Reading is more than just an escape (Assessment 2 – Part 2)

January 26, 2022Nina Leave a comment

Why read?

Image by Cliker-Free-Vector-Images / 29546 on pixabay.com

At the beginning of this subject we were asked to consider this question and Shelley (2021, November) summed up my thinking in a comprehensive list. I currently work as an English teacher in the secondary system and we have spent the past four years building an independent program called ‘Read, Think, Succeed’. We have taken students to Readings Bookshop to choose books for purchase, created student reading ambassador roles, and successfully argued for a weekly 70 minute session for every English class from years 7-10 to participate in a literacy lesson that has discussion at its centre. I am confident that we have researched and are imparting the message that reading is everything BUT… it is everything in the context of English.

What’s next?

In my blog post The bright future of children’s literature (Kempinger, 2020, November 22), I identified several areas of interest, but there are two that I feel inform my next steps after completing this subject. These are critical thinking through and visual literacy.

With English teachers on the right track, my focus as a teacher librarian is across other curriculum areas. Throughout this subject my work has revolved around the humanities and this has shown me the enormous potential of using fiction to bring another layer of meaning and understanding to students’ comprehension of the (often quite difficult to image) world beyond their personal experiences.

Critical thinking

Image by jambulboy on pixabay.com

We want students to be able to take information and apply their knowledge and experience to think critically about the information that is presented. Are they ready and able to do this without support? In my experience, rarely. Fisher & Frey (2018) identify the value of discussion between students as a way to deepen understanding. My intention this year is to collaborate with humanities teachers to understand the topics that bring with them the challenge of empathy (such as the ANZAC experience) and provide selected fiction texts in varying formats that can be used in the classroom to develop this. Without the empathy, the critical thinking will be unlikely.

Visual literacy

Image by prettysleepy on pixabay.com

Complex images surround us in the form of advertising, commentary, comedy and story-telling. If we are to understand the nuance and/or multiple meanings presented in visuals, we need to be able to interpret them. Jaffe & Hurwich (2019) explain that students needs to be able to “read’ an image before they can think critically about the message being imparted.

Although graphic novels and picture books do form part of our current library collection, more care needs to be taken when selecting these titles so that there are opportunities within them for unpacking meaning, discussion and critical thinking.

Multi-literacies

Image by s_grafik on pixabay.com

This idea is multi-faceted. On one hand I want to bring more variety into the library and on the other hand I want students to have more opportunity to show their learning in a variety of ways (including those in the resource kit that I created).

In the discussions for module 5, I talked about the use of podcasts to engage students (Kempinger, 2022, January). This is an area that I will continue to explore to see what is available, of good quality, and listened to by students already, and how they can be best promoted.

References

Fisher, D. & Frey, N. (2018). Raising reading volume through access, choice, discussion and book talks. The Reading Teacher, 72(1).

Jaffe, M. & Hurwich, T. (2019). Worth a thousand words: using graphic novels to teach visual and verbal literacy. John Wiley & Sons, Inc.

Kempinger, N. (2022, January 9). Podcasts [Online discussion comment]. Interact 2. https://interact2.csu.edu.au/

Shelley, S. (2021, November 20). RE: 1.1b: Why read? [Online discussion comment]. Interact 2. https://interact2.csu.edu.au/

A whole new world (Assessment 2 – Part 2)

October 3, 2021Nina 1 Comment

Working out how to support my whole school community in the myriad ways that a good teacher librarian (TL) should is something that has worried me… until now.

This subject has shown me how to create re-usable learning objects so that it is possible to build and adapt a repository of school-based resources over time. This would include research guides, documents and templates that support the development of information literacy skills, and video tutorials (Kempinger, 2021a) that show how libraries can help.

Collaboration not isolation

Photo by Leon on Unsplash

Until I reached out to a colleague to discuss ideas about an actual unit of study, I was directionless and confused. The ability to tailor a research guide to a specific purpose highlighted the need for content curation and not simply content collection. Choosing quality content, evaluating it before including it and providing annotations to explain why it has been included, means that the user can feel confident that it will be suitable (Oddone, 2020).

Couldn’t do it without technology

Photo by ThisIsEngineering from Pexels

Unfortunately, my school library does not have a robust online presence. This is something that needs to be prioritized if we want to work smarter and not harder. A library homepage that links to subject-specific research guides, researching templates, how-to instructions, and video tutorials creates consistency; something that teachers and students can trust. As South (2017) says, we want students to experiment without a fear of failure and the ideas outlined above can support this.

TLs are experts at evaluating resources for their suitability and know to consider a range of factors when selecting resources. The readability thread started by Gill (2021) is a great example of how online tools can be useful but teacher judgement needs to be applied when choosing resources for students.

Online vs print

Photo by Souvik Banerjee on Unsplash

Although there are a few useful references on the shelves in our library, we cannot compete with the variety that is available online(Kempinger, 2021b). But, can we simply send students online to find information?

While students are likely to be able to complete a google search, they are unlikely to be able to gauge the accuracy and reliability of the information they find. In order to support the development of information literacy skills, TLs need to ensure that they work with teachers to create useful and consistent processes that are embedded into the curriculum. These can then provide scaffolds for students within research guides; which is preferable to them finding their own unstructured methods (Gilbert, 2019).

The library website also needs to show best practice. It cannot be assumed that students understand how to effectively and respectfully use the broad range of tools that Web 2.0 has to offer. TLs can model “exemplary use of social media, search engines, and collaborative research strategies” (O’Connell, 2011) when working with both students and staff.

Accessibility

Image by cris renma from Pixabay

Finally, my eyes have been opened to WCAG (W3C, n.d.). It is one thing to be aware of accessibility and another to actively strive to understand and achieve it. By ensuring that learning objects produced by or in collaboration with the library are compliant, a conversation about the choices we make can be started. If we know how to make it easier for everyone to access learning, why wouldn’t we do it?

References

Gilbert, K. (2019, May 3). Libguides: In workflow, discovery, behaviour and space. Synergy, 14(2). https://slav.vic.edu.au/index.php/Synergy/article/view/v14220165

Gill, L. (2021). Online access. ETL 501 forum module 2: Print versus digital information sources. Response in Discussion Forums. CSU. https://interact2.csu.edu.au/webapps/discussionboard/do/forum?action=list_threads&course_id=_57506_1&nav=discussion_board_entry&conf_id=_114042_1&forum_id=_241167_1

Kempinger, N. (2021a, September 19). Flip or flop? Passion for learning. https://thinkspace.csu.edu.au/kempinger/2021/09/19/flip-or-flop/

Kempinger, N. (2021b, August 1). Are reference sections going extinct? Passion for learning. https://thinkspace.csu.edu.au/kempinger/2021/08/01/are-reference-sections-going-extinct/

O’Connell, J. (2011). Web 1.0 to Web 3.0: A wolf in sheep’s clothing or a new culture of learning? Technology and teaching practice. https://teachwithict.wordpress.com/2011-symposium-the-communicative-affordances-of-online-tools/web-1-0-to-web-3-0-a-wolf-in-sheeps-clothing-or-a-new-culture-of-learning/

Oddone, K. (2020, April 3). Digital content curation: How to do it right! SCIS. https://scis.edublogs.org/2020/04/03/digital-content-curation-how-to-do-it-right/?sbe-followsubs=true

South, S. (2017). School libraries as incubators – where good ideas hatch! Scan, 36(1). https://education.nsw.gov.au/teaching-and-learning/professional-learning/scan/past-issues/vol-36–2017/school-libraries-as-incubators-where-good-ideas-hatch-

W3C. (2019, July 11). Introduction to web accessibility. Web Accessibility Initiative. https://www.w3.org/WAI/fundamentals/accessibility-intro/

Revised Bloom’s Taxonomy

July 18, 2021Nina Leave a comment

As I work in the secondary setting, I was thinking about junior high school students when completing this activity. The increasing complexity is certainly a necessary consideration if we want our students to question, think, make choices, and have informed opinions.

The challenges that this activity highlighted for me are:

The need for teachers to understand that just because today’s students have grown up with technology, it does not mean that they know how to use all of the technology that is available to them and, as such, time needs to be given to the development of these skills.
Cost is a factor. Teacher librarians are a great place to start when teachers and students are looking for useful and free apps and sites that support teaching and learning.
It is important to both use discretion and to have an open mind. Having a working knowledge of all that is available is simply not possible. Taking the time to investigate new technologies but also sticking with those that suit the needs of your specific cohort is an important step towards ensuring that you have expertise in the tools that are going to be used effectively. On the flip side, some students have confidence in a range of programs and apps that may be completely foreign to staff- let them use it, see how it works, learn from these students and work with them to discuss the pros and cons of the technology; empower them as experts.

Objective	Question	Resources/Web 2.0 tool
Knowledge	What is an ecosystem?	Dictionary - print or online or basic textbook, eg. Wordnik, Visuwords, specialist glossary
Comprehension	List the different parts of the ecosystem and explain what they do.	Google docs or slides, befunky
Application	Using a diagram, show how the water cycle operates in an ecosystem.	draw.io, pixlr
Analysis	Contrast the natural water cycle with that used by our community.	Creately, Canva
Analysis	Examine an ecosystem that has been damaged by human interference. Avoided how?	Google maps
Synthesis	Identify an unspoilt ecosystem and design a way of preserving it.	Google mapsGoogle Slides, Google Sites, youtube
Evaluation	Is it reasonable that people pollute our waterways? Defend your answer.	Survey monkey, prezi

Reflecting (Assessment 3 – Part C)

January 31, 2020Nina Leave a comment

Every day I encounter staff who don’t understand the potential that lies in the library. They see libraries as a physical resource that is separate from the classroom environment, rather than an integral part of the teaching community where learning is at the centre (Herring, 2007). They need to be shown that libraries are spaces for integrated learning, where inquiry is at the heart of our practice (Todd, 2007). This is where an awareness of the role of teacher librarians is needed.

Image by Free-Photos from Pixabay

These same staff complain about students who are unable to conduct effective research and simply ‘copy and paste’ their work from the Internet. They know what they want students to be able to do, but they do not know how to help them to develop the skills to get there. It does not occur to them that a quality teacher librarian, doing their job, will be able to bridge this gap and help teachers to teach and students to learn (Purcell, 2010). This is where an understanding of Information Literacy is needed.

I'd like to thank Google, Wikipedia and copy & paste “I’d like to thank Google, Wikipedia and copy & paste” by patrickdevries2003 is licensed under CC BY-NC-SA 2.0

And then they sit in the staffroom at lunch whinging to anyone who will listen about students who do not complete homework and sit staring at their computer screen achieving little despite having more than enough work to do. There is a lack of understanding that, just because young people today have grown up surrounded by technology and look as though they know how to use it, they don’t necessarily know how to use it effectively (Combes, 2009). I reflected on this in a discussion thread about information societies that can be accessed here (Kempinger, 2019a). This is where the impact of collaborative teaching using an inquiry learning design is needed.

Image by Free-Photos from Pixabay

So, what is my course of action moving forward? To start with, there will be an emphasis on promotion and the way that, as a teacher-librarian, I am in the unique role of being able to look at the school both vertically and horizontally (Purcell, 2010), meaning that it is easier to see the continuum of skills and how these can be supported. While I understand that I will become overwhelmed if I take on too much at once, on my to-do list for 2020 is to look at the humanities curriculum maps from years 7-12 to begin mapping the topics covered and skills required so that I can begin looking for opportunities to work collaboratively with classroom teachers to better prepare students for a life beyond high school that expects them to problem-solve and behave ethically (Lamb, 2011).

Image by mohamed Hassan from Pixabay

When it comes to deciding who to approach for collaboration, I will need to be careful to select a teacher with whom I already have a trusting relationship built on open communication (Haycock, 2007) because, even though effective collaborative cultures need diversity in order to look at situations from a range of perspectives (Fullan, 1999), it will be trust and communication that drive the collaboration.

Thanks to documents like the Alexandria Proclamation on Information Literacy and Lifelong Learning (2005), highlighting global dedication to the empowerment of all people by teaching the skills to find, evaluate and create information is easy. While there are many models for teaching information literacy, it is important that each setting finds a model that suits them. This is where I see a conundrum for my immediate future- I personally prefer a sociocultural approach to learning where students work in communities on topics that interest them (Farrell & Badke, 2015), but many teachers at my school favour a behaviourist approach as they can fit it into their current practice. For this reason, I will need to remember that different people within the school community will see information literacy from different perspectives and this means that I cannot do what I prefer, but need to factor in these differences if I want to have a positive impact (Bruce, Edwards & Lupton, 2006).

Think positive - illustrations “Think positive – illustrations” by simona bonafini is licensed under CC BY-NC-ND 4.0

So, if I revisit my first blog post (Kempinger, 2019b) I can see that I still have the same desire to be a driver for positive change, but I am now in a much better position to actually do something about it as I am armed with information that I have been able to experiment with in context, turning it into knowledge, which has power.

Image by Gerd Altmann from Pixabay

References:

Bruce, C., Edwards, S., & Lupton, M. (2006). Six frames for information literacy education: A conceptual framework for interpreting the relationships between theory and practice. Italics, 5(1). Retrieved from https://www-tandfonline-com.ezproxy.csu.edu.au/doi/full/10.11120/ital.2006.05010002

Combes, B. (2009). Generation Y: Are they really digital natives or more like digital refugees? Synergy, 7(1), 31-40. Retrieved from https://search-informit-com-au.ezproxy.csu.edu.au/fullText;dn=178236;res=AEIPT

Farrell ,R. & Badke, W. (2015). Situating information literacy in the disciplines: A practical and systematic approach for academic librarians. Reference Services Review, 43(2). Retrieved from https://search-proquest-com.ezproxy.csu.edu.au/docview/1725782993?OpenUrlRefId=info:xri/sid:primo&accountid=10344

Fullan, M. (1999). Chapter 3: The deep meaning of inside collaboration. In Change forces – the sequel: The sequel, (pp.31-41). Retrieved from https://ebookcentral.proquest.com/lib/csuau/reader.action?docID=237391&ppg=43

Haycock, K. (2007). Collaboration: Critical success factors for student learning. School Libraries Worldwide, 13(1), 25-35. Retrieved from https://search-proquest-com.ezproxy.csu.edu.au/docview/57538522/195463D1D10D40CBPQ/1?accountid=10344

Herring, J. (2007). Teacher librarians and the school library. In S. Ferguson (Ed.) Libraries in the twenty-first century : charting new directions in information (pp. 27-42). Wagga Wagga , NSW : Centre for Information Studies, Charles Sturt University. Retrieved from https://www-sciencedirect-com.ezproxy.csu.edu.au/science/article/pii/B9781876938437500028

International Federation of Library Associations. (2005). Beacons of the information society: The Alexandria Proclamation on information literacy and lifelong learning. Retrieved from https://www.ifla.org/publications/beacons-of-the-information-society-the-alexandria-proclamation-on-information-literacy

Kempinger, N. (2019a). Online access. Forum 2.2 . ETL401 Response in Discussion Forums. CSU. Retrieved from https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_38048_1&conf_id=_74551_1&forum_id=_177141_1&message_id=_2632529_1&nav=discussion_board_entry

Kempinger, N. (2019b, November 28). Teacher or TL [Blog post]. Retrieved from https://thinkspace.csu.edu.au/kempinger/2019/11/28/teacher-or-tl-assessment-1/

Lamb, A. (2011). Bursting with potential: Mixing a media specialist’s palette. Techtrends : Linking research & practice to improve learning, 55(4), 27-36. Retrieved from http://web.b.ebscohost.com.ezproxy.csu.edu.au/ehost/detail/detail?vid=0&sid=0a84a319-9bd9-44be-9dc5-d7f547be53c1%40sessionmgr102&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=60840783&db=a9h

Purcell, M. (2010). All librarians do is check out books right? A look at the roles of the school library media specialist. Library Media Connection 29(3), 30-33. Retrieved from http://web.b.ebscohost.com.ezproxy.csu.edu.au/ehost/detail/detail?vid=0&sid=60171d13-40cb-4fcd-9884-3a2bb1ac5710%40sessionmgr103&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=EJ907292&db=eric

Todd, R. J. (2007). Evidence-based practice and school libraries. In S. Hughes-Hassell & V. H. Harada (Eds.), School reform and the school library media specialist (pp. 57-78). Retrieved from https://doms.csu.edu.au/csu/file/b84e4d87-0e09-4bd5-9dcb-023fe550270a/1/todd-r.pdf

Developing my understanding (Assessment 2- Part B)

January 26, 2020Nina 1 Comment

What an eye-opener this subject has been! I remember approaching my own school library to ‘check out’ (pun intended) our Collection Development Policy (CDP) only to find myself caught up in an argument that had been running for many years around who is responsible for such a document.

Mother and daughter having an argument

“Mother and daughter having an argument” by Tambako the Jaguar is licensed under CC BY-ND 2.0

This policy does not currently exist for my school and this answered a few questions for me around how our library is used and viewed by both students and teachers (Kempinger, 2019a). Without a clear CDP, how does the school community understand the reason for the collection’s existence and the principles that govern it (Australian Library and Information Association, 2017)?

I’m going to unpack this through personal examples based on the following aspects of a CDP (this is not a full list):

The nature of the users & Collection evaluation
Selection criteria
Development of the digital collection
Acquisitions
De-selection

The nature of the users/Collection evaluation

Image by Gerd Altmann from Pixabay

My school is diverse (Kempinger, 2019b) and this needs to be at the centre of a CDP. We have a large number of international and EAL (English as an additional language) students who need to be catered for. I don’t often see these students in the library and suspect it is because there is little in there to tempt them. Our students come from a broad range of circumstances and their reading levels and engagement range from little ability and no engagement, through to voracious readers who can comprehend complex texts and think critically about them. All students need to be able to access both content and entertainment and this can be assured by acknowledging their diversity within the CDP (Morrisey, 2008).

Selection criteria

Image by TeroVesalainen from Pixabay

Having a CDP with clearly defined selection criteria means that there is a rational process in place that supports the priorities of the school (Debowski, 2001). Having spent years in large staff rooms, I have heard many complaints about various aspects of school policy. What I had failed to realise was that I was also hearing complaints and concerns about the lack of a CDP! Some examples include:

“Why does English always get what they want?”
“I took my class to the library for research only to find that the topic we are studying only has one resource on the shelves!”
“My low literacy kids have no resources they can understand.”
“One of the books a student borrowed from the library is set out in such a confusing way that it took me and two aides ten minutes to interpret one page!”

If the Teacher Librarian (TL) works together with administration and staff to create a CDP, it will be based on the curriculum, as well as the needs and interests of the school community (IFLA, 2015).

Development of the digital collection

Image by StartupStockPhotos from Pixabay

Perhaps because of the lack of a CDP, my school has no centralised digital resource plan despite the fact that technology is constantly changing the way people view, use and create knowledge (Newsum, 2018). Although our school does use a range of digital resources, only those who use them seem to be aware of them and they are not always managed through the library.

Edrolo (used by senior teachers in a range of subject areas and managed by the curriculum leader with no input from the library)
Reading List (managed by Head of English)
World Digital Replica (managed through the library- trialed in 2019, staff surveyed and opted to keep it in 2020 but was not budgeted for and is therefore possibly unavailable for this year)
E-books- this is an area that I am keen to explore (Kempinger, 2019c) (none available currently through the school apart from a link to Project Gutenberg on the library website)
Useful websites for teachers and students are sometimes embedded in curriculum documentation or shared with students via Compass
Databases (there are links to the A-Z government services (broken), Reuters, Vic law handbook (broken), and the Australian Bureau of Statistics on the library website)

A consistent approach is clearly needed to ensure that all resources are managed and assessed against the same criteria that are underpinned by the priorities and goals of the school (IFLA, 2012). A centralised approach would also make searching for specific resources manageable (Newsum, 2018).

Acquisitions

Image by Arek Socha from Pixabay

While it can be important to have more than one person involved in acquisitions, to avoid self-censorship and conflict of interest (Morrisey, 2008), the acquisition process needs to be clearly outlined within a CDP so that there is a procedure to follow. Our library is experiencing tensions at the moment due to a lack of this exact process. There are two staff members (one TL and one Library Administration Assistant) who both have budgets and acquisitions in their job descriptions but no CDP to help them differentiate roles within the process. This has resulted in duplicate and unnecessary purchases, running out of funds and a general sense of frustration. School administration has been working with these staff members to try to come up with a solution without realising that a CDP is what is needed.

De-selection

Image by Pusteblume0815 from Pixabay

Towards the end of 2019, our library re-located into a new building with much less shelf space. De-selection (or weeding) was one of the biggest challenges; again because there is no defined criteria or process. The library staff did not want to weed an entire collection so they asked teachers to come in and make decisions. What one teacher was keen to remove, another felt a personal connection with. Multiple copies of the one text were kept because teachers could not agree on which was the best cover art. Books on topics that have not been in the curriculum for decades were kept ‘just in case’. A CDP that helps staff to understand that schools are not archives would make this process manageable (Vnuk, 2015).

So, I know what my priority will be when I return to school in a couple of days. Use the ‘watch and wait’ (Kempinger, 2020) approach I was planning to use, but fill this time by developing a CDP that fits my school community and is supported by reputable literature. Bringing this to school administration and the library staff will help to start the journey to resolve some of the current issues while providing a framework for all current and future staff to work with.

References:
Australian Library and Information Association. (2017). A manual for developing policies and procedures in Australian school library resource centres: 2nd edition. Retrieved from https://www.alia.org.au/sites/default/files/ALIA%20Schools%20policies%20and%20procedures%20manual_FINAL.pdf

Debowski, S, (2001). Collection program funding management. In K. Dillion, J. Henri & J McGregor (Eds.). Providing more with less: Collection management for school libraries (2nd ed.) (pp. 299-326). Retrieved from https://doms.csu.edu.au/csu/file/b9feaf8b-3c64-48cf-a5f2-ba87f023bc47/1/debowski-s.pdf

International Federation of Library Associations and Institutions School Libraries Section Standing Committee. (2015). IFLA school library guidelines. Retrieved from https://www.ifla.org/files/assets/school-libraries-resource-centers/publications/ifla-school-library-guidelines.pdf

Kempinger, N. (2019, December 11). Experiments [Blog post]. Retrieved from https://thinkspace.csu.edu.au/kempinger/2019/12/11/42/

Kempinger, N. (2019, December 11). If you build it, they will come… [Blog post]. Retrieved from https://thinkspace.csu.edu.au/kempinger/2019/12/11/if-you-build-it-they-will-come/

Kempimger, N. (2019). Online access. Forum 1.2. ETL503 discussion forums. CSU. Retrieved from https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_38050_1&nav=discussion_board_entry&conf_id=_74553_1&forum_id=_169572_1&message_id=_2591881_1

Kempinger, N. (2020). Online access. Forum 5.1. ETL503 discussion forums. CSU. Retrieved from https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_38050_1&nav=discussion_board_entry&conf_id=_74553_1&forum_id=_169584_1&message_id=_2651290_1

Morrisey, L.J. (2008). Ethical issues in collection development. Journal of Library Administration, 47(3-4), 163-171. Retrieved from http://web.a.ebscohost.com.ezproxy.csu.edu.au/ehost/pdfviewer/pdfviewer?vid=1&sid=ffee0665-df74-4983-a7b2-cef657e22648%40sessionmgr4007

Newsum, J. M. (2016). School collection development and resource management in digitally rich environments: An initial literature review. School Libraries Worldwide, 22(1), 97–109. Retrieved from http://web.b.ebscohost.com.ezproxy.csu.edu.au/ehost/pdfviewer/pdfviewer?vid=1&sid=d05f4a6d-22d2-4b37-a361-9525d45d97ad%40pdc-v-sessmgr04

Vnuk, R. (2015). The Weeding Handbook: A shelf-by-shelf guide [Chicago, ALA Editions]. Retrieved from http://web.b.ebscohost.com.ezproxy.csu.edu.au/ehost/ebookviewer/ebook/bmxlYmtfXzEwMDQ5MTNfX0FO0?sid=eb279be8-2cf1-42cb-a593-504552c4da27@sessionmgr101&vid=0&format=EB&rid=1

Information Literacy takeaways

January 20, 2020Nina Leave a comment

If you had asked me last year what Information Literacy (IL) was, I would have responded with something pithy, like “The ability to find and understand information?” (Yes, the question mark is intentional.) Now I see the complexity that comes with this term and the need for me to develop a working understanding of it that I can bring to my role as a Teacher Librarian (TL).

On consideration, the behaviourist approach to IL looks like it would fit easily into the curriculum of a school by providing a set of measurable skills that students can develop. The examples provided in the Australian and New Zealand Information Literacy Framework (Bundy, 2004) could certainly be copied into a curriculum map, learning sequence or rubric with little fuss while being easily accessible to the discipline teacher. Using this approach, the TL could support the development of a specific skill in the classroom as required.

But there is concern that this will not support the deep levels of thinking that students need to strive towards in order to be ready for today’s global workforce (Kutner, L. & Armstrong, A. 2012) The sociocultural approach looks to address this by viewing the student as experiencer rather than sponge (Ackermann, E. 2001). Both Lloyd (2007) and Farrell and Badke (2015) present a case for networks or communities of people being necessary for optimal learning.

As well as this, there is research to suggest that we make meaning in different ways depending on context; this is looked at in detail in the six frames for information literacy (Bruce, Edwards, and Lupton, 2006). They (Bruce et al., 2006) ask librarians to consider the different perspectives that each teacher may have of teaching and learning and how this may impact the ways that IL is covered in the classroom.

The big takeaway for me is the need to articulate what IL is, audit it against what is currently done in domains and then offer to work in collaboration with teachers to ensure that our students have the opportunity to become lifelong learners.

Information literacy lies at the core of lifelong learning. It 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 of all nations.
(The Alexandria Proclamation on Information Literacy and Lifelong Learning, UNESCO, 2005)

References:
Ackerman, E. (2001). Piaget’s Constructivism, Papert’s Constructionism: What’s the difference? Retrieved from https://learning.media.mit.edu/content/publications/EA.Piaget%20_%20Papert.pdf
Bundy, A. (Ed.) (2004). Australian and New Zealand information literacy framework: Principles, standards and practice. 2nd ed. Australian and New Zealand Institute for Information Literacy. Retrieved from https://www.utas.edu.au/__data/assets/pdf_file/0003/79068/anz-info-lit-policy.pdf
Farrell, R. & Badke, W. (2015). Situating information literacy in the disciplines: A practical and systematic approach for academic librarians. Reference Services Review, 43(2), 319-340. Retrieved from https://www-emerald-com.ezproxy.csu.edu.au/insight/content/doi/10.1108/RSR-11-2014-0052/full/html#loginreload
Kutner, L. & Armstrong, A. (2012). Rethinking information literacy in a globalised world. Communications in Information Literacy, 6(1), 24-33. Retrieved from https://search-proquest-com.ezproxy.csu.edu.au/docview/1312440468?accountid=10344
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If you build it, they will come…

December 11, 2019Nina Leave a comment

Having encountered libraries where the teaching staff have little trust in the teacher-librarian, the need for TLs to understand their role and make visible the contribution they make seems a vital part of the job.

The teacher-librarian really needs to be able to work within all curriculum areas of the school while managing budgetary constraints, embracing new technologies and considering all stake-holders (from students to teachers to admin). A good TL can be a game-changer in a school.

Where the relationship between the library, staff and students has broken down, the first step in creating a sense of collaboration lies in the hands of the TL. I can see this happening in the following ways:
– approaching domain leaders and individual staff to see how they can be supported
– looking for cross-curricular links across domains and providing strategies to staff to support integrated learning
– attending curriculum meetings to ensure an understanding of the upcoming resource needs of students and teachers
– team-teaching of skills (research, referencing, reading)
– ensuring displays are inviting and having a knowledge of books to be able to recommend to both teachers and students
– talking with and listening to students (wants, needs)
– holding events that entice and excite students and teachers about reading and learning

All of the above, coupled with a TL who cares about student opportunities and outcomes and a dash of passion about the world that opens up when you know how to access the library, should be a way to begin building a positive and rewarding relationship for all members of the school community.

Teacher or TL? (assessment #1)

November 28, 2019Nina 2 Comments

It is my belief that some people are born to teach; this is certainly the case with me. Learning new information has always brought me joy and being able to share ideas with others fills me with happiness, confidence, and hope.

Over the past fifteen years, I have worked in classrooms with a broad range of student abilities and levels of engagement, and my favourite experiences are those that allow me to connect with the students in a way that empowers them to take learning and exploration of knowledge into their own hands.

Over time, I find that I am not having these experiences as frequently.

***

As a teenager, the library was a safe space where I could surround myself with books and fantasize about one day working with the always helpful, interested and friendly team of staff. Due to this, when I started work in my first school, I was drawn to the library.

Unfortunately, my first experiences of a school library confused me. While the TLs were incredibly helpful and present whenever I was looking for support or a good chat about a new book, the same was not observed with the students. Students were not encouraged to chat about their learning, and opportunities to engage with the TLs about new books or series were hidden or non-existent. My students told me that the library was not a place that they wanted to spend time.

It seemed as though the role of a TL was to support the teaching staff.

***

Over time, my interest in the school library has never diminished. Opportunities to bring classes into the library space and talk about books, share resources and encourage independent reading have become part of my weekly schedule because the need for our young people to develop good reading habits and research skills remains, yet for many, drive and enthusiasm are waning.

Some great work is happening with our year 7 English teams to re-engage students with reading, but trying to bring this across to other year levels is proving disheartening. As a teacher working within small teams of English staff, I have felt limited and unable to properly support those who do show an interest in making positive change.

Through a series of reading-focused professional development opportunities over the past two years, I have been able to visit the libraries of several schools. Through these visits, the potential of a TL has been highlighted. That I can be the support and driver for positive change by working with teachers and students is what prompted my decision to return to study.

Thanks to the support of leadership, who see the passion I have in this area, half of my teaching load for 2020 will be in the library. Working alongside the current library staff (a part-time TL and two library technicians) I plan to learn, share and bring our library into current times. This will involve the drafting of vision statements and policies, working with teachers and students to support learning and developing an evolving space that takes the needs of our cohort into consideration.

Passion for learning

Teacher Librarianship

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