June 9

Two units left – time to reflect a little

Two units remaining and I will have completed my Masters. What a ride this has been. Next semester I will do Literature in the digital environment and my Professional practice – take two after a false start on this subject last semester due to Covid-19. So as I sit here contemplating the last two year and the remaining six months. I have begun to consider what I have learnt, what I still want to learn and if there are things that I know, but that I’m not aware yet of.

So what do I know? Do I feel ready to be a teacher-librarian (TL)? Yes, I do, I have been doing the job for a while now but a standalone TL? No, probably not. I can’t imagine putting a budget proposal together. I also shudder at the thought of having to do a stocktake. I must admit that while I’ve been doing the job, I have a lot of help. We employ someone to do all purchasing and acquisitions. He does all the data entry and cataloguing of the resources as well as book list for the school. The head of the library takes care of budgets, rosters and staying in touch with leadership. While the other TL looks after copyright and room bookings, I could probably be okay with most of that on reflection, but it would be overwhelming without help.

We currently don’t have any library policies, and I would like to produce a collection management policy at some stage as I was taught in ETL503 Resourcing the curriculum. I think having clear guidelines for procedures would make me feel more comfortable and ensure my ability to do my job correctly. I think I could produce this document with what I learnt during this unit and subsequent units that relate to it.

I would also love to use the knowledge I formed during ETL402 Literature across the curriculum. I think one of the more essential areas a TL can be involved in is collaborative teaching. The idea intrigues me, planning alongside another teacher and delivering lessons on researching skills would be interesting and make me feel like I was doing my job as a TL.

When I stop to think about what I don’t realise I know, I think about EER500 Intro to educational research. That unit just about sent me around the twist, but I received decent grades in. I suppose the idea of research scares me, but for me, it is probably achievable should the need arise. I believe I have learnt some useful skills during that unit that I could apply to my school library setting.

Library promotion is something I’ve always enjoyed, and I love that this is part of the role. In 2018 I compiled a proposal to develop and maintain a library Instagram page. It was accepted and I love curating this channel. I also enjoy coming up with new ways to promote library services, running competitions and creating displays.

What do I still want to learn? So much. I would like to learn more about how to be a curriculum leader. The Australian Schools Library Association (ASLA) website suggests that TLs are involved in curriculum planning and school curriculum committees. I think maintaining literacy is an essential component of being a curriculum leader, and I have just signed on to head up a reading program at our junior campus.

ASLA also discusses how TLs are information service managers. That they develop and implement strategies for evaluating the resource collection and determine curriculum and student needs. This is something I have been trying to implement for some time. I would like to develop our relationship with the faculty heads to the point where they share ahead of time the areas the students will study throughout the year. I would then like to use that information to develop the collection to reflect those areas of study.

 

Category: EER500, ETL402, ETL503, School life | 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
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/

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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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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

Category: ETL401, My TL life | LEAVE A COMMENT
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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April 8

Collaborator, Steward and Thinker

 

Collaboration, stewardship and Thinker, these components are key to securing a better budget for your library. Take the story below and see what you think. Sara was a TL in training at a large secondary school and while she wasn’t the head of the department she did have some influence. Sara had been undertaking a lot of professional reading and decided that her library required a facelift, it was looking rather uninviting. Taking on the role of collaborator Sara began with talking to the libraries users, she started with the students. She questioned them on their current use for the library and how well it suited their needs. Sara then spoke to teaching staff, to discover their thoughts on the current layout and collection of the library. Did others agree with her? Did the library, in other peoples opinion need a shake up? It turns out they believed it whole heartily. Sara, then did her research, she became a steward. Sara then came to conclusions and detailed them, along with proven data to back up her statements. Sara started to request purchases based on her data. She slowly built her reputation not as a spender but as one who takes all facets into consideration, spending wisely. Eventually a position came available for a new person to sit on a curriculum advisory board, Sara applied and was accepted. She was able to learn about how the school allocated its budgets. Sara made connections and became a thinker, she was eventually able to have say in the library budget, suggesting from a strong position why the budget she be increased. Can I be Sara? One day maybe.

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April 6

Scoop.it

Having discovered Scoop.it a few months ago while trying to find ideas for the design of our new school librray.  I have enjoyed currating various articles  that suited my needs. Scoop.it is relativly easy to use and navigate around. Though the draw back I am currnetly faced with, is the need to pay for a subscrition to the service. With the free access you can only have one subject area and you have limited ability to tag your scoops (articles). As I continue to delve into my masters to become a TL I have broadened my requirements for what I’d like to search for and therefore Scoop. I have yet to look into costs for subscription and have genreally been using Google Keep for found articles, though it doesnt ahve the same ease of curation that Scoop.it does. I will have to make a dession soon though…stay tuned.

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March 25

Budget management

Term 3 rolls around quickly in a secondary school. The subject choices for next year are cemented, the faculty heads are busily revamping their areas. It’s time to research text books for the coming year. Is there a new version available? Can we get a copy brought in to peruse for suitability?  Are there other unexplored options? A teacher librarian (TL) needs to be a steward of these endeavours. Reviewing facilities suggestions and weighing then up against other texts they may have no knowledge of. Giving the teachers options.

Non-fiction and fiction books, well that’s more fun. The best day every month is the arrival of the Lamont standing order and the catalogues from our various suppliers. Perusing these books, I work alongside our acquisitions officer, determining what readers the books will suit. Is the book one our students have requested? Is the author one our students respond too? Is it part of a series? What is its target age group? What numbers do we currently have of books in that genre? Do we need more? So many questions to ask ourselves as we browse the books. We discuss our choices with each other, involving the other TLs where necessary.  If it’s one that has been suggested, we generally purchase on release – as long as its age appropriate. Being  a Catholic school, there are some areas we stay away from, mainly dark magic, witch craft, vampires etc.

Category: ETL503, My TL life, School life | LEAVE A COMMENT