July 11

Organisation theory

One of the first tasks for module two requires that we read an article titled, Managing in the Info Era from Forbes magazine by Geoffrey Colvin and relate it to school libraries, in point form (Colvin, 2000). I needed to read this article twice as on first read through I didn’t see anything that related to the school library environment. Second time round however I realised that there were a few similarities, so here goes:

  • Info tech is taking over – library loans can be done electronically.
  • TLs as managers need to practice the human art.
  • TLs as managers need to learn to tap into their employees unique abilities, be it creativity, judgement or relationship skills.

 

References

Colvin, G. (2000). Managing in the info era. Fortune, 141(5). Retrieved from http://archive.fortune.com/magazines/fortune/fortune_archive/2000/03/06/275231/index.htm?iid=sr-link1

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July 11

My current understanding of leadership for a TL

Well here I am about to begin a new semester and with it another unit. Only one though this time. I found that undertaking two units while working full time, trying to run a household and maintaining my fitness and friendships a little overwhelming. The plan is to do one unit now and take two on in semester three, over summer holidays.  So unit 504 this time, Teacher Librarian as a Leader. I am sitting here contemplating the role and I can admit here the thought is scary. My boss is the Head of Information Services and I see the work she undertakes and I’m not sure I could manage it. I guess that’s why I’m doing my masters, to learn.

So what is my current understanding of leadership as a TL? A person who runs a team of staff who are highly qualified in their own right. A person who has a deep understanding of all facets of the job and the people who do them.  A person who is able to determine the appropriate course of action given a set a wildly different variables. A quote I read “A leader is one who knows the way, goes the way, and shows the way” by John C. Maxwell, strikes home to me.

A leader needs to know all parts of the job to be able to assist those that work under them, but to also know if the job is being done correctly. They also need to be able to put their words into practice. It’s not enough to sit there are instruct others on how to do a job, they need to see you doing it. That a particular job is not beneath you or that it’s not important so you don’t have to do it.

Leadership is a role many TLs will find themselves in I believe. Many schools only employ one qualified TL or if they do have other TLs with them, there are other staff – technicians and assistants that need to take instruction from them. A teacher librarian needs to understand their role within the library, but also that the wider school community requires their advocacy. For without the advocacy of those most passionate about the library, it will lose its significance and its value.

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May 19

Reflective Practice

The 21st-century learner is bombarded with vibrant, disorderly and often chaotic streams of information, delivered to them via multiple platforms. Students today might be digital natives, but that does not mean that know how to judge quality information. Learning needs to be a collaborative effort between students, as well as between student and teacher. Information Literacy (IL) and IL models help to guide students through the process of discovery and to make judgments into the quality of the resource. My own learning of IL has developed significantly over the last 11 weeks while undertaking my masters. I went from considering the Teacher Librarians (TL) role in curriculum planning as an afterthought, seen in my blog post Understanding the role of TLs in school on March 3rd, to ensuring that assessment 3 was aligned with current school needs.

Information literacy is a basic human right, as set down by the Alexandria Proclamation (United Nations Education, Scientific and Cultural Organisation, 2005). Every person needs to have the tools to navigate the digital landscape of today. IL models help to provide that knowledge. FitzGerald (2016) identifies the skills required of a 21st-century learner and they include being digitally fluent and a critical thinker. This understanding is a huge jump for me as initially, I struggled to even define what IL meant. The blog writing process itself proved helpful here. As I reflected on my learning, I was able to consider the elements that resonated with me. This is evident to me in my blog post Information Literacy on April 18th. I was able to define what IL was and I can see evidence of my growing understanding of its relevance to my TL practice.

CILIP Information Literacy Group (2016) defines IL as the ability to think critically and make balanced judgments about any information we find and use. IL gives us the skills to navigate information. IL models, on the other hand, provide a process to assist in learning these skills. There are many IL models and thorough investigation is required by a TL to decide on the most appropriate one to use in their school’s context. When I began my reading into IL models the first one that jumped out at me was Six frames for information literacy education: a conceptual framework for interpreting the relationships between theory and practice (Bruce, Edwards & Lupton, 2007). I believe I gravitated to this model as I am primarily teaching the Victorian Certificate of Applied Learning (VCAL) program and this is very much project-based learning and correlates strongly to Bruce, Edwards and Lupton’s model (Kuhlthau, Caspian & Maniotes, 2015). I do discus this further in my blog post The TLs role in Information Literacy on April 19th, but reflecting on that post, I see I was naïve to not consider how I as a TL, could collaborate with other teachers using an IL model.

The most significant element I have learned is to read and read some more, and then when I take a break from reading, go talk to people, namely classroom teachers at my school. As mentioned I initially questioned my role as a TL in the inquiry learning process, but after reading through the various articles attached to module 5 on the various IL models, I began to have a better concept of the role I could potentially play. That of collaborator and partner, an integral part of helping learners move into the third space, where the student’s world and the world of curriculum, come together to allow the students to create world views of their own (FitzGerald, 2016). I came upon the Guided Inquiry Design (GID) framework developed by Kuhlthau, Maniotes, and Caspari (2012) in one of the readings. Further investigation led me to my own school libraries catalogue. It turned out that not only did we have copies of the text, but it was well borrowed amongst the faculty. I got in touch with the Humanities faculty head teacher and she was able to provide me with her wishes for a unit of inquiry using the GID-model as its base.

As a consequence, I centred my topic around World War 1 for my assessment 3 piece, as this aligned with the schools need. The faculty head has yet to read it, but I hope that it will prove useful and I will have the opportunity to join the teaching team as the TL and be responsible for the information literacy skills. I believe this knowledge of IL and IL models will be useful to me as a practitioner because I am now better able to visualise my role as a TL more clearly.

 

References

Bruce, C., Edwards, C., & Lupton, M. (2007). Six frames for information literacy education. In S. Andretta (Ed.). Change and Challenge: Information Literacy for the 21st Century. DOI:10.11120/ital.2006.05010002

Fitzgerald, L. (2016). Does Guided Inquiry Enhance Learning and Metacognition? Synergy, 14(1). Retrieved from https://search-informit-com-au.ezproxy.csu.edu.au/fullText;dn=216728;res=AEIPT

Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2012). Guided Inquiry Design: A Framework for Inquiry in your School. Santa Barbara, CA: Libraries Unlimited.

 

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May 5

Reflective Practice for ETL503

Resourcing the Curriculum is one of six core subjects required to gain a Masters as a Teacher Librarian (TL).  It is designed to instruct its students as to how they can resource the curriculum while supporting learning and teaching within their school (Charles Sturt University [CSU], 2019). At the beginning of this unit, I had limited understanding of the role and nature of school library collections. I worked in a library, but I did not fulfil the role of a TL. Our library collection just inhabits the space. Faculty heads request material, they end up purchased. Library-specific resources are requested by students, the acquisitions officer and myself, they end up purchased.

Module two was particularly educational, up to that point I had no knowledge of how a collection should be developed. Reading Fundamentals of Collection Development and Management by Johnson and Selecting Resources for Learning by Hughes-Hassell and Mancall opened up my eyes on the areas I was overlooking (2018; 2005). How could I make well-considered, relevant purchases that would be a good investment for the users of my library? I soon came to understand the importance of Resource Models and their role in selecting resources. I created my own, based on a tool by Hughes-Hassel and Mancall, which I posted to my blog (Taylor, 2019). Created with my three weeks’ worth of knowledge, I can see it is lacking sufficient information if my goal is to select high-quality resources (Taylor, 2019).

Further reading of Hughes-Hassel and Mancall’s (2005) work provided me with information about selection criteria tools. I immediately saw the practical nature of these tools, such as the General Selection Criteria table in Selecting Resources for Learning (2005). I enjoyed putting the criteria to the test to evaluate individual resources for inclusion. When I reflect on my blog post, Fiction vs Non-fiction books, I am surprised at my naivety. I failed to consider the number of non-fiction books being used in classes for students researching assignments and how important these resources are (Taylor, 2019a). I ended up using a general selection criteria table adapted for Resourcing the Curriculum’s Assessment 1, from the Hughes-Hassell and Mancall model, on some texts at my school library (CSU, 2019: 2005). This resulted in me realising a few of these books were not smart choices.

It was in module six that all my reading started to come together, the words Collection Development Policy might be now permanently engraved in my brain. Hughes-Hassel and Mancall (2005) made reference to their importance, information backed up by Johnson (2018a). When I wrote about selection criteria in my blog post Ordering policies and procedures, I mentioned that I needed to discover if my library had one and what it includes (Taylor, 2019b). It turns out we do not have one. Module six’s various readings included a procedure for writing your own policy by The Australia Library and Information Association Schools and Victorian Catholic Teacher Librarians [ALIA & VCTL], (2017). I find it now hard to fathom how our school library has managed without this vital document. Writing the draft for Part A, of Assessment 2, I found I was writing a collection development policy for my school (CSU, 2019). While I had to heavily edit this work to meet my word count, I will be utilising the information I wrote to produce a development policy for my school. This policy will form a strategic move for ensuring the libraries relevance in the future.

My plan is to complete a policy to a draft form and share it with the head TL to garner her thoughts. Like myself, she would like to raise the profile of the library and the TLs role within our school. Currently, the TLs position at our school is similar to the one described in Future Learning and school libraries, which is that of a gatekeeper ensuring access to quality information (Australian School Library Association [ASLA], 2013). Ideally, I can assist our learners in developing their digital literacy to be independent and source their own information (ASLA, 2013). The first step of which would be to develop a collection development policy alongside a collection development procedures document. Our school like many others is striving to ensure our learners are prepared for the workplace. The goals of the Melbourne Declaration are guiding many policy shifts (2008). It is my hope that I can use research and these goals, to inform Leadership of the potential role that the Library and its TL can take in assisting our school in pursuing a world-class 21st century education for its learners.

 

References

Australian Library and Information Association School, & Victorian Catholic Teacher Librarians. (2017). A manual for developing policies and procedures in Australian school library resource centres (2nd ed.). Retrieved from http://www.asla.org.au/policy/policy-development-manual.aspx

Australian School Library Association. (2013). Future learning and school libraries. Retrieved from https://asla.org.au/resources/Documents/Website%20Documents/Resources/2013-ASLA-futures-paper.pdf

Charles Sturt University. (2019). ETL503 – Resourcing the Curriculum Subject outline. Retrieved from Charles Sturt University website: https://outlines.csu.edu.au/delivery/published/ETL503/201930/W/D/ETL503_201930_W_D-version_2.pdf

Hughes-Hassell, S., & Mancall, J. (2005). Selecting resources for learning. In Collection management for youth : responding to the needs of learners (pp.33-51). Retrieved from https://primo.csu.edu.au/view/action/uresolver.do?operation=resolveService&package_service_id=4096380870002357&institutionId=2357&customerId=2350

Johnson, P. (2018). Planning, Policies and Budgets. Fundamentals of collection development and management. Retrieved from https://primo.csu.edu.au/view/action/uresolver.do?operation=resolveService&package_service_id=4096380760002357&institutionId=2357&customerId=2350

Johnson, P. (2018a). Developing Collections. Fundamentals of collection development and management. Retrieved from https://primo.csu.edu.au/view/action/uresolver.do?operation=resolveService&package_service_id=4096380760002357&institutionId=2357&customerId=2350

Ministerial Council on education, Employment, Training and Youth Affairs. (2008). Melbourne declaration on educational goals for young Australians. Carlton, VIC: MCCEETYA. Retrieved from http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf

Taylor J. (2019, March 12). Selecting Resources Model [Blog post]. Retrieved from https://thinkspace.csu.edu.au/jannet/category/etl503/

Taylor J. (2019, April 6a). Fiction vs non-fiction [Blog post]. Retrieved from https://thinkspace.csu.edu.au/jannet/category/etl503/

Taylor J. (2019, April 9b). Ordering policies and procedures [Blog post]. Retrieved from https://thinkspace.csu.edu.au/jannet/category/etl503/

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April 19

The TLs role in Information Literacy

Yesterday I wrote about my growing awareness on Information Literacy (IL). These ideas are still shifting and growing as I continue to read about the various models, maybe I am displaying my IL here. Bruce, Edwards & Lupton, (2007) relational frame suggests that viewing the content in this manner ‘helps students discover new ways of seeing’. The question remains though, what impact will IL make on me as TL? What is my role in teaching and learning in this manner? The article by Bruce, Edwards & Lupton (2007) Six Frames for Information literacy Education: a conceptual framework for interpreting the relationships between theory and practice, details a specific model for IL that I found intriguing. They theorise that there are six frames for looking at IL and these differ according to the context and the purpose that is required at the time. After reading about these various frames I realise I am drawn to two in particular, the learning to learn frame and the social impact frame. The article suggests that we tend to work with the frame that we identify with the most (Bruce, Edwards & Lupton, 2007). My teaching to date, especially in VCAL, has no doubt, influenced my tendency to lean to these particular frames, as this is how this subject is taught. The challenge as pointed out in the article, is that, just as people see teaching and learning differently so too, they see IL differently (Bruce, Edwards & Lupton, 2007). I can this as an issue in my role as a TL in the future. I hope to find opportunities to work collaboratively with my fellow teachers, I may have developed a tendency to use IL though one frame, and the teacher, even subconsciously, may lean toward another. It will be up to me as the Tl to bridge this gap. Though as pointed out in the article, it will help develop my professional practice to adopt a different frame occasionally (Bruce, Edwards & Lupton, (2007). I quiet like the Six Frames for IL model, it makes practical sense to me.

 

References

Bruce, C., Edwards, C., & Lupton, M. (2007). Six frames for information literacy education. In S. Andretta (Ed.). Change and challenge: Information literacy for the 21st century. DOI: 10.11120/ital.2006.05010002

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April 18

Information Literacy

Wow, trying to define Information Literacy (IL) is a minefield. There is so many different definitions for it, it’s hard to know where to start. The module I am currently working through for Uni, is titled ‘Information Literacy’ and it does offer one very good piece of advice, it “…will depend on your interpretation of the term (Information Literacy) within a specific context and for a specific purpose which you decide (Charles Sturt University, M5, Topic 1, 2019). So with that thought in mind I revaluated the definitions I read.

The one that sits most comfortably for me would be the one set out by the Chartered Institute of Library and Information Professionals [CILIP], ‘Information literacy is the ability to think critically and make balanced judgements about any information we find and use. It empowers us as citizens to reach and express informed views and to engage fully with society’ (CILIP Information Literacy Group, 2016). CILIP (2016) went further to explain that IL relates to information in all its forms, including print, digital content, data, images and the spoken word.

Defining IL gets particularly confusing when you realise that it really does depend on the context of the information. As an example in the workplace IL might mean the ability for a person to work ethically and understand data protection (CILIP, 2016). While in education IL may mean being able to locate, filter, select and evaluate digital information.

The Alexandria Proclamation, for the United Nations Education, Scientific and Cultural Organisation (UNESCO, 2005) includes the following passage about IL.

Information Literacy empowers people in all walks of life to seek, evaluate, use and create information effectively to achieve their personal, social, occupational and educational goals. It is a basic human right in a digital world and promotes social inclusion in all nations.

While this isn’t a definition as such it does highlight the importance of being information literate.

At the end of the day, I am still formulating exactly the best definition for myself on what is IL in the context and for the purposes I require. Education, the workplace, everyday life and health.

 

References

CILIP Information Literacy Group. (2016). Information literacy definitions. Retrieved from https://infolit.org.uk/definitions-models/

Charles Sturt University. (2019). Information Literacy. In Introduction to Teacher Librarianship [ETL401 Module 5: Topic 1]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42380_1&content_id=_2633966_1

UNESCO. (2005). High-Level Colloquium on Information Literacy and Lifelong Learning.  Bibliotheca Alexandrina, Alexandria, Egypt. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000144820

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April 18

Evidence guide for teacher librarians in the proficient career stage

It has only been 5 years (almost), since I completed my teaching degree, and even less since I completed my accreditation to teach–late 2017. I can easily recall ensuring that I could identify all aspects of the Australian Professional Standards for Teachers. I must have read 50 articles suggesting ways teachers could achieve those standards. When I decided to undertake my Master as a Teacher Librarian (TL), I began to search for ways that TLs could achieve those standards considering their role is different. I was very happy to come across the Evidence guide for teacher librarians in the proficient career stage during my studies (Australian School Library Association [ASLA], 2014). I have seen firsthand how some TLs are overlooked in schools. That other teachers seem to forget that TLs are teachers too. They also seem to forget that TLs have completed a Master’s in Education to achieve their position. I think having a document that assists TLs in being able to ‘prove’ their ability would be beneficial.

Every year, teachers at my school are required to complete a document that outlines how they have meet the standards in that year, along with their goals for the standards in the following year. They undertake this reflection prior to meeting with an assignment mentor/peer. I could see myself using the Evidence guide for teacher librarians in the proficient career stage to assist me in completing this reflection. That said I believe I would also use the Evidence guide for teachers in the highly accomplished career stage to get myself some long term goals for the future.

 

 

References

Australian Institute for Teaching and School Leadership. (2017). Australian Professional Standards for Teachers. Australian Institute for Teaching and School Leadership. Canberra, ACT. Retrieved from https://www.aitsl.edu.au/teach/standards#!

Australian School Library Association. (2014). Evidence guide for teacher librarians in the proficient stage. Australian School Library Association. Canberra, ACT. Retrieved from https://asla.org.au/resources/Documents/Website%20Documents/evidence_guide_prof.pdf

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April 16

Creative Commons

Figuring out what you can and can’t copy can be confusing at times. I have located a resource from Smatcopying that I think will be helpful when trying to find the creative commons on YouTube videos.

How to find Creative Commons Material using YouTube

for Teachers and Students

This information guide was jointly developed by the ARC Centre of Excellence for Creative Industries and Innovation through Creative Commons Australia and the National Copyright Unit of the COAG Education Council.

For further information contact Creative Commons Australia at info@creativecommons.org.au.

YouTube is one of the most commonly used video search engines in the world. Did you know you can use YouTube to find Creative Commons (CC) licensed Videos? Using the YouTube search filters, you are able to search for material by keyword and refine your search to show only material available under a CC license. This guide was created to help teachers, students and curriculum units find CC licensed material on YouTube. It forms one part of an information pack on CC for the education sector. It is advised that you first read information guide ‘What is Creative Commons?’ for a simple and helpful introduction to CC.

 

Finding CC licensed videos on YouTube

Below is a step-by-step guide to using the YouTube filter to find videos released under CC licenses.

Step 1. Do a search and find the filters option

After you do a search on YouTube, click on the filters option.

 

 

Step 2. Filter results

Under ‘Features’ select Creative Commons.

Now all the videos in the search will be licensed under Creative Commons. Note this will return all Creative Commons licensed videos, so you will need to be sure to check out the particular licence and abide by its conditions. For more information on Creative Commons licences and their conditions, see the ‘What is Creative Commons?’ Information sheet.

 

Original document: Smart Copying

Made available under Creative Commons Attribution 4.0 International Licence

Licence: http://creativecommons.org/licenses/by/4.0/

Available at: http://www.smartcopying.edu.au/open-education/creative-commons/creative-commons-information-pack-for-teachers-and-students/how-to-find-creative-commons-material-using-youtube

 

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April 10

Selection and acquistions

Morris and Silbert (2011), cover the issues around electronic resources quite extensively in Acquiring ebooks. From detailing the various types of e-resources available, to how to maintain an electronic collection. The area that intrigued me the most was the issue of choosing between the various access models. Naturally, when reading a chapter such as this, my mind turns to how I can apply that in the library where I work. We currently use e-textbooks and some e-reference books, but we have yet to make the move to e-books or traditional monographs, as they are referred to in the text. The reasons for not including e-books among our collection are long and varied. Thoughts of how to include them in the future, occupy my thinking. Simultaneous user access models as described by Morris and Silbert are one way to access e-books from a publisher. The multiple-user model allows a specified number of users to access the resource at one time, while single use access allows for one user to access at any one time (Morris & Silbert, 2011). Personally I would lean toward the single use access, mainly as this would mimic how libraries and their patrons have traditionally accessed their collection. E-books can be ‘checked out’  for a given amount of time, once that times expires, the book disappears from the users account. The multiple use model would have a higher cost per item, as much as 50% more (Morris & Silbert, 2011). It is worth considering, I think research into to existing user needs and their borrowing patterns would need to be considered first.

References

Morris, C. & Sibert, L. Chapter 6, Acquiring ebooks. In S. Polanka (Ed.), No shelf required: E-books in libraries [ALA Editions version] (Chapter 6, pp. 95-124). Retrieved from http://ebookcentral.proquest.com.ezproxy.csu.edu.au/lib/csuau/detail.action?docID=598919

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April 9

Ordering policies and procedures

As TL in training, I am starting to read industry-based articles. I am exposed to policies and agendas set down by governing authorities. One thing I am realising quickly is the state of my knowledge regarding the library I work in. I actually don’t know if we have a selection criteria policy, I don’t know how our budget is dispersed. I am aware we have a standing order with two different publishers, though we are not locked into purchasing these books, rather they are meant to entice our purchase. We sort through these, selecting ones we think the students might be interested.

On top of standing orders I can, at the moment, make a book suggestion to our acquisitions officer and it gets purchased. I believe he makes most of the decisions regarding what is purchased. Our Head of information services (head Teacher Librarian) trusts his knowledge of the current reader base and he makes purchases accordingly. He bolsters this list with any suggestions from students and teachers.

With my growing knowledge in mind, I think I need to enquire as to a selection criteria policy, to find out if one exists and what it outlines. According to Hughes-Hassell and Mancall (2005), a library should be following a selection criteria to ensure whoever is making the suggestions, has a clear picture of the curriculum and the units being covered in the academic year.

I am coming to the conclusion that we are a library that caters for our students’ leisure reading needs quite well, but not their educational resources. I believe in the future I will work on tools to evaluate our current suppliers, ensuring they meet our needs. I will have a solid selection criteria in place to ensure we are basing our choices on more than just opinion.

References

Hughes-Hassell, S., & Mancall, J. (2005). Selecting resources for learning. Collection management for youth: responding to the needs of learners (pp. 33-51). Retrieved from ProQuest.

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