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
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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January 25

ETL503: Resourcing the Curriculum – Reflection

Photo by Jodoin, M.-O. on Unsplash (2018)

Hard Cover

The school library (SL) is like a puddle. It is fluid. It can be muddy with misunderstanding or clear with transparent strategic planning. It has the potential to evaporate due to apathy or expand into a healthy, babbling stream. The asphalt surrounding the puddle represents the SL communities. They will either harden with drought – underused, misunderstood, mismanaged and  not advocated for –  or softened and swallowed up with the help of clarity and support.

As misunderstood as the teacher librarian’s (TL) position can be, perhaps one of the most recognised functions is resourcing the collection. However, the complexities involved, in my experience, are not appreciated or clearly understood by the community (including staff). At the beginning of the unit, I struggled to decipher between collection development and collection management, as demonstrated in Travassaros (2019a) – rather dancing around the contrasting activity, referring to generalised NSW Education Standards Authority’s: Library Policy – Schools [2019 (2005)], rather than ‘plucking off’ the answer as an expert sniper might. Not having seen a collection development policy (CDP) prior to this course nor had much experience in the library, the intricacies of collection development were a new experience. Thus, my journey started.

My knowledge and understanding of the role and nature of school library collection has expanded in many different ways. TL’s resourcing the curriculum was expected. However, it was the process of choosing resources for the annotated bibliography that emphasised the large scope of resources that can be required with a limited budget. That is, resources in all formats to cover all subjects and all students. It was a revealing experience, similar to that of Hughes-Hassell and Mancall’s Decision-making model for selecting resources and access points that support learning (2005) compared to the concept map which I embellished in Travassaros (2019b). Both situations exposed a great chasm between simplified notions and reality. Therefore, evaluating collections are important and implementation of a selection criteria to choose resources is essential.

I learnt the nature of collections are guided by key bodies, many with similar qualities. The International Federation of Library Associations & Institutes (IFLA) (2019) presents intellectual freedom and access to information is a goal of the school library. Similarly, the Australian School Librarians Association’s (ASLA) Policy Statement – School Library Bill of Rights [2018(2011)] relays that information relating to opposing sides should be presented but it stops short of complete freedom. It acknowledges that materials should be appropriate to library users. On a sliding scale, Travassaros (2020a) acknowledges that TL’s can be put in difficult situations when Dawkins reveals that the ideal cannot always be brought to fruition regarding self-censorship (2018, p.8-9). However, it is necessary to have these authoritative organisations and documentation to support and provide a consistent basis for SL operations.

Completely unaware of the potential for a Teacher Reference section as well as a information for the community (or parents in particular) in the library, was another surprise. The role of the collection supporting teachers and collaborating both with the community and teachers is beneficial for the (SL), contributing to its worth. Clarity to those parties needs to be given, though. Stiles mentions (2020) that lack of use of the SL’s resources can skew output measurements. Alternatively, Travassaros (2020b) provides a different perspective, in terms of the disappointment felt by teachers who are unaware that these resources are available in the library. Therefore, promotion of resources, collaboration, professional development needs to be conducted by the TL. If the role and nature of the collection and working processes available to teachers in the library (such as cataloging) – the processes that help them to make use of the library were clarified this would ultimately equate to more support from teachers. Exposure to these new uses/resources would translate to students. This process involves promotion of the SL and the collection, provides opportunity for the TL to become a leader and would encourage support of the SL.

Photo by pixpoetry on Unsplash, (2018)

I have learnt CDP is the string on a marionette puppet. It draws the framework together, enabling the collection to breathe life. It aligns the collection development with the school’s vision and values (Australian Library and Information Association Schools & Victorian Catholic Teacher Librarians, 2007, p.8); provides guidelines to assess the library’s collection and defining its gaps; using the assessment reports as evidence to support a budget which will fund the library’s annual costs. It sets goals for future development including the collection’s selection, acquisition, maintenance including deselection processes. It provides a basis for protection with the aid of authoritative backup (Newton, 2018) and when issues arise including challenges. A professional standard in presentation of the CDP is expected as the International Federation of Library Associations & Institutes (IFLA) (2019) assert that the TL is professionally qualified and responsible in terms of managing and planning. It is an evolving document.

The CDP assists in future proofing the collection for many reasons:

  1. It prevents the collection from becoming irrelevant by linking the rationale with with vision and values of the school (Australian Library and Information Association Schools & Victorian Catholic Teacher Librarians (ALIAS & VCTL), 2007, p.8) and encourages best choice of resources and equality of users.
  2. It sets criteria to adhere to which protect various parties – the students’ right to certain types of resources set out by ASLA Policy Statement – School Library Bill of Rights [2018(2011)] , TL’s rights to uphold intellectual freedom and equality of access to information International Federation of Library Associations & Institutes (IFLA) (2019) and TL from sole blame when it comes to issues that arise (Newton, 2018).
  3. Review of the document every three to five years guards against stagnation (ASLAS & VCTL, 2007, p. 21). All variables surrounding the library evolve quickly.
  4. Promotes the collection, allows transparency in what the TL’s role is and the resources available to the staff and community, knowing more about the collection and its processes can empower others while providing an innovative means to collaborate with colleagues and obtain community, as well as promoting the SL.
  5. Sets guidelines for assessing the collection, provides evidence with which to apply for future budgets.

The CDP can help with future proofing but it is up to the TL to manage the policy and the collection. The policy is only a piece of paper unless the TL breathes life into it. Additionally, it cannot be used in isolation. Innovative resources (including technology) and teaching strategies together with networking both on a local and global scale is also important. The CDP offers a means to collaborate and extend into the school and the community. The future of the library depends on finding, transparency, usage, promotion and willingness of TL’s advocate and lead.

References

Australian School Library Association. [2018(2011)]. Policy Statement – School Library Bill of Rights. Retrieved from: https://asla.org.au/resources/Documents/Website%20Documents/Policies/Bill%20of%20Rights_2018.pdf

Australian Library and Information Association School & Victorian Catholic Teacher Librarians. (2007). A manual for developing policies and procedures in Australian school library resource centres. Retrieved from: http://www.asla.org.au/policy/policy-development-manual.aspx

Dawkins, A.M. (2018). The decision by school librarians to self-censor: The impact of perceived
administrative discomfort. Teacher Librarian, 45(3),p. 8-12. Retrieved from: http://libres.uncg.edu/ir/uncg/f/A_Dawkins_Decision_2018.pdf

Hughes-Hassell, S., & Mancall, J.D. (2005). Collection management for youth: Responding to the needs of learners. Retrieved from: https://primo.csu.edu.au/permalink/61CSU_INST/kk7san/alma991012600868402357

International Federation of Library Associations & Institutes. (2019). IFLA/UNESCO School Library Manifesto 1999. Retrieved from: https://www.ifla.org/publications/iflaunesco-school-library-manifesto-1999

Jodoin, M-O. (2018). Unsplash – Photos for everyone. Retrieved from: https://unsplash.com/photos/-TQUERQGUZ8 used accordance with Unsplash Licence.

Newton, L. (2018, March 5). 4 Reasons every Christian school library needs a collection development policy [blog post]. Retrieved from: http://www.librarianlisa.com/reasons-christian-school-library-collection-development-policy/

Pixpoetry. (2018, August 2). Unsplash- Photos for everyone. Retrieved from: https://unsplash.com/photos/jqrX8cSeVbQ

Stiles, Y. (2020, December 20). Module 3.1 – Using output measures as tools for purchasing. Retrieved from: https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_38050_1&nav=discussion_board_entry&conf_id=_74553_1&forum_id=_169580_1&message_id=_2632379_1

Travassaros, E. (2019a, November 10). Module 1.2: Definitions of collection development and collection management. Retrieved from: https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_38050_1&nav=discussion_board_entry&conf_id=_74553_1&forum_id=_169572_1&message_id=_2573224_1

Travassaros, E. (2019b). Choosing learning resources. Ellene’s Reflective Journal [blog post]. Retrieved from: https://thinkspace.csu.edu.au/ellene/2019/12/09/etl503-resourcing-the-curriculum/

Travassaros, E. (2020a). Pre-meditated self-censorship. Ellene’s Reflective Journal [blog post]. Retrieved from https://thinkspace.csu.edu.au/ellene/2020/01/09/pre-meditated-self-censorship/

Travassaros, E. (2020b). Module 3.1 – Using output measures as tools for purchasing. Retrieved from: https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_38050_1&nav=discussion_board_entry&conf_id=_74553_1&forum_id=_169580_1&message_id=_2632379_1

 

Category: Censorship, Curriculum and Learning, ETL503, Policy and Procedure, Technology | LEAVE A COMMENT
January 9

Journey to Discovery: Maintaining balance and then some

In the very first week or two of this course, we discussed and commented on the difference between collection management and collection development in the discussion forum. Full circle is now closing in. In the last weeks, I am throwing myself on it as you would a bucking bronco in an effort to, at least, retain my balance. I admit, I have struggled with the differences and my discussion forum response really reflects the confusion (Travassaros, 10/11/19).

‘Nutting it Out’

Logic would have it that development is a part of management. A teacher-librarian would go through the processes of evaluating the already acquired collection, establish the gaps and needs of the collection, collaborate with the principal, teaching colleagues, research most appropriate methods of selection and acquire the collection. All of this should be completed within the confines of the collection development policy, which would have been created earlier. Module 6 content reveals that this process  should be all about the what and why.  Therefore, defining what the context is and why have the purpose and goals of the library and (and make policies about that) and then manage the collection. My understanding is that the policy documents should be brief and broad and that there is a distinction between this document and the procedural document. When Module 6 content discusses the “how”, this would relate to the procedural information – how the policy is to be carried out or put in place. In contrast, it should be detailed and convey the method sequentially, exactly and logically. My question is: are the two – policy and procedures separate documents?

The collection development policy, according to the Australian Library and Information Association Schools and Victorian Catholic Teacher Librarians (ALIA Schools & VCTL), should contain the vision, values and principles of the school library. It should possess information about: the rationale, a policy statement, the audience, authorship, related documents, date of ratification and date for review (2007, p.8). Its “Collection Development” section consists of two sub-headings of “Collection Development Policy” and “Collection Development Procedures” – somewhat indicating that they could be separate.

However, on further research the IFLA clearly reveals that the procedures for developing and managing the collection should be either as an appendix or in a separate document to the collection management policy document (Oberg, & Schultz-Jones. (eds.), 2015, p. 34). The terms have now changed from collection development policy to collection management policy. Therefore, are the procedures part of the management process rather than the development process? Oberg and Schultz-Jones (2015) proceed to include procedures for selection and acquisition of the collection as part of this document.

After researching policy documentation, my findings are as follows:

  1. ALIA Schools & VCTL (2007, p.8-9) centers around vision, values and goals stood out. Their documentation is in context with the school environment in developing lifelong learners. Equitable access, scope of resources covered, central management, reference to national or international school library benchmarks, staff responsibilities and reference to related documents individualised this document. These organisations focus tailoring their policies around education – providing school library benchmarks,  giving students the best chances of obtaining the best education now and into the future by providing equitable access and crafting the collection goals, priorities and the scope of resources. To do this, the teacher librarian should evaluate the collection, have the ability to budget and apply needs to the goals such as collection gaps in the curriculum and student interest or fiction areas.
  2. The National Library of New Zealand (n.d.) emphasis includes management for donations or gifts, copyright and procedures for handling complaints; and
  3. IFLA’s Guidelines for a collection development policy using the conspectus model – publishes a very prescriptive model for a libraries in general. The headings include: introduction (including the mission statement, policy purpose, intended audience (also a brief comment about the community, description of programs served by the collection, size of the collection, budgetary overview, agreements made which affect policy or procedures); general statements (elements that determine the how the development evolves); narrative statements (policy statements unique to your library); subject profiles (collection strengths and weaknesses and reflection/revision of goals); collection evaluation methods; collection depth indicators (numerical assessment); language codes; policy implementation and revision timetables (Biblarz, Tarin, Vickery & Bakker, 2001 p. 2-6).

Coming full circle, the answers are not so simple. Context and individualisation of collection development policy is important. Collection development is part of collection management. Procedures can be part of the development or management process. Additionally, I am sure I will articulate my ideas further when actually completing the assessment.

References

Australian Library and Information Association School, & Victorian Catholic Teacher Librarians. (2007). A manual for developing policies and procedures in Australian school library resource centres. Retrieved from http://www.asla.org.au/policy/policy-development-manual.aspx

Biblarz, D., Tarin, M-J., Vickery, J.,  & Bakker, T. (2001). Guidelines for a collection development policy using the conspectus model. (p. 2-6). Retrieved from hhttps://www.ifla.org/files/assets/acquisition-collection-development/publications/gcdp-en.pdf

Lachmann-Anke, P. & M., (n.d.) Pixabay Images. Retrieved from https://pixabay.com/illustrations/males-3d-model-isolated-3d-model-2091714/. Image used in accordance with Pixabay licence.

National Library of New Zealand. (n.d.). Developing a collection management plan. National Library of New Zealand. Retrieved from https://natlib.govt.nz/schools/school-libraries/collections-and-resources/your-collection-management-plan/developing-a-collection-management-plan. Use of this document was used in accordance with Creative Commons attribution 3.0 New Zealand.

Oberg, D., & Schultz-Jones, B. (eds.). (2015). 4.3.1 Collection management policies and procedures. In IFLA School Library Guidelines, (2nd ed.), (pp. 33-34). Den Haag,
Netherlands: IFLA. Retrieved from https://www.ifla.org/files/assets/school-libraries-resource-centers/publications/ifla-school-library-guidelines.pdf

Travassaros, E,. (10/11/19). Module 1 Discussion Forum, Charles Sturt University. Retrieved from https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_38050_1&nav=discussion_board_entry&conf_id=_74553_1&forum_id=_169572_1&message_id=_2573224_1.

 

Category: ETL503, Policy and Procedure | LEAVE A COMMENT