March 15

Covid-19 impacts Uni

Well, it’s been a while since I posted here. Life has been crazy.  It’s now week 3 of semester one in 2020 and while I had originally planned to do only one unit this semester – ETL507 which is the professional practice unit I have recently decided to do a second – ETL505. This was for a few reasons, mostly as a reaction to the Covid-19 virus. ETL507 requires us to undertake both placement and study visits with the visits due to be held in Melbourne in May. Due to the virus, the Uni has decided to cancel them. I was given two choices, cancel enrolment for semester one and enrol in semester three or continue enrolment and have my visits conducted virtually. My current thought is to stay enrolled (I can change my mind up until the end of March).

Image result for Melbourne state library

I’m not sure how the virtual tours will be held, the Uni is still figuring out the details. What I did decide to do was enrol in ETL505 in case I have to cancel 507. I didn’t want to ‘not’ study this semester and to be honest the workload of 505 is pretty low. You prep for the visits, then write a report afterwards and in semester two you do the same with placement. Goodness knows if anyone will actually take us for placement this year though.

Taking on 505 at the start of week three may be a challenge though, I’ve got a LOT of reading to catch up on and get my head around. Metadata, not a word I’ve heard a lot of. Though apparently, I will be using it quite a bit through this unit. ETL 505 is Describing and analysing educational resources. As this is our acquisition officer’s job I may be having a few extended chats to him about our cataloguing system.

On top of this transition I’ve ended a relationship and moved house and my son is now in year 10. We are looking at going into social isolation due to the virus soon and if not I think we’ll be practicing over the upcoming school holidays. So if nothing else I should get some Uni work done. There is always a plus side, that’s if I have enough toilet paper…Image result for toilet paper shortage australia meme

Category: INF533 | LEAVE A COMMENT
January 21

Reflecting on ETL402

Rounding out the first year of my masters, is the completion of my sixth subject, ETL402 Literature across the curriculum. What can I say? I liked this unit. It was practical and immediately useful to me in my position. The first assignment, producing a rationale for fiction, allowed me to dig deep into the inclusion of fiction in the library collection to support a subject specific area. As a Teacher Librarian (TL)—in training—based at a senior secondary school that does not currently do this, I had never considered the benefits of it.

A requirement of the curriculum is the study of the World Wars, but as time marches forth we become further removed from the events. The students today have not been personally impacted by them. Reading about the events in a text book will give them the facts and figures but will not generate an image of the impact on humanity. Fiction does this. I have always enjoyed reading fiction but I never stopped to consider what a book such as  The tattooist of Auschwitz (Morris, 2019) was giving me. As discussed by Rodwell (2013) there is no history without the people, their emotions and actions. Learning about these people helps the reader to develop empathy and allows us to connect to the humanity in the event.

While a work of fiction is not completely true, there are many historical accurate novels based on true events. Students are able to learn about the lives of the people being portrayed and can then apply that contextual knowledge when reading a nonfiction textbook (Sliwka, 2008).  They can evaluate the information and use higher order thinking skills to engage meaningful with it (Krathwohl, 2002). As I mentioned in the discussion board forum for module one (Taylor, 2019), when information is presented in a story format, readers are able to comprehend and retain key narrative information and concepts more readily (Haven, 2007).

In the second assessment, I continued the historical fiction theme. It required a resource kit to be developed to support the integration of children’s literature in curriculum delivery for a specific subject area. I wanted this assessment to be as authentic as possible, so after speaking to the humanities faculty leader at my school, I decided to base it around the Rights and Freedoms unit we run for year 10 students at my school. I know she is looking forward to seeing the completed kit when school returns for the year, which provides added incentive to do well.

Reading over a blog post of mine I wrote prior to compiling assessment one Knowing children’s literature, I realise how far I have come. I did not even realise children’s literature included young adult (YA) books, let alone put much value in the fiction collection, bar for its entertainment value. My vision for the future of children’s literature post says it all really, I did not have one. Now after completing ETL402? I definitely do. My vision is that our fiction collection has substance, that it’s a collection that includes sophisticated picture books, historical accurate novels and engaging nonfiction narratives. That this collection is supported by a highly motivated TL (me) who can provide curated resources to subject teachers and literacy strategies to complement them.

 

 

References

Haven, K. F. (2007). We’ve reached the research results: The science behind the startling power of story. Retrieved from https://ebookcentral.proquest.com

Krathwohl, D. R. (2002). A Revision of Bloom’s Taxonomy: An Overview. Theory Into Practice, 41(4), 212-218. doi:10.1207/s15430421tip4104_2

Morris, H. (2019). The Tattooist of Auschwitz: Young Adult Edition. Australia: Allen & Unwin.

Sliwka, C. (2008). Connecting to history through historical fiction. Language arts journal of Michigan, 23(2). Retrieved from  https://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1125&context=lajm

Taylor, J. (2019, Nov 17). Why read? [Online discussion comment]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_38049_1&nav=discussion_board_entry&conf_id=_74552_1&forum_id=_177192_1&message_id=_2578564_1

Category: ETL402, School life | LEAVE A COMMENT
December 14

Knowing children’s literature

So this semester I’ve decided to undertake two units as I figured with school finishing I would have more time…hmm I may be incorrect about that, we’ll see. I’ve just submitted assessment 2 for EER500 to Turnitin, so it’s time to think some more about ETL402 Literature across the curriculum. This subject is actually an elective and one I was excited to take. Module 2 suggests we blog about children literature and what strategies I could use to learn more so here goes.

Prior to beginning this unit if I had of been asked this question I would say I had a reasonable amount but that literature stopped being for children about 12 years of age. I have now come to understand that teen and even young adult books (YA) are also considered ‘children’s’ literature. So maybe I knew less than I originally thought.

https://www.instagram.com/lavalla_library/

I love young children’s picture fiction, the imagery they allow a child to be immersed in, is for me a wonderful thing. I used to enjoy buying copious amounts of books for my young son and reading them over and over again – he never got sick of some books and they were on high rotation.  Now as a mum to a teenager and a teacher in a secondary school, one mainly based at a senior campus, teen and YA books are my standard reading material these days.

So much so that one of my first endeavours upon starting work in the library was to discover what were the preferences of my readers and then work to increase the size of our collection and introduce cataloguing and shelving by genre. Cataloguing by genre had a number of effects on our library, increased readership, students and teachers could find books they were interested in easily and re-shelving became a lot easier for causal staff.

 

 

I decided to promote the genre system wider and started a library Instagram account which has a steady amount of followers who are interested in our new deliveries. I try to follow and then link to various other instagrammers such as Insideadog, Children’s Book Council Awards and Literacy shed to name just a few. These site proved a wealth of information on children’s literature, new and upcoming authors as well as established authors’ new books.

 

But now I ask myself what strategies can I use to improve my knowledge? I guess what I need is a broader overview. Not just what the students already like to read, but books they may not be familiar with that provide then with context to help them in their studies. I need to find time to read more myself and attend professional development seminars online to increase my knowledge. Paying more attention to local sites like the Australian School Library Association (ASLA) and attend my local School Library Association (SLAV) meetings. Study makes these things tricky but to increase my knowledge I will have to make time.

Category: ETL402 | LEAVE A COMMENT
November 9

A vision for the future of children’s literature

The question being asked as I begin a new unit, is whether I have a vision for the future of children’s literature?  And who will be the drivers of this change? Being a teacher in a secondary school, based at a senior campus I don’t really give children’s literature a great deal of thought. Actually fiction in general is not really my top priority. Senior students at our school, aged 16-18 tend not to read for pleasure. They read their assigned novels, textbooks and associated prescribed literature. Those that do read are predicable in their reading choices and we are able to easily cater for their needs.

I found reading Ellen Harvey’s article 5 Trends Affecting Children’s Literature (2015) confirmed my understanding. Juvenile fiction and nonfiction had the highest growth in sales from 2012-2014 over other book segments. Parents invest in books for their children, hoping this will bolster their literacy when they begin school.

Harvey’s breakdown of McLean’s webinar Top Trends in Children’s Literature: Personalized and Interactive Books for the Holidays then discussed the movie tie in to books. This struck a chord for me. Our junior campus which deals with students aged 13-15 does have a strong reading history. Teachers at the junior level encourage and include independent student reading of fiction novels within their classes. Our students seem to be creatures of habit, in that they prefer to read books that are familiar. They will choose books associated with a TV shows, movies or games. This is where we see the most borrowings.

Image result for no vision (Vision glasses image, 2019)

When I think of a vision for the future of children’s books I tend to think children equals young children. The vision for the future of YA fiction on the other hand is an area I should look into. Currently I have no vision for encouraging this and if I don’t drive it, no one will. Hopefully undertaking ETL402 Literature Across the Curriculum this semester will assist my thinking on this issue.

 

References

Harvey, E. (2015, December 8). Five trends affecting children’s literature. In Book Business. Retrieved from https://www.bookbusinessmag.com/article/what-we-learned-from-the-top-trends-in-childrens-literature-webinar/

Category: ETL402 | LEAVE A COMMENT
October 3

ETL504 Reflection

Challenging, confronting, though provoking, demanding, all words that sum up my feelings while undertaking ETL504. Reflecting on this unit, I can say I am surprised I survived. Often I shook my head and questioned my reasons for studying at all. As the unit draws to a close, I am proud of myself, I persevered in the face of adversity. If I can do this, I can be a Teacher Librarian (TL), I can be a leader. It turns out the questionnaire for Module 3 on conflict resolution was incorrect – I’m not an avoider after all, though I did consider this to be the case in my blog post at that time, Think and Reflect Module 3. (Taylor, 2019, August 4).

ETL504 saw the creation of study groups, I was placed in group 1. This group consisted of five very dedicated TLs in training. I call myself fortunate to be placed in such a proactive and supportive group. McNee and Radmer (2017) suggest it is through collaboration with the teacher librarian that provides deeper learning. From my experience with this group, it certainly does. This was evidenced when reading groups members’ thoughts. In case study 5 (Group 1, 2019) Gillian suggested an alternate idea to my own. I was able to mesh the two ideas together to form a solid understanding of the issue.

Each week we would give our initial thoughts to the scenario and leave feedback on others. We had no designated leader, in fact everyone stepped up seamlessly as if by plan. This to me seemed to highlight Gottlieb’s (2012) Leading from the middle. We brought out the best in each and we helped each other step into our own potential (Gottlieb, 2012). Each of us was both a leader and a follower, it was an ideal way to work.

The content of the scenarios itself seemed to come straight from my reality. With similar situations arsing at my school, though I never had to deal with them as directly as in the scenario. I mention the role my boss—the Head of Information Services—holds in my first blog post for this unit in My current understanding of leadership for a TL (Taylor, 2019, July 11), it scared me then, now? I am really in awe of what she does every day. She collaborates with other teachers daily and manages a team of ten, yet she helps us all develop our best practice. This to me demonstrates she’s using an instructional leadership style. As Green (2011) suggests this style of leadership sees the TL provide connected learning role and nurtures relationships.

Case Study 4 (Group1, 2019a) for me was the most engaging and relevant. Our group discussed the importance of having shared vision, which prior to this I only saw as necessary so we progressed to the same place. Now I realise that having shared vision enables the team to share skills and develop them amongst the team. As Karlene Irving (2019) mentions in her blog post Online Collaborations: Navigating the Way Part 2! A shared collegial vision leads to the teams’ capacity to build knowledge.

So key takeaways for me?

  • Do not be scared – I can do anything I set my mind too.
  • Research and research some more, a good leader knows the job.
  • Surround yourself with positive likeminded individuals – you encourage each other.

 

 

References

Group 1. (2019, September 20). Thread: group 1 Stephanie Baker, Gillian Cornwell, Karlene Irving, Jannet Taylor, Kerrie-Anne Watt [Online discussion comment]. Retrieved from Charles Sturt University website:  https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_42385_1&nav=discussion_board_entry&conf_id=_78888_1&forum_id=_164188_1&message_id=_2499607_1

Group 1. (2019a, September 6). Group 1 [Online discussion comment]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_42385_1&nav=discussion_board_entry&conf_id=_78888_1&forum_id=_164189_1&message_id=_2467906_1

Gottlieb, H. (2012). Leading from the middle: bringing out the best in everyone [Blog post]. Retrieved from https://creatingthefuture.org/leading-from-the-middle-bringing-out-the-best-in-everyone/

Green, G. (2011). Learning leadership through the school library. Access, 25(4), 22-26. Retrieved from https://search-proquest-com.ezproxy.csu.edu.au/docview/911088452?accountid=10344

Irving, K. (2019, September 18). Online Collaborations: Part 2! [Blog post]. Retrieved from http://thinkspace.csu.edu.au/karleneirving/2019/09/18/online-collaborations-navigating-the-way-part-2/

McNee, D. & Radmer, E. (2017). Librarians and learning: The impact of collaboration. English Leadership Quarterly, 40 (1), 6-9. Retrieved from https://search-proquest-com.ezproxy.csu.edu.au/docview/1929035671/fulltextPDF/5BAF868D2A304220PQ/1?accountid=10344

Category: ETL504, INF533 | LEAVE A COMMENT
September 24

AITSL and ASLA standards in practice

The Australian Institute for Teaching and School Leadership [aitsl] (2010) standard identifies 6.3 as Engage with colleagues and improve practice. Teachers in this stage reflect on their own teaching and ask colleagues to provide feedback for self-improvement (aitsl, 2010). While the Australian School Library Association [asla] (2014) suggest that teacher librarians (TL) can display this standard when they work collaboratively with peers in professional learning teams. This could take the form of participation in virtual or physical communities, where a group of teacher librarians can come together to discuss professional practice.

A requirement for ETL504 has been to respond to case study scenarios within a small designated group. I have been fortunate in my placing. S, G, K and K.A have been amazing. They are knowledgeable and reliable. This last point is incredibly important, as we have to individually contribute our thoughts to a discussion, before the information is compiled and drafted then reviewed and submitted, all within a few days. No easy feat when you are only working in an online environment. But Study group 1 just works. We are able to bounce ideas and suggestions off each other and we are improving our own knowledge and understanding, as well as contributing to each other’s learning.

 

We obviously have a shared goal and it is a requirement of the unit but it highlights the importance of being a part of online learning forums for a TL. Currently myself and my study buddies are physically isolated from one another but many TLs work in isolation from others in their fields. They might be the only TL in their area. The skills I am learning while participating in the collaborative space are not just the subject specific knowledge, I am gaining an insight in to how other TLs construct knowledge and understand their professional practice.

Moving forward —I’m still yet to believe there is a light at the end of the study tunnel but it must come eventually—to a time when I am ‘The TL’ at my library I will definitely be continuing to contribute to online forums as well as continuing to blog my journey. It won’t be Jannet’s Journey to become a TL, it will be Jannet’s Journey to continued understanding.

 

References

Australian Institute for Teaching and School Leadership. (2010). Australian Professional Standards for Teachers. Carlton South, Australia. Retrieved from https://www.aitsl.edu.au/teach/standards

Australian School Library Association. (2014). Evidence guide for the teacher librarian in the highly accomplished career stage. Retrieved from https://asla.org.au/resources/Documents/Website%20Documents/evidence-guide_ha.pdf

 

Category: ETL504 | LEAVE A COMMENT
August 31

Collaboration

When I was making the decision to undertake my masters as a teacher librarian (TL) I researched just what a TL does. I want to be the TL who works alongside other teachers. That I’m not just there for the students, I’m there for the teachers as well. Collaborating with teaching staff, providing them with professional development opportunities and team teaching alongside them are all goals I aspire to. This week I have been reading about collaboration and I realise that it won’t be just a matter of me learning the skills but also convincing the teaching staff and leadership that this is something a TL does. Bishop (2011, pp.1-2) highlights the importance of establishing good relationships with colleagues, as it’s through this relationship that the teachers will overcome any perceptions they have about the role of a TL. The TL needs to show intrinsic interest in what the teachers are teaching and know the curriculum inside and out (Bishop, 2011).  On top of this I’ll need a good overview of the preferred inquiry methods the school uses and I’ll need to finish my degree.

So, I started to consider all the obstacles in my way of convincing my colleagues they should be open to collaboration with me.

  1. The current Ls don’t presently have opportunities to do this
  2. The school culture tends to isolate faculties
  3. Everyone has very tight schedules
  4. My own lack of knowledge about collaboration
  5. The school undervalues the TL
  6. Many staff don’t realise that the TL holds a duel degree

Some of these things are easier than others to conquer, my own lack of knowledge for one. This is just a matter of me completing my degree and undertaking appropriate professional development until I am confident. Others will be more difficult. Deringer (2013) suggests four ways for a TL to encourage collaboration that I think are worth mentioning.

  • Start small
  • Respect the teachers and their schedules
  • Don’t be afraid to say something.
  • Say “Thank you” to those who do collaborate (Deringer, 2013).

Deringer (2013) goes further to break open just what start small means. She suggests taking baby steps such as mini-lessons about a piece of technology, which got me thinking. We are starting to roll out Vivi at our school. If I master it I can help other teachers learn to use it. I also realise I’ve started doing taking baby steps already, two days ago I offered to assist a colleague with teaching her how to use her projector with more ease. I also love the suggestion of a Pinterest board that the teacher could access (Deringer, 2013). I’ve set up a school Pinterest board and added my first dedicated board on an area of year 10 curriuclum at our school – World War 2, check it out!

Lot’s to learn and lots to get my head around if I’m going to be the sort of TL I want to be, best I keep reading, ohh and playing on Pinterest.

 

 

References

Bishop, K. (2011). Connecting libraries with classrooms. Retrieved from https://ebookcentral.proquest.com/lib/csuau/reader.action?docID=664534&ppg=18

Deringer, S. (2013). Inspire collaboration: A quick and easy guide for super busy school librarians. INALJ. Retrieved from http://inalj.com/?p=40373

Category: ETL504, My TL life, School life | LEAVE A COMMENT
August 16

A blog about a blog

So it turns out writing my own blog has led to me reading other peoples blogs. In a lot of cases I find them a little too academic to engage me. I guess when I’m reading a blog I want the language to be casual and engaging, as well as being thought provoking and interesting. Lori’s blog posts are like this. Lori being one of my tutors for ETL504. Her weekly blog posts are both a round up and an almost practical application of the weekly concepts.

This week Lori’s blog post Leading from the middle: An environmental scan, looked at how the TL can be a leader even if that is not in their job description. How a TL can lead from the middle. Lori reflects on the influence that a TL can have in their role and delves into the importance of scanning the environment a TL inhabits. This environmental scan allows someone to look at the big picture they find themselves in, and what they impact or ‘influence’, including both internal and external influences. This scan can result in a TL identifying areas or gaps, such as professional development or service provisions. I can see myself attempting to do my own environmental scan using the coogle software.

I’m not sure I lead from the middle very well yet. While I do try to lead by example and be a force for change (Gottlieb, 2012). I don’t think I make enough effort at that. I think I try to fly under the radar a little too often so as not to create waves and not allow room for error. Maybe I need to trust myself more. Perhaps the further into this degree I get, I might generate a bit more courage.

 

References

Gottlieb, H. (2012, October 30). Leading from the middle: Bringing out the best in everyone [Blog post]. Retrieved from https://creatingthefuture.org/leading-from-the-middle-bringing-out-the-best-in-everyone/

Category: ETL504 | LEAVE A COMMENT
August 4

Think and Reflect Module 3

It’s interesting when I took the conflict resolution questionnaire, the answers I gave generally said I was an avoider that I tended to give in or try to find benefits for both parties. When at work though, I tend not to shy away from awkward or difficult conversations. I detest them and the thought of them makes me feel ill, but I square my shoulders, suck it up and get it over with. I guess I’ve realised over the years that situations manifest into larger demons if allowed to go untreated.

Others have tried to step in and say, “I’ll ask for you”, or “I’ll say something”. I just tend to get it over with instead. So, does this match with how I see myself? I guess the answer is no, I see myself as someone who avoids conflict, yet I don’t, I get it done.

I do see areas of improvements however. I need to work on, body language, so I don’t subtly give an impression I don’t wish to make a long with language choice. I think I rush in to early, when I should take more time to frame my thoughts before I get it done.

Category: ETL504 | 1 Comment on Think and Reflect Module 3
August 4

Teams

Currently in ETL504 we are undertaking the readings for Module 3: Leading Change. The section on teams has made me feel quite introspective. I’m questioning the makeup of some of the teams I find myself in. One that immediately springs to mind is a current faculty team. We are a group of nine teachers with a core group of six. One of which is the appointed head of faculty. Up to recently I would have labelled us as a well-functioning team. One that achieved most of which it set out to do and did it in a way that utilised each and every member’s skills. I felt a sense of connectedness and support from my colleagues as highlighted as a benefit of a strong team in Effective Teams: The Key to Transforming Schools? Recently the head of our faculty announced his decision to leave. He has given notice and will leave at the end of term.  While the team was disappointed, we understood his reasons for moving on and supported his decision.

The problem that has developed though, is the sense I get in the last few weeks is that he’s ‘checked out’. He no longer appears to be a team player and conversations outside of the team has revealed he no longer has our backs.  I feel a sense of sadness and anger of this situation. It is one I can’t change and one I have to accept. I believe the only thing I have power over is how I react to the situation. My plan moving forward is to not to react to his building negativity and continue to show support to my remaining colleagues. I hope that a new head of faculty will be appointed who is a good fit for the team and can facilitate the change they will bring.

 

References

Aguilar, E. (2012, November 28). Effective teams: The key to transforming schools? Edutopia: What works in education. Retrieved from http://www.edutopia.org/blog/teacher-teams-transform-schools-elena-aguilar

Category: ETL504, School life | LEAVE A COMMENT