Reflect on the previous discussion about change, leadership and school environments you have experienced. In the discussion forum consider a major change you have experienced in a school.
A major change I have experienced over the last 3 years is this implementation of co-teaching environments. Our school received a new build creating an environment that now included 50% traditional classroom and 50% open plan classrooms. K to 2 occupy the traditional classrooms and 3 to 6 occupy the open plan. All grades are expected to participate in some form of co-teaching depending on the learning spaces they have access to. The library space can hold up to 3 classes and all lessons held in the library are, history/geography lessons, co-taught with the RFF teacher.
- The predominant leadership style and how this shaped the way change was initiated.
Transformational leadership was the predominate leadership style evident in initiating the change from single teacher learning environments to co-teaching environments. This was evident as strategic plans were created and goals were set prior to change being implemented. The school leadership team ensures all staff members have access to initial and ongoing professional development throughout all stages of the transition.
The idea of co-teaching was very overwhelming to most teachers and many were apprehensive to give it a go. Initially they could not see the benefits of a co-teaching environment. The leadership team were transparent and included teachers opinions when setting goals. Leaders allowed teachers to provide feedback at every stage, this allowed teachers to share their opinions, attitudes and concerns. As time progressed teachers attitudes began to shift and over time many began to see to benefits of the co-teaching environment. There was a level of trust built between leadership and teachers. There was an abundance of professional development provided before teachers were expected to commence co-teaching. Teachers were encouraged to trial co-teaching before the new building was completed. The roll out was completed in stages and teachers were given asked if they were ready to give co-teaching a go or if they felt they required more time and training. Once the first stage of teachers took the plunge and began teaching in the co-teacher environment, others then saw this and their confidence grew.
- The outcome of the change.
Overall, the outcome has been positive with most teachers embracing the change. Student, parents and teachers have had many opportunities to provide feedback on the teaching and the learning environment throughout this process. As evident in school surveys, student wellbeing and moral is as high as it has ever been. Many teachers have changed their view of co-teaching, besides a couple. This is also the same for students, as a few parents felt their child was not achieving their potential or were happy with the co-teaching environments and subsequently left the school. Overall, the new building was designed with co-teaching models as the priority and all learning areas within the new build are being used in a co-teaching capacity including the library.
The theory behind teaching literacy enabled me to reflect on my own teaching and how and when I actually encourage literary learning to occur. I co-teach history and geography to the whole school alongside the RFF teacher. My program has aspects of transmission, student-centred and sociocultural learning theories and upon reflection but I would love to reduce the amount of my program that includes the transmission theory and increase student-centred and sociocultural learning theories as I feel they are more conducive to literary learning condition. Moving forward, I will implement literature circles as it is a student-centred approach that allows the students some control and ownership over their learning and it encourages socio-cultural learning to take place as students work together and learn from each other (Bales, 2022; Beach et al., 2011). The flexible nature of literature circles is appealing and provides an adaptable tool that allows the curriculum to be taught in an efficient and effective manner.
Children’s fiction literature has so much more to offer than simply teaching students how to read and write. It provides an opportunity to deepen cross-cultural understandings, (Magabala, n.d.), it promotes cognitive empathy (Kucirkova, 2019), it can change social practices with critical literacies (Leland et al., 2017) and the list goes on. I think one of the biggest take aways I have learnt from this subject is that all students should be represented within the school library collection (Jorgeson & Burress, 2020) as this allows them to connect personally with fiction. Once students have this connection, they may then build connections and understandings with others (Winch et al., 2020). Fiction text allow students to explore sensitive issues and gain a sense of hope in a world that is not always rainbows and sunshine (Winch et al., 2020). As a teacher librarian, it is my priority to improve the library collection and ensure diversity to meet all needs of the school community and ensure school censorship policies are in line with national library policies and procedures (Australian Library and Information Association, 2018a).
At the beginning of this subject, my ideas about the significance of technology in adding value to literary learning, was emerging as evident in my blog post. Working through this subject I have developed my understandings of the impact technology has on literary learning and how it may occur when engaging with fiction online. This occurs not simply via eBooks or a read aloud on YouTube but rather through the many interactive sites that add multimodal dimensions to fiction. The variety of modes in multiliteracies includes texts that combine a range of forms that require their own set of skills to make meaning (Johnston, 2014). These multimodal texts allow students to engage and interact with the text at different levels to gain understandings and multiple perspectives for deeper learning to occur (Robertson, 2016). Even though I struggle with the balance of screen time for children as highlighted in the discussion post (9 Jan 2023), it has influenced my role as a teacher librarian by incorporating multimodal text to enhance multiliteracy learning in teaching and learning programs.
References
Australian Library and Information Association (2018a). ALIA core values policy statement. https://read.alia.org.au/alia-core-values-policy-statement
Bales, J (2022). Teaching and promotion strategies for using literature [modules]. ETL402, Interact 2. https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_64656_1&content_id=_5408646_1
Beach, R., Appleman, D., Hynds, S., & Wilhelm, J. (2011). Teaching literature to adolescents. Taylor and Francis.
Jorgenson, S. & Burress, R. (2020). Analyzing the diversity of a high school library collection. Knowledge Quest, 48(5), 48–53.
Kucirkova, N. (2019). How could children’s storybooks promote empathy? A conceptual framework based on developmental psychology and literary theory. Frontiers in Psychology, 10, 121–121. https://doi.org/10.3389/fpsyg.2019.00121
Magabala Books, (n.d.). Teaching Indigenous Content. https://www.magabala.com/pages/teaching-indigenous-content
Leland, C. H., Lewison, M., & Harste, J. C. (2017). Teaching children’s literature : It’s critical!. Taylor & Francis Group.
Ross Johnston, R. (2014). Literary literacies: Digital, cultural, narrative, critical and deep literacies. In G. Winch, R. Ross Johnston, P. March, L. Ljungdahl & M. Holliday (Eds.), Literacy: Reading, writing and children’s literature (5th ed., pp. 534-558). Oxford University Press.
Roberts, J. M. (2016). Influence of the Digital Age on Children’s Literature and Its Use in the Classroom. In K. A. Munger (Eds.), Steps to Success: Crossing the Bridge Between Literacy Research and Practice (Chapter 7). Open SUNY Textbooks. https://milnepublishing.geneseo.edu/steps-to-success/chapter/7-influence-of-the-digital-age-on-childrens-literature-and-its-use-in-the-classroom/
Winch, G., Johnston, R. R., & March, P. (2020). Literacy: Reading, writing and children’s literature (6th ed.). Oxford University Press Australia & New Zealand.
Children’s literature will continue to change and evolve over time. Who will be the drivers of this change? I would love to see children driving much of this change as their interests and needs change over time. This would mean authors who create children’s literature need to listen to and be in tune not only with children’s interests but also children’s needs.
One current trend is the rising popularity of graphic novels for preteens to young adults, there is a growing demand for literature presented in new formats with illustrations (Australian Writers’ Centre Team, 2020). I have seen the drive for change within my own school library community regarding graphic novels. Students often request new graphic novels to be included into the library collections and as a result, graphic novels are regularly purchased and added to the school collection.
The ever-evolving world around us is another big driver of change of children’s literature. Issues impacting this change include political conflicts, social and environmental issues, just to name a few. These needs continue to drive these trends on real world issues within children’s literature for young children right up to young adults (Australian Writers’ Centre Team, 2020).
Whether we like it or not (I am on the ‘not’ side) technology will continue to impact children’s literature and drive change. Studies show that more children still prefer reading physical copies of a books rather than on a device (Gilmore & Burnett, 2014). 20 years ago this was not even an option and although the majority of children prefer a physical copy of a book you cannot argue with technologies ability to connect children with books that matter to them (Short, 2018). Technology provides students with a different experience and can add visual impact. Authors of eBooks need to consider the value-add aspects of technology and not just treat them as a book copied onto a device in the form of a PDF (Hateley, 2013).
There are many trends influencing children’s literature and these will continue to evolve over time. My vision would be that children’s aspirations will drive these trends and impact literature to best suit their needs.
References
Australian Writers’ Centre Team. (2020, July 17). 7 trends in children’s and YA publishing. AWC: Australian Writers’ Centre. https://www.writerscentre.com.au/blog/7-trends-in-childrens-and-ya-publishing/
Gilmore, N., & Burnett, M. (2014, December 16). Crunching numbers at the Nielsen children’s book summit. Publishers Weekly. https://www.publishersweekly.com/pw/by-topic/childrens/childrens-industry-news/article/65068-kids-are-thriving-reading-and-hungry-for-more-crunching-numbers-at-the-nielsen-children-s-book-summit.html
Hateley, E. (2013). Reading: From turning the page to touching the screen. In Wu, Y., Mallan, K. & McGillis, R. (Eds.) (Re)imagining the world: Children’s literature response to the changing times (pp. 1-13). New Frontiers of Educational Research.
Short, K. G. (2018). What’s Trending in Children’s Literature and Why It Matters. Language Arts, 95(5), 287-298. https://ezproxy.csu.edu.au/login?url=https://www.proquest.com/scholarly-journals/whats-trending-childrens-literature-why-matters/docview/2036727382/se-2
How the subject has extended my knowledge and understanding of the role and nature of school library collections
The role and nature of the school library collection is ever evolving. Libraries are changing from print to digital, from local to network (Dempsey, 2017). The role and nature of the library collection is impacted by the changing educational needs of the students. The students’ needs evolve due to changes in society and the digital world we live in. With all these influencing factors then we need to consider how do we develop a library collection that best support the needs of our students. We need to find the balance between school community needs, budgets, physical resources and digital resources. How do we create this balance? Through collection development.
Collection development as described by Kimmel (2014) is a cyclical process including-
- Identifying needs
- Selecting
- Managing
- Evaluating
Kimmel (2014) also explains that the needs of the learners and goals of the school are driving each stage. For this process to occur you need to plan. The tool for this plan is the library collection development policy and procedures. The policy allows for consistency in procedures and assists in creating a balanced collection (Gregory, 2019).
The importance of a collection development policy as a strategic document
The library collection development policy plays an important role as a strategic document. A study by Loh et al., (2021) evaluated the quality of library collections and the impact it had on drawing students into the library. A low-quality collection only attracted half of the students surveyed in accessing the library collection. This suggested that the teacher librarians may need support in improving their library collection development policy to attract more students and meet their needs. I wonder what the outcome would have been if the schools had a quality policy in place including goals, strategies and guidelines?
For the collection development policy to be a strategic document, goals and missions that meet the needs of the learner and school community, need to be set. Following this, what is needed in terms of collection development is planned to include physical and digital resources and how they will be managed. For the collection development policy to be considered a strategic document it needs to follow a cyclical process. Ongoing evaluation is a crucial aspect of this process as it helps to align a library’s programs and services with the goals of the school (IFLA School Libraries Section Standing Committee, 2015). As stated by Johnson (2018), if evaluation is meaningful, it can inform collection development and management decisions and document accountability and value.
How a collection development policy assists in future proofing the collection
By using a collection development policy as a strategic document this can also assist in future proofing the collection. Future libraries, not just surviving, but thriving, are ones that have found new ways of meeting the needs of its users (Anderson, 2008). As we have discussed already, the library development policy is an invaluable cyclical tool. This tool specifically allows us to identify the strengths and weakness in our collection. It allows us to identify specific collections that may need altering or updating, for example, the nonfiction collection may be out of date but instead of spending money purchasing physical resource the following may be considered-
- Subscribing to online encyclopaedias where information is regularly updated unlike many nonfiction books.
- Developing and managing a central site with access to relevant curriculum website links, for example, curriculum link sections on Oliver.
- Subscribing to eBooks where you can end the subscription or change it if it is no longer viable, you do not have the added task of weeding physical books.
If we can use evidence from the collection development policy to demonstrate the negative, then it is important to use it to demonstrate the positive. The policy should be used to future proof the collection via library advocacy. But how do you achieve this? The positive information can be used to promote the value of the library in the school community, demonstrate the impact on student learning to executive staff and teachers, influence decision makers and impact library funding (International Federation of Library Associations and Institutions School Libraries Section Standing Committee, 2015).
Consider priorities for your own practice and how you could promote awareness of collection development issues with school leadership.
Reflecting on collection development issues within my own school, I would list the following as priority-
- Out of date nonfiction collection
- Collection ability to meet the learners needs
- Greater collaboration with teachers regarding the learning program
- Budget
- Censorship
How do we promote awareness of these issues with school leadership? Our collection development policy is a great start. Using tools listed in our collection development policy, such as evidence mapping and others, allows us to evaluate, assess and identify issues in the collection (including the issues listed above) (Lamb & Johnson, 2014). Using findings to generate regular reports and share these with not only principals but other decision makers and stakeholders within the school will promote the collection issues. Library advocacy needs to be a priority, this includes building relationships (International Federation of Library Associations and Institutions School Libraries Section Standing Committee, 2015). After reading Karchel (2017) I feel I could implement the following into my own practises, to promote awareness of the collection development issue of budgeting with school leadership by:
- Preparing hard data on the physical collection.
- Preparing qualitative data in the form of student and teacher surveys.
- Having face to face conversations keeping the principal informed about the process so there are no surprises.
- Demonstrate how the library collection includes not only physical resources but less expensive global resources via the internet. This can show we are thinking about the budget as a whole school initiative.
- Advocate the collection development policy goals to teachers and students’ policy goals.
- Create and present budget proposal that is short and to the point, prioritising needs.
No matter what the issue, Teacher Librarians are the driving force in promoting awareness of collection development issues with school leadership.
References
Anderson, R. (2008). Future-Proofing the Library: Strategies for Acquisitions, Cataloging, and Collection Development. The Serials Librarian, 55(4), 560–567. https://doi.org/10.1080/03615260802399908
Dempsey, L. (2016). Library collections in the life of the user: two directions. LIBER Quarterly: The Journal of the Association of European Research Libraries, 26(4), 338–359. https://doi.org/10.18352/lq.10170
International Federation of Library Associations and Institutions School Libraries Section Standing Committee. (2015). IFLA school library guidelines. https://www.ifla.org/wp-content/uploads/2019/05/assets/school-libraries-resource-centers/publications/ifla-school-library-guidelines.pdf
Johnson, P. (2018). Fundamentals of collection development and management. American Library Association. https://web-s-ebscohost-com.ezproxy.csu.edu.au/ehost/ebookviewer/ebook/bmxlYmtfXzE4NTY5ODNfX0FO0?sid=bf8420ca-dcd2-4775-abe8-56b1e45dce97@redis&vid=0&format=EB&lpid=lp_v&rid=0 com.ezproxy.csu.edu.au/ehost/ebookviewer/ebook?sid=7ea1060e-2229-4dab-9556-357bacc038e5%40redis&ppid=Page-__-240&vid=0&format=EK
Kachel, D. (2017, 12). Advocating for the School Library Budget. Teacher Librarian, 45(63), 48-50. https://ezproxy.csu.edu.au/login?url=https://www.proquest.com/magazines/advocating-school-library-budget/docview/1979764962/se-2?accountid=10344
Kimmel, S. C. (2014). Developing Collections to Empower Learners, American Library Association. http://ebookcentral.proquest.com/lib/csuau/detail.action?docID=1687658.
Lamb, A., & Johnson, L. (2014). The school library media specialist: Library media program: collection mapping. http://eduscapes.com/sms/program/mapping.html
Loh, C. E., Sundaray, S., Merga, M., & Gao, J. (2021). Principals and Teachers’ Perspectives of Their School Libraries and Implications for School Library Policy. Journal of Library Administration, 61(5), 550–571. https://doi.org/10.1080/01930826.2021.1924532
Since studying ETL401 I feel my understandings of information literacy (IL), information models and the role of the teacher librarian (TL) can be best described as an explosion of realisation. I feel my eyes are starting to open at the amazing position I hold and the potential to effect and contribute to the whole school community. This is due to the extensive knowledge I have gain through my study.
My understandings of IL has evolved over the last few months. Before I commenced this course, I thought information literacy was simply the way we interpreted information we gathered from a variety of digital media. I have come to realise that information literacy is so much more than this as noted in my blog post. Now I have recognised previously I connected with the behaviourist theory more closely but now I have come to realise the importance of understanding multiple perspectives. For example, looking at IL from a behaviourist approach includes skills students have learnt and how we measure this skill level whereas my thoughts have progressed to thinking about IL from a sociocultural approach of how students gathered information and what skills they need (Ford, 2015). In addition to this I also recognise the value of the phenomenography method where the multiple perspectives of the way people interact and experience information is considered (Diehm & Lupton, 2012). This information is crucial when planning and implementing IL models to create library programs to suit the learning need of the students.
Before beginning my study I was aware of the NSW ISP and had implemented this in library programs. I was aware of other models including guided inquiry and big 6 but not in detail. From my study of the various models I have found Kuhlthau’s (1991) research interesting as she found the ISP demonstrated that we need to consider not only what people are thinking when going through the process but also what they are feeling. Kuhlthau’s (1991) research underpins many of the IL models we use today as it allows teachers to identify where students may need assistance and what kind of assistance is required. The Guided Inquiry (GI) model is heavily based on the ISP and it was developed to assist teachers to support and guide students through the inquiry process. GI is based on a team of experts working collaboratively to create a learning environment for the students to work through the information process (Kuhlthau, Manjotes & Caspari 2012). As GI is based on a team of experts working together, not all schools have the funds or resources to achieve this. I have come to realise, through my research that I can combine aspects of different models to suit the learning needs of my students.
The TL role in inquiry learning is important in providing students with the best possible learning environment. There is no question the information landscape is continuously evolving and an important role as a TL is to keep up to date with digital information as commented on in my blog post. I now realise the importance of the TL role as an instructional partner working collaboratively with the teaching community as commented on in my discussion post 4.2 on 10th May 2019. It is important to ensure information literacy skills are embedded in the curriculum as commented on in my discussion post 4.3 on the 10th May 2019. Herring & Bush (2011) also state this has proven to assist with the transfer of information. The role of the TL is to demonstrate their value and how they positively impact on the school community as referred to in my blog post. I feel the nature of inquiry learning allows for evidence based practice to occur as students are monitored and assessed throughout the various stages. This provides TLs with evidence to prove they are adding value to student learning. TL achieve this by embedding the general capabilities from the Australian curriculum and this is important as ACARA (2018) states the general capabilities includes knowledge, skills, behaviours and dispositions that students can apply to life in the 21st century and create lifelong learners. As this is a role of the TL I feel privileged to be able to teach and guide students as lifelong learners.
References
ACARA (2018). General Capabilities. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/
Deihm, R. & Lupton, M. (2012). Approaches to Learning Information Literacy: Phenomenographic Study. Journal of Academic Librarianship. 38 (4), 217-225. Retrieved from https://www-sciencedirect-com.ezproxy.csu.edu.au/search/advanced?docId=10.1016/j.acalib.2012.05.003
Ford, N. (2015). Introduction to information behaviour. Retrieved from https://www-cambridge-org.ezproxy.csu.edu.au/core/books/introduction-to-information-behaviour/D13ED5FE20520D13889996945F0C9A0E
Herring, J. E. & Bush, S. J. (2011) Information literacy and transfer in schools: implications for teacher librarians. The Australian Library Journal. 60 (2), 123-132. DOI: 10.1080/00049670.2011.10722584
Kuhlthau, C. (1991). Inside the Search Process: Information Seeking from the User’s Perspective. Journal of the American Society for Information Science. 42 (5), 361. Retrieved from ProQuest.
Kuhlthau, C., Maniotes, L. K. & Caspari, S. I. (2012). Guided Inquiry Design: A Framework for Inquiry in Your School. Retrieved from ProQuest
There is no denying literacy skills are forever evolving in the fast pace ever changing digital landscape we live in. In the beginning, literacy was simple about reading and writing print texts and further evolved to include reading, writing, speaking, listening, viewing and, the ever important, understanding. This is further evolving as we apply these skills to the vast number of multiliteracies that impact our day to day lives. Kalantzis & Cope (2015) states that today students are required to use multimodal skills to make meaning of the multiliteracies in their world. As O’Connell (2012) states students need to have access to a range technologies and to experience multiliteracies in order to compare and contrast what they are seeing and hearing. O’Connell (2012) further sates that being able to compare and contrasts allows students to build knowledge and understandings. Literacy skills will have the need to be continuously redefined as the changing information landscape continues to create new literacies.
This ever changing definition of literacy skills impacts the methods of teaching literacy. As teacher librarians (TL) we need to immerse ourselves in the ever changing literacy landscape to be able to keep up to date with the changing definition of literacy skills. Kalantzis & Cope (2015) states it is important for teachers to continue to develop and learn new pedagogies to keep up with the multiliteracies of the 21st century. As a TL born before the landscape exploded into multiple types of literacies, in particular digital literacy, it brings many fears reservations and unknowns. As Roach & Beck (2012) explains teachers may have a fear of new technologies, thus new literacies, but what will help them to grow and learn is there level of understanding of language. As a TL and an expert on language this will assist us in exploring new ways of teaching multilitracies to our students.
References
Kalantzis, M. & Cope, B. (2015). Multiliteracies: Expanding the scope of literacy pedagogy. New Learning. Retrieved May 5, 2016, from http://newlearningonline.com/multiliteracies
O’Connell, J. (2012). Change has arrived at an iSchool library near you. In Information literacy beyond library 2.0 (pp. 215-228). London : Facet. Retrieved May 5, from Proquest.
Roach, Audra K., and Jessica J. Beck. “Before Coffee, Facebook: New Literacy Learning for21st Century Teachers.” Language Arts, vol. 89, no. 4, 2012, pp. 244–255. Retrieved May 5, 2019, from ProQuest.
Yes, information literacy (IL) is diverse and interesting. As a teacher librarian (TL) being an IL expert is one of the many hats we wear. It is important to remember that not only students but society as a whole is impacted, surrounded and bombarded with multi modal text. We as TL’s need to think wider to include teaching the broad range of multiliteracy skills to equip students for 21st century learning. As Kalantzis & Cope (2015) states it is important for students to make meaning of multiliteracies and learn the skills required to move between the different multimodal texts to enhance learning.
Reflecting on the many definitions of IL the one I identify with more closely is the behaviourist approach. I feel this approach has enabled me as an IL expert to encourage students to be lifelong learners. This has been achieved through programs that teach students IL skills including identifying information needs, gathering, processing and applying information to meet their learning needs. As I continue to research I begin to see it is important to be open to other perspectives, for example, Bruce, Edwards, & Lupton, (2007) 6 frames of IL education explain the different way IL may be experienced.
I found the information on digital literacies to be very interesting. Viewing, understanding and processing digital literacies is very complex and the skills required to do this effectively and efficiently are many. As I reflect on my role as an IL specialist it is important to keep up to date with the ever changing face of digital literacies. This can be achieved by training and professional development and by making digital literacies a part of my everyday life. Just because students are digital natives it does not necessarily mean they have the skill set to interact with digital literacies. As an IL specialist ensuring digital literacies are embedded throughout the curriculum with assist in creating 21st century learners.
Resources
Bruce, C., Edwards, C., & Lupton, M. (2007). Six frames for information literacy education: a conceptual framework for interpreting the relationship between theory and practice. Retrieved from https://www-tandfonline-com.ezproxy.csu.edu.au/doi/full/10.11120/ital.2006.05010002?src=recsys
Kalantzis, M. & Cope, B. (2015). Multiliteracies: Expanding the scope of literacy pedagogy. New Learning. Retrieved from http://newlearningonline.com/multiliteracies
As soon as I began reading these documents, ASLA evidence guide for teacher librarians in the proficient career stage and ASLA evidence guide for teacher librarians in the highly accomplished, I started to compare the examples of evidence to my current practice. These documents are a great tool for all teacher librarians at varying levels. For a new teacher librarian such as myself I began to tick the boxes of what it is I already implement in my current practice. I began to notice areas that I could improve upon to work towards becoming highly accomplished.
Reading through these documents can be overwhelming especially for TL’s who are passionate about their work and strive to be the best they can. There are so many aspects that I would love to improve upon but this will obviously take years to achieve. I will utilise these documents to set goals for myself that are realistic in the environment I work in (I say this as I am currently in a library kiosk, a.k.a. a demountable, as we have a new library being built) and achievable. These document are a great tool to encourage reflection and to motivate growth.
Reference
Australian School Library Association (2014). Evidence guide for teacher librarians in the highly accomplished career stage. Retrieved from: https://interact2.csu.edu.au/bbcswebdav/pid-2798134-dt-content-rid-5542612_1/courses/S-ETL401_201930_W_D/ASLA%20Evidence%20guide%20for%20highly%20accomplished%20teacher%20librarians.pdf
Australian School Library Association (2015). Evidence guide for teacher librarians in the proficient career stage. Retrieved from https://interact2.csu.edu.au/bbcswebdav/pid-2798134-dt-content-rid-5542611_1/courses/S-ETL401_201930_W_D/ASLA%20evidence%20guide%20proficient%20career%20stage.pdf
WOW! This presentation by Karen Bonanno A profession at the tipping point (revisited) resonated with me on so many levels. As I am only in my second year as a Teacher Librarian (TL) the feeling of starting at a school where it was obvious the library and TL had been severely devalued and was at risk of becoming an endangered species is still very fresh and raw.
After watching this clip I felt a sense of pride and achievement (even though in the big scheme of things I still have a mountain to climb). I have been working on my brand by making sure I share with colleagues my vision for the library and how I support teachers and students (Bonanno, 2011). I feel I have been focused on my goals and have been able to realine when necessary to achieve these (Bonanno, 2011). For example, reflecting on my programs and making sure my content and teaching strategies are effectively and efficiently allowing students to reach their outcomes and if not, realigning to ensure outcomes were achieved.
I feel if we let it happen TLs could very easily become an endangered species but this can all be avoided. We, as TLs, need to be active participants in applying the appropriate strategies that will prove to the school community what an invaluable resource school librarians are thus avoiding extinction!
Reference
Bonanna, K. (2011). ASLA 2011. Karen Bonanno, Keynote speaker: A profession at the tipping point: Time to change the game plan [Video File]. Retrieved from https://vimeo.com/31003940
Over the last decade my experience as a teacher has varied from a casual teacher, to becoming a temporary EALD teacher, to temporary RFF teacher and then to becoming a mother and taking a step back from teaching for 6 years. I have been fortunate to be in a teacher librarian role for nearly two years (it’s only a temporary but I may be made permanent at the end of the term, if all goes to plan). I entered this chapter of my life with new eyes and life experiences and as I reflect on this exciting journey of becoming a qualified teacher librarian I feel my view of the role of teacher librarian has altered dramatically since the day I started teaching.
My motivation for becoming a teacher was my passion to shape young minds and leave a positive impact on students as teachers from my own school years have had on me. I felt I would have the greatest impact in achieving this passion by becoming a classroom teacher. My views all began to change during my first casual teaching day as a teacher librarian. I began to realise the integral role of a teacher librarian and the massive impact they have on not only shaping students but on the school as a whole. As I delve deeper into the life of a teacher librarian I feel I am constantly peeling back the many layers that make up the role of teacher librarian.
The day I finally had my own library to manage I soon realised it was far more involved than simply managing resources, supporting staff and encouraging students to read. My initial challenge was working out my role and responsibilities because unlike a classroom teacher, who has a whole team to work with and bounce ideas off, I was the only person working in the library. To overcome this hurdle I began to research. I discovered that the teacher librarian’s role included being involved in collaborative teaching and learning, school curriculum planning and program development with information literacy embedded throughout (NSW Department of Education, 2016). A teacher librarian manages the systems and procedures included in budgeting, the library catalogue, processing materials, circulation and stock control (NSW Department of Education, 2016). It is essential the whole school community values the school library and as a teacher librarian it is our responsibility to ensure our skill set is promoted and benefits all library uses (Kemp, 2018).
The role of a teacher librarian is vast to say the least and I know I have a long way to go in this journey. As a lifelong learner I am excited to continue to peel away at the many layers that make up the role of a teacher librarian to best support my school community.
Reference
NSW Department of Education (2016). Library Policy- Schools. Retrieved from https://education.nsw.gov.au/policy-library/policies/library-policy-schools
Kemp, J. (2018). Ten ways to advocate for your role as a teacher librarian. SCIS Connections. 103. Retrieved from https://www.scisdata.com/connections/issue-103/ten-ways-to-advocate-for-your-role-as-a-teacher-librarian/
