As a teacher with a variety of background experiences (McEwen, 2020, March 4) I thought I had a decent idea of what to expect when studying this Masters. However, my concepts of my future role of a teacher librarian (TL) (McEwen 2020, March 14) have expanded in exciting ways.
I’m not sure if I had even heard of the term ‘Information Literacy’ (IL) before this course. Research or Library skills would be the closest things to IL that I have observed. IL can be understood in a variety of ways, depending on both time and context of use. However, at its most fundamental levels it is could be summed up as “the set of skills and knowledge that allows us to find, evaluate, and use the information we need, as well as to filter out the information we don’t need” (Eisenberg, 2008, p. 39). Once I started thinking about IL (McEwen, 2020, May 19) I started seeing connections even in my friend’s Facebook posts (as mentioned in the 2.3 discussion thread).
As my understanding of a TL expanded, others in the 3.1 forums may have felt excited to learn about the AITSL Standards (ALIA, 2014), but I felt both overwhelmed and relieved. It is a daunting list of standards to live up to, but as I stated in the discussion thread 3.1, it is a foundational structure to be able to build on as I move into the TL role in the future. My idea of the role of the TL has been expanded (McEwen, May 20) and I’ve been challenged and excited thinking about how collaboration might look (as I commented on in discussion threads for 4.3 and 5.4a).
One of my favourite things from this course has been learning about the different IL models. When I was studying my teaching degree in the 90s, my professors were big promoters of inquiry learning. Our lesson plans were to be “invitations” to the students to follow their own questions to learning. I’ve always loved that idea and I can see ways I have incorporated it into my teaching throughout the years. I’ve always had a distaste for lessons where the students all produce the identical item—how can they own that and why do some teachers love it? The thing is, those professors never gave us the scaffolding that Guided Inquiry Design, The Big 6, or the PLUS Model provide. I feel like for the first time that I’ve been equipped to actually teach the way I want to.
I love learning and one of the appeals for me of being a TL is the wealth of information, creativity and resources I will be surrounded with. I was pleased when I realised that as a TL I could have a role in inquiry learning by collaborating with teachers and learning alongside students.
This session has challenged me many ways. I learned a lot about myself as a student (McEwen, 2020, May 1) and how much I value the social, interpersonal aspect of learning—a timely lesson for writing remote lessons for my students. It has pushed me to be more organized and negotiate with my family members for space for me to study—skills that should serve me well in the TL role. It has given me a foundational understanding of how IL models can teach the 21st Century Skills students need and it has broadened my understanding of the scope of the TL’s role in inquiry learning. With the AITSL Standards, I have a framework I can build on and hold myself accountable to.
The things I have learned in this course will not only help me when I move into a full-time TL position (middle of next year) but are already changing the way I do things now! After the 5.4b discussion thread, I approached our school’s TL to ask about an IL policy. She had never been asked to create a policy. On her own volition she drafted a policy for resource collection but nothing for IL. This has sparked discussions of how we could develop an overarching plan for all grade levels. I’m excited to see how this develops and how I can use this policy to encourage collaboration with teachers. I have also started using exit tickets in some of my classes to evaluate the effectiveness of my teaching by checking student understanding. I can see through my journal reflections how I have already grown so much in a single session. I look forward to seeing where this Masters will push my thinking in the future.
References
ALIA Schools (2014) AITSL Standards for teacher librarian practice.
Eisenberg, M. B. (2008). Information literacy: Essential skills for the Information Age . Journal of Library & Information Technology, 28(2), 39-47.
McEwen, S. (2020, March 4). About Me. ISBN Thinking. https://thinkspace.csu.edu.au/isbnthinking/2020/03/04/about-me/
McEwen, S. (2020, May 1). Four Weeks In: Pandemics, Endangered Educators and Remote Learning. ISBN Thinking. https://thinkspace.csu.edu.au/isbnthinking/2020/05/01/four-weeks-in-pandemics-endangered-educators-and-remote-learning/
McEwen, S. (2020, May 20). The Information Landscape. ISBN Thinking. https://thinkspace.csu.edu.au/isbnthinking/2020/05/19/the-information-landscape/
McEwen, S. (2020, March 14). The Role of the Teacher Librarian. ISBN Thinking. https://thinkspace.csu.edu.au/isbnthinking/2020/03/14/the-role-of-the-teacher-librarian/
McEwen, S. (2020, May 19). The Role of the Teacher Librarian Revisited. ISBN Thinking. https://thinkspace.csu.edu.au/isbnthinking/2020/05/20/the-role-of-the-teacher-librarian-revisited/