Category Archives: ETL401

Reflections and Assessments for the unit ETL401 – Introduction to Teacher Librarianship.

ETL401: Assessment 3.B – Reflective practice

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The unit, ETL401: Introduction to teacher librarianship has provided an interesting and informative entry into the complex role of teacher librarian. From the beginning of the course I have written about my reasons behind choosing teacher librarianship as a future career. The library has always been a safe place for me throughout the stages of my life, (Stuart, 2022, March 13). As this unit has unfolded and my understanding of the role has expanded past this initial love of literature and sense of security, my interest in studying librarianship has only hightened. 

Information literacy is an area in which I had limited understanding before undertaking the ETL401 unit. This concept refers to the skills that are required to move beyond the initial literacy capabilities. All students begin their literacy journey learning the basics of reading and writing. Once these foundational skills are mastered, students are able to develop the skills required to make a transition from learning literacy to using literacy as a method of learning. Information literacy is more than just accessing information, but about higher order thinking, critical analysis of information and a development of problem solving (Lupton, et al., 2004).  This engagement instills lifelong learning in students. 

The Teacher Librarian in collaboration with the classroom teacher, are tasked with challenging students and creating engaging learning so that they will develop information literacy skills. As a Teacher Librarian, I will be responsible for instilling this love of learning, and creating students that are, “competent, critical and ethical users of information,” (Herring, 2007, p. 29).  From my own experiences, I found that teacher librarians are the gatekeepers of information, (Stuart, March 13). What I hadn’t realised prior to engaging with this unit is that they hold the key to learning by explicitly and incidentally teaching information literacy skills to students. This is where the opportunity to create a love of learning can begin. 

With the ever changing and evolving role of technology in our society, digital literacy is a crucial area of information literacy. Digital literacy addresses a range of skills that a learner must develop to successfully engage with the digital world. These include literacy skills in the following areas: Computer, ICT, Web 2.0, Internet, Multimedia, and information management, (Oddone, 2022). Though the ability to engage with these areas is not the only defining factor of digital literacy. In the modern world, students are raised surrounded by technology and often have a superficial understanding of how they work. It is important that further skills in information literacy be introduced to achieve quality learning and a sophisticated evaluation of digital literacy areas (Frallion, 2019). 

My understanding of how inquiry learning influences information literacy,  has expanded through my engagement with module 5. The skills gained through an  inquiry learning approach, are embedded throughout the Australian Curriculum in the general capabilities, (ACARA, 2017). By implementing  inquiry learning models, the Teacher librarian in collaboration with the classroom teacher, can encourage greater student engagement. This collaboration allows for a holistic approach to learning within the school community, (Stuart, 2022, March 13). 

Inquiry learning models include the following elements, “1) questioning framework, 2) information literacy and 3) the research cycle” (Lupton, 2014, p. 9). These elements encompass the process of formulating focused questions, and then gathering, organising and evaluating the information relevant to explore the question, (Lupton, 2014).  

Inquiry learning encourages students to engage with the process of learning and create a deeper understanding of curriculum content, (Maniotes & Kuhlthau, 2014). This content has given me a more focused approach to how I plan to implement  information literacy as a future teacher librarian. The proposed unit of work I created for this assessment task uses the 5E’s inquiry model,. This model is an example of how a structured approach to the learning process, can ignite a student’s innate desire to question the way the world works, (Gillies & Rafter, 2020). 

As I dive into my future as a teacher librarian I look forward to implementing the content that has been presented within ETL401. I hope to embrace the concept of information literacy and take my part in creating students who are capable and skilled, information literate citizens. I am itching to take my own learning and implement it to better the engagement and learning achievements of my future students as well as supporting teaching staff to effectively integrate it into every day learning. 

 

References

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2017). General capabilities. https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/

Frallion, J. (2019). Digital literacy: Myths and realities [Conference Program]. Preparing students for life in the 21st century: Identifying, developing and assessing what matters, Melbourne, Australia.https://research.acer.edu.au/cgi/viewcontent.cgi?article=1346&context=research_conference

Herring, J. (2007). Teacher librarians and the school library. In S. Ferguson (Ed.) Libraries in the twenty-first century: charting new directions in information. (pp. 27-42). Centre for Information Studies, Charles Sturt University. https://doi-org.ezproxy.csu.edu.au/10.1016/B978-1-876938-43-7.50002-8

Lupton, M. (2014). Inquiry skills in the Australian Curriculum v6: A bird’s eye view. Access 28(4), 8-29 

Lupton, M., Glanville, C., McDonald, P., & Seltzer, D. (2004). Information literacy toolkit. Griffith University, Australia

Maniotes, L. and K, Kuhlthau, C. (2014) Making the shift. Knowledge Quest. 43(2) 8-17Oddone, K. (2022, n.d). Information Literacy [Module Notes] https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_59964_1&content_id=_4791973_1&mode=reset

ETL401 – Assessment 1

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For me personally, the library has always been synonymous with safety, security and warmth. As a child, a teenager, a young adult and now as a parent; the library represents a safe place that will always welcome you back. This sense of security is not an isolated experience; Child describes the library as, ‘a safe place’ and labels it a ‘refuge,’ (2018).  I made the decision to enrol in a Masters of Teacher Librarianship as I felt it important that I upskill and reconnect with the curriculum after a tumultuous start to my career in education due to family commitments and the current global pandemic.  

Though I had some understanding of the role a Teacher Librarian (TL) and their role of developing and managing a collection; there is much more to the position than I first thought. The Australian School Library Association highlights three main roles for a teacher librarian, ‘curriculum leader, information specialist and information services manager’ (2003). I wish to further reflect on these three roles in the following paragraphs to reflect on how they impact my current understanding of the TL role.  

Firstly; as curriculum leader, the TL is expected to facilitate the integration of the library within the learning environment of a school. The International Association of School Librarianship states that, “the school library functions as a vital instrument in the educational process, not as a separate entity isolated from the total school program…” (1993). Teacher librarians work collaboratively with principals and teachers to, ‘ensure information literacy outcomes are a major school focus,’ (ALSA, 2003, p. 61). They should assist with the development of literacy within the school and effectively resource the curriculum to create a deeper understanding of the curriculum content, and to encourage students to read not only for learning, but also for enjoyment (ALSA, 2003, p. 61). My understanding of this role is that the TL work collaboratively within the school to create a holistic approach to whole school learning.  

Secondly; The role of information specialists, requires TL’s to ‘interpret information systems, and technologies for students and teachers in the context of curriculum programs’, (ASLA, 2003, p. 61). The responsibilities of this role include the TL nurturing students to become capable of independent learning within the library context as well as out of school. I believe that by explicitly teaching the skills required to engage with information systems, and with the collaborative approach to curriculum between the teacher and the teacher librarian, students will be capable of working independently.    

Lastly, as information service managers, the TL should, ‘provide a stimulating and helpful environment’ that can showcase the learning achievements of students, (ASLA, 2003, p. 62). This learning environment is developed, managed and maintained by the TL through the selective process of creating a library collection which addresses the needs of staff and students to engage with the curriculum. By effectively resourcing and managing a collection, the TL is preparing information to be interesting, engaging and enjoyable to encourage students to achieve their learning goals.  

Looking back on the years I spent wandering library shelves and delving into the worlds and information that were presented to me, I always remember the intelligent and resourceful men and women who guided me. Though I did not realise at the time, these librarians were the gatekeepers to my passion for learning. I can only hope that my future career as a Teacher Librarian will create the same supportive environment for my students to support them in their learning goals.  

 

References 

Australian School Library Association. (2003). Learning for the future (2nd ed.). Vic 

The International Association of School Librarianship. (1993). IASL policy statement on schools. Retrieved March 12, 2022, from https://iasl-online.org/about/organization/sl_policy.html/  

Child, J. (2018). School libraries enhancing student wellbeing. SCIS Connections, 105 https://www.scidata.com/connection/issue-105/school-libraries-enhanging-student-wellbeing/  

Are School Librarians an Endangered Species?

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The module this week asked us to summarise the take home message presented by Karen Bonanno in her key note speech, ‘A profession at the tipping point: Time to change the game plan,’ (2011). For me the overarching message that she reiterates throughout the speech is, “your rhetoric must resonate with your audience”. That the TL must become indispensable to the school community through maintaining a leadership role in accessing and resourcing curriculum and supporting staff and students in accessing these.
Bonanno opens her address with the statement, “you will only be an endangered species if you allow it to be,” (2011).  She goes on to emphasise the importance of Teacher Librarians within their school contexts and how the previously invisible profession needs to move forward with the advancements of the curriculum and the professional standards presented by the Australian Institute for Teaching and School Leadership (AITSL).

Our roles as Teacher Librarian have adapted to become more than just the stereotype of a middle aged woman, shooshing students for being too loud and demanding over due books.

References

Bonanno, K. (2011). A profession at the tipping point: Time to change the game plan. Vimeo. https://vimeo.com/31003940

 

 

That’s One Way to Weed a Collection

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As the water recedes from my town, and we are left with thick, oily mud covering everything, I can only look around in despair.
The town that raised me, that took me back when I was ready to raise my own children and that has seen me through the best and worst moments of my life is gone. After nearly a week working in the evacuation centre and supporting those in need, I moved on to the clean-up crews downtown. Walking through the main CBD I came across this sight.

This image portrays a loss. A loss for my town, for me personally and a loss of information. However, after reading this weeks module, it also brings with it a sense of hope. We talk about information as being inconsumable, untransferable, indivisible and accumulative. Whilst this library that has stood here for the entirety of my life (and long before), now lays its collection upon the grass outside; I feel hopeful. I know that the years of knowledge I have accrued from this library is still with me, it is not lost to the waters though the physical books may be. The knowledge I have gained, is a shared knowledge with any other library going citizen who utilised this space, who hired from the collection or engaged with the services offered.

I am also hopeful that in a community such as the one in Lismore, that the library will rebuild and the information will continue to accumulate and be accessible by all.

 

 

Hello Teacher Librarian World!

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Welcome,

This blog is going to be used throughout my Masters in Education degree, as a reflection tool and a documentation of my development throughout the course as I strive to become a Teacher Librarian (TL). Here I will reflect on the knowledge I have gained, link to interesting resources and create a space that I can return to as I move forward into my career as a TL. I hope that others in the course, or studying teacher librarianship elsewhere will link in with my blog so that we may network and learn from each other.

Keep an eye out for my posts for reflecting on the two units I am undertaking this trimester; ETL401: Introduction to Teacher Librarianship and ETL503: Resourcing the Curriculum.

Grace