Category: ETL401

Throughout my studies in ETL401 I have been quite surprised by how limited my understanding of information literacy and inquiry learning actually was. Prior to this subject, I felt quite confident that I could explain and deeply understood ‘information literacy’. As a classroom teacher my days are spent helping students hone their literacy skills, and developing resources and strategies to achieve school literacy targets. Throughout the ‘Information Literacy’ module I discovered that much of my understanding was rooted in the traditional perspective of literacy.

 

As I reflected on how information literacy is embedded both within the curriculum and my school context, I found that my experiences and thoughts were mirrored by many others studying the course. One post to Forum Activity 3.1. summarised the challenges of developing information literacy in the classroom perfectly, stating that the focus “seems to be more on content coverage at the expense of skills teaching due (in for the most part) to timetabling constraints and the ‘crowded curriculum’ (Nott, 2023). This is a major barrier I have encountered at my school and particularly in my subject area of History. In fact, I have come to see that whilst I have been developing students’ information literacy through the development of source analysis with a focus on identifying the reliability and value of primary and secondary sources, to be truly information literate I also need to further develop the ability of my students “to structure a search across a variety of sources and formats to locate the best information to meet a particular need” (American Association of School Librarians & Association for Educational Communications and Technology, 1998 pp.2, 1998).

 

Similarly, the module exploring inquiry learning also further expanded my understanding of how such an approach could be embedded within the school’s curriculum. In my experience as a classroom teacher I have witnessed a number of Project Based Learning initiatives that have had limited success. However, as I read the material, I realised that their shortcomings were largely due to deficiencies in their planning and design, rather than a failing of the approach itself. Interestingly, in my blog post (1/12/22) I observed that the advice and assistance of a TL being integral to the success of a PBL activity, however, in the PBL initiatives I have experienced the TL was not involved in the development of the process but simply utilised once the project had commenced. As I commenced preparing my own inquiry learning unit for Assessment Task 3 I was initially overwhelmed by the different inquiry learning models and approaches, finding it difficult to select the one that would suit my unit best. I found all had their merits, but settled on the FOSIL Inquiry Cycle as the suggested resources and explanation of the process were well suited to the learning needs of the target cohort (The Fosil Group, n.d.).

 

Overall, it has become exceedingly clear that I have still only scratched the surface of what the role of a TL can be within the school setting. The importance of collaborative practice and the need to work in partnership with the classroom teacher became apparent as I designed my inquiry unit for Assessment Task 3. As enjoyable as this process was, I can see how working in partnership with colleagues to design a unit would further enrich this exercise. As the 2023 school year rapidly approaches, I am looking forward to collaborating with my school’s TL to develop an inquiry learning unit for the Year 9 History Australians at War topic, expanding upon the one-off research and referencing lesson that the TL currently delivers to go from simple cooperation to genuine collaboration (Langford, 2008). I found the discussion posts about the role of the TL in curriculum planning and programming quite enlightening. A key strategic focus at my school over the past 3 years has been program renovation, and the inclusion of the TL has been very minimal. A number of interesting proposals as to how the TL could be included in the programming process were presented in Forum Activity 4.3. In particular, the suggestion that the TL be consulted in relation to resourcing, embedding guided inquiry learning, and as a source of professional development are recommendations that I intend to explore in 2023 (Watts, 2023).

 

References

 

American Association of School Librarians, & Association for Educational Communications and Technology. (1998). Information literacy standards for student learning: Standards and indicators. American Association of School Librarians.

 

Langford, L. (2008). Collaboration: Force or forced? Part 2. Scan, 27(1), 31-37. https://search-informit-org.ezproxy.csu.edu.au/doi/epdf/10.3316/aeipt.166077

 

Nott, J. (2023, January 3). Do you see information literacy being embedded effectively in the curriculum, or is it an add on that is left up to the individual teacher? [Comment on the post “Forum Activity 3.1: Understanding Information Literacy”] ETL401 Discussion Board. https://tinyurl.com/2p9bcw2a

 

The Fosil Group. (n.d.). Fosil Cycle. https://fosil.org.uk/fosil-cycle/

Watts, J (2023, January 13). What is an appropriate role for the teacher librarian in curriculum development? [Comment on the post “Forum Activity 4.3: The TL and curriculum”] ETL401 Discussion Board. https://tinyurl.com/2rexssb8

The Teacher Librarian (TL) role is incredibly broad. From my observations since commencing teaching seventeen years ago, the role of a TL has evolved and is almost unrecognisable from when I myself was enrolled in school. In my early years of teaching, I had limited interaction and connection with the TL. The Library was completely separate from the classroom, and the TL showed little interest in fostering this connection or developing collaborative programs supporting the curriculum. Beyond compiling a box of books for students to use as a research starting point, there was minimal outreach or advocacy. In more recent years, I have been lucky enough to observe what a TL can achieve with creativity and innovation, working in partnership with the wider school community rather than in isolation.

First and foremost, the TL is responsible for the physical environment of the Library and the acquisition of physical and digital resources. These resources must meet the needs of both students and staff. In the high school environment that I work in, this is a mammoth task. TLs must meet the requirements of different KLAs, integrate resources that cater to the needs of all learners, and address the school’s pedagogical requirements and strategic goals. They must do all this whilst remaining under budget! I have observed how the library facilities have also changed with a decrease in physical books and a movement towards flexible learning spaces, ICT and associated equipment provision, and a move towards digital resources. Now, instead of the TL collecting a box of books for my class to start researching, the TL will put together a Learnpath guide and deliver a lesson on research techniques and referencing.

The role of the TL is about much more than just the provision of resources and services or the maintenance of the physical learning space. The TL is essential in creating a safe and welcoming place for students. This is something that I have observed in every school that I have worked in as a teacher. A library is an important place where students can find additional support and a sense of belonging that they may not find anywhere else. In my experience, TLs foster this by building an inclusive environment that celebrates differences and often raises awareness of this diversity.

Finally, the TL can be a driving force within the learning community. In my experience as a teacher, I have discovered that the TL is often at the forefront of educational trends and plays a vital role in developing and supporting their implementation at a whole school level. For example, the execution of a year-level (250+ students) inquiry or project-based learning activity would be nearly impossible without the expert advice and assistance of the TL. As a teacher, I have come to appreciate the significance of the TL role and the impressive outcomes that can be achieved when there is strong collaboration between the TL and the classroom teacher. I am excited by the prospect of harnessing my experiences as a teacher to continue to support students and colleagues in a different, but no less important, role.

Welcome to my blog, where I will recount my experiences as I study for my Master of Education in Teacher Librarianship. Having never blogged before in my life, I must make my apologies in advance.

I came across the quote in my post title by Fred DeVito earlier this year, right at a time when I was deliberating whether to enrol in this course. Even though DeVito was referring to fitness and exercise, it made me realise that whilst I love being in the classroom and working with my students, there was something missing. I needed something new but still in the field I love.

I have been a High School teacher since 2006 and the Head of the History Department at my school since 2017. I predominantly teach Junior History, in addition to Modern History, Legal Studies, Society and Culture, and History Extension in the Senior years. It is these senior courses that have inspired me to study Teacher Librarianship. One part of teaching I love the most is helping students to complete their major research projects in both Society and Culture and History Extension. Seeing them develop their own research topic and conduct their own research has always been so rewarding. To be better equipped to support this process and help establish the skills to research effectively in all students is the challenge I have set for myself.

Whether I end up working as a Teacher Librarian or simply incorporate the skills and knowledge I will learn along the way back into the classroom, I am looking forward to the journey.