan” at the ASLA conference (as cited in O’Connell(?), n.d.).  Bonanno conveys that teacher librarians must take the “glass half full” approach, to work within the boundaries, be pro-active, change with developments, be aware of learners and keep current.  In particular, to be successful, TLs should follow what she calls the “Five Finger Approach” which makes them a valuable and relevant asset. Powerfully, Bonanno re-iterates throughout the video that “The rhetoric must engage with the audience”.

 

References

O’Connell, J, (n.d.) 3.2 The Role of Teacher Librarian, 3. The Role of Teacher Librarian (TL), Retrieved from https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42380_1&content_id=_2633957_1&mode=view

Category: ETL401, Technology | LEAVE A COMMENT
March 21

Informed About Information

On the surface, the definition of information should be very simple. How deceptive and naive that thought is!

Simple dictionary definitions do not scrape the surface of all the facets that various types of academic definitions do. The semantic definition where the meaning of information is important as opposed to the more classic definition – almost a dadaist interpretation of information just existing. These seem to be the extremes in the definitions. The data-knowledge continuum tells of chaos and wisdom – which are an extension of the semantic and classic definitions. The classic definition being in incoherent jumble of characters and as the continuum works its way up the sliding scale it becomes more about an information hierarchy about meaning, types of meaning and the types of meaning – a similar concept to Blooms taxonomy. According to Stonier (as cited in O’Connell, n.d.) “information requires no intelligence to interpret it. It does not have to have meaning to exist.”1 However, Gregory Bateson (as cited in O’Connell, n.d.) puts much more emphasis on the meaning of the information as he asserts that it “changes us”2.

It occurs to me that the purpose and the context of the information is important. That is, what the information is being used for, who is using the information, what is  and how it is to be used are all necessary factors. For information to be defined properly, it is necessary to know all these things.

Learning as a Collaborative Process

rawpixel / Pixabay

As a prospective Teacher Librarian, it occurred to me that all this information might exist, it may have context and purpose but it is how the information is used and perceived or processed by the conveyor and the receiver is what matters.  It is interesting that Steve Regur in a Ted Talk video (as cited in the “Create, Curate, Collaborate”, n.d.) presents his talk on how “Learning Networks Could Reconfigure Schools”. He talks about collaboration and instead of there being one teacher teaching to a number of students, he says that there should be a learning team involved in the students’ learning. Students should seek out experts or professionals in a project or field they want to study  and are passionate about, they should pick the learning outcomes, seek out resources, compile their learning teams and direct their learning. I think this is a valuable concept that deserves to be explored. It is an interesting concept that teacher-librarians would be integral in.3  The “General Capabilities” page in an ACARA article (as cited in Lori’s E-musings, 12 March 2019)4 provides much room to expand this concept. However, it also leaves great space for refining and crafting. It would be fascinating to explore it further.

The role of teacher-librarian is constantly growing and developing. Libraries and teacher-librarians have great scope for being managers of information, creators and facilitators and distributors of information.

References

1 and 2 O’Connell, J, n.d., Module 2: The Information Environment, Retrieved from Charles Sturt Universit website at https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42380_1&content_id=_2633951_1&mode=view

3 Create, Curate, Collaborate n.d., Retreived from Teacher-Librarian Learning Network’s blog at https://feedly.com/i/entry/5oT5ifkZN1JBXX3mX4pji4hWD0AUSB04SCT7+1+6tNQ=_1696a74271c:78409:5bce999a

4  Lori (2019), Information. Dissemination. influence. in Lori’s E-Musings Retrieved from https://lorikemusings.wordpress.com/2019/03/12/information-dissemination-influence/

 

Category: Curriculum and Learning, ETL401, Uncategorized | LEAVE A COMMENT
March 11

Warning … Tsunami Ahead!

Photo by Andrew Neel on Unsplash

From a teacher’s perspective, I had perceived the teacher-librarian’s role to be more of an educational facilitator, a manager of space and resources .  However, for the short time I have been studying, I already I recognise that the role includes numerous other titles, such as information leader (one who discovers, organises, streamlines and disseminates information) and technological manager. It seems that technological change has filtered through our schools slowly but, in reality, there has been a tsunami of information and technological change that has transformed the teacher-librarian’s role into one that can be central to the school.

In my current school, the library is a thriving, positive space with the teacher librarian adopting a more central role in the school. This library possesses an excellent selection of spaces, a good range of literature and books on subjects, two computer class spaces, a bank of laptops, a reading space with comfortable chairs, sanctuary for students who love gaming and chess, printing and photocopying and houses professional development. Flexible spaces have been created with the use of movable desks and furniture. The librarian takes classes to teach students to use the library, she has led professional development and coaches the chess team. Booking the library has streamlined with the use of computer programs.  The librarian is a part of the school rather than isolated in a space. She disseminates information to students and colleagues, manages resources, supervises a library assistant, manages information, teaches students and aids teachers with their classes.

In a previous school library, a teacher librarian required teachers, on booking the computers, to complete questions relating to the lesson. He, in turn, provided additional websites and information to facilitate the lesson. Only now with a new perspective, can I see that he was evolving with developments in technology, the internet and information management. He was raising the bar in terms of being value to the role of teacher librarian.

With the development of technology, referencing and access to information is not always simple, especially in education. Copyright using Creative Commons is a convenient way to tackle this problem. An explanation of the Creative Commons Licences can be found here (“Licences explained”, n.d.). Websites such as Pexel and Unsplash are platforms that support these licences. They make free images, easy to use and reference. But now, information/images are plentiful, free and easy to reference.

Blogging is an ideal way to develop ideas and store information for teacher librarians. Blog sites such as WordPress.com and CSU ThinkSpace can facilitate this. With the massive volume of information available on the internet, it is important to be able to store, recall, keep informed and have access to the various websites when needed. Rather than emailing internet resources to relevant faculties (as a previous teacher-librarian had done),  Feedly or Really Simple Syndication (“RSS”) (“Introduction to RSS and subscribing to blogs using Feedly.” n.d.) on a blog is an effective tool. This way the teacher-librarian can be seen to be leading the way in information management.

On reflection the librarian’s role is more organic than I originally perceived. With new technology and the proliferation of information, it is evident that teacher-librarianship is not about standing on shore but it is about riding the wave!

References

CSU ThinkSpace – Create a blog, portfolio, project website or learning journal and collaborate with peers!, (2019), Retrieved from http://thinkspace.csu.edu.au/

Introduction to RSS and subscribing to blogs using Feedly in 1.0 Introduction (n.d.), Retrieved from https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42380_1&content_id=_2633946_1&mode=view

Neel, A, (n.d.), Retrieved fromhttps://unsplash.com/photos/-FVaZbu6ZAE?utm_source=unsplash&utm_medium=referral&utm_content=creditCopyText

O’Connell, J (?), (n.d.) Module 1: Introduction, Retrieved from https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42380_1&content_id=_2633946_1&mode=view

Pexels – The best free stock photos shared by talented photographers, (n.d.). Retrieved from https://www.pexels.com/

Today – Insights you need to get the inside edge, (n.d.), Retrieved from https://feedly.com/i/my

Tohatoha – Licences Explained, (n.d.). Retrieved from https://www.tohatoha.org.nz/licences/licences-explained/

Think http://thinkspace.csu.edu.au/

Unsplash – Beautiful Free Photos. Gifted by the world’s most generous community of photographers, (n.d.). Retrieved from https://unsplash.com/

WordPress.com – Build a website, build a movement, (u.d.), Retrieved from https://wordpress.com/

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Category: ETL401, Technology | 4 Comments on Warning … Tsunami Ahead!