Posts Tagged ‘Reflection’
The INF506 Social Networking For Information Professionals course has helped me develop my skills and knowledge as a social networker not only professionally but personally. My friends and family would laugh at the thought of me calling myself a social networker, as I have hardly embraced or participated in online platforms in the past, besides through necessity. Through this course I have come to appreciate the importance of digital connections and engaging on social media platforms. This blog post will demonstrate my growth and ability to engage with my peers by highlighting some of the topics explored during my study of the INF506 Social Networking For Information Professionals course.
From the beginning I came face to face with the complex web of social networking in the Information and society module. I explored the information landscape, web 2.0 technologies, including social media and its impact on organisations, users experiences and societal interactions. Did you know that as of October 2023, over 65% of the world’s population were internet users (Statista, 2023)? Also, according to the We Are Social report findings for Australia (Kemp, 2021):
- 89% of the Australian population are internet users.
- 9% of the population are active social media users.
- 6% of 16- to 64-year-olds own mobile devices.
With statistics such as these, I understand why one of my fellow peers, Cassidy, described technology as the backbone of modern society in her blog post. It was here when I began to realise the complex relationship between society and technology as evident in my comment.
As I continued to work through the content, I explored Social media In Your Organisation, where I learnt about the Library 2.0 movement which emerged in 2005, due to the evolving information landscape. It brought to light the core principles including collaboration, conversation and content creation and the shift to a culture of individuals participating more in information organisations (Truong, 2023a). It was here when I explored the essential knowledge, skills and attributes of an information professional in the digital era, as evident in my OLJ task 8 blog post and was pleased to see several of my peers agreed with my response.
Next on the agenda, was Social Media Tools and Platforms where I explored social networking sites including, blogs and micro blogs, wiki based sites, social news sites, community media sites and virtual and augmented reality (Truong, 2023b). I was able to apply my knowledge and confidently create a mock Instagram page, something I had never achieved previously, and created a social media proposal. I found this task beneficial as I learnt skills I could apply to real life situation both personally and professionally.
I explored the Role of Social Media focusing on the areas of concern, including privacy, ethical issues and digital identity. In my OLJ task 15 blog post I emphasised the complexity of managing personal identities online, discussing the balancing act between privacy and sharing (Adjei et al., 2020), the impact of social media on professional identity, and the need for vigilance in protecting personal data. This led me to acknowledge the challenges including the evolving interactions in the digital landscape, promoting transparency, education, and awareness, especially concerning cybersecurity (Feher, 2019). I extended my understandings as evident on Wendy McDonald’s blog on online identity, as I commented on the issue of associating with people that you trust as it is not always possible to know who you are communicating with. This discussion led me to greater understandings on the importance of social media policies in reducing the possibility of issues arising.
Not only is it vital to understand that social media policies assist in minimising the risk of issues arising, but it is also imperative to ensure information organisations have a thorough policy in place. My blog post for OLJ Task 16 demonstrates my understandings of the importance of developing a comprehensive social media policy for information organisations. It addresses a number of key points including:
- Clear communication of social media objectives.
- Proactive adherence to policy guidelines and risk management.
- Awareness of platform-specific protocols.
- Addressing privacy and security concerns.
- Ensuring employee responsibility in moderating content to align with organisational values and conduct.
Since writing the blog post I have completed further research and have found some critical details that should be included in a social media policy. One of these details is to include a clear outline of who is responsible for the social media strategy (Hursh, 2021). It is important for information organisations to have a social media strategy to effectively engage with their audience, grow followers and create meaningful content (Roach et al., 2021 and Clampitt, 2018).
The last section of this journey encouraged us to question ‘what comes next?’. Blog posts, such as Mariana’s, encouraged me to explore and the future of the technological landscape and the impact this may have on the information profession, such as the pros and cons of virtual and augmented realities. As per my comment on Mariana’s blog post, one of the cons that comes with new technology is the cost involved and the difficulty libraries have with managing budgets and acquiring the tools required for this. Virtual and augmented realities is just the tip of the iceberg for what is to come, so how do we ensure we stay on top of what comes next? It is important to stay up to date with latest trends and never stop learning in this ever-evolving information landscape (King, 2018).
I have always been a person who would prefer to communicate verbally rather than via text or social media, both personally and professionally, but after completing the course this has changed. I see the benefit of communicating through social media as it allows for flexibility and provides a platform where like-minded people can share thoughts and ideas. It is a powerful platform that allows for instant and widespread communication and it allows information to be shared to diverse audiences.
References
Adjei, J. K., Adams, S., Mensah, I. K., Tobbin, P. E., & Odei-Appiah, S. (2020). Digital identity management on social media: Exploring the factors that influence personal information disclosure on social media. Sustainability, 12(23), 9994. https://www.mdpi.com/2071-1050/12/23/9994
Clampitt, P. G. (2018). Social media strategy : tools for professionals and organizations. SAGE Publications, Inc.
Feher, K. (2019). Digital identity and the online self: Footprint strategies – An exploratory and comparative research study. Journal of Information Science, 47(2), 192-205. https://doi.org/10.1177/0165551519879702
Hursh, A. (2021, February, 8). How To Create a Library Social Media Policy for Your Staff and Your Community That Encourages Interaction and Keeps Everyone Safe. Super Library Marketing: Practical Tips and Ideas for Library Promotion. https://superlibrarymarketing.com/2021/02/08/socialmediapolicy/
Kemp, S. (2021, January 27). Digital 2021 global overview report. We Are Social. https://wearesocial.com/uk/blog/2021/01/digital-2021-uk/
King, D. L. (2018). Futureproofing Your Library: Stay on track with tech. American Libraries, 49(5), 55.
Roach, A., Rahe, M., & Reijmer, N. (2021). Harnessing social media to build your business. https://extension.missouri.edu/publications/g6229
Statista (2023). Number of internet and social media users worldwide as of October 2023. https://www.statista.com/statistics/617136/digital-population-worldwide/
Truong, V. (2023a). Module 3- Social Media in your organisation [Lecture notes]. INF506, Interact 2. https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_68716_1&content_id=_6156668_1&mode=reset
Truong, V. (2023b). Module 4 – Social Media tools and platforms [Lecture notes]. INF506, https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_68716_1&content_id=_6156669_1&mode=reset
As I sit here, reflecting on the impact this subject, ETL504 Teacher Librarian as Leader, has had on my understanding of leadership and the role of the teacher librarian I am grateful and inspired. My views and knowledge have gone through a significant transformation providing me with newfound clarity and inspiration for my career moving forward.
In the beginning I found it difficult to grasp the idea of a teacher librarian having the power to impact the school, students and staff in such transformational ways. I believe this thinking stems from teacher librarians not having formal leadership roles in the school setting, but this thinking changed as I began to realise that leadership came in all shapes and sizes at various levels within organisations. Naturally, as I began learning about the different leadership styles, I initially connected the servant leadership style as the one most suited to the teacher librarian role. Servant leaders put followers first, help followers grow and succeed, behave ethically, empower and creating value for the community (Northhouse, 2021). As I continued my learning on leadership styles, I began to realise there were many more options including distributive, transactional, transformational and instructional leadership. Reflecting on experiences where I have been involved in new initiatives, has allowed me to realise the impact of certain styles of leadership as evident in my blog post (Serobian, 2023a), where I reflected on the impact that transformational leadership had on introducing coteaching in the school. Also, having completed a strategic proposal for the school I work in, I now see there are many options for a teacher librarian to lead from the middle. One of these leadership styles is the instructional leader, as Hallinger and Murphy (as cited in Gumus et al., 2018), outlines several steps including defining the school goals, managing the instructional program and promoting a positive school environment. The process you should follow, as a teacher librarian leading change within the school setting, aligns with Hallinger and Murphy’s steps (as cited in Gumus et al., 2018). As I mentioned in the discussion forum (Serobian, 2023b) the teacher librarian can lead by example and, even though the discussion was related to servant leaders, instructional leadership allows this to occur also.
My knowledge of strategic planning has developed over time and I have learnt the steps in identifying areas of need within the school. I have always found it hard to make a start as it can all be quite overwhelming. I found completing a SWOT analysis (Thomas, 2017) to identify the issues, and GAP analysis (Schade, 2016) to identify what is missing to be beneficial in clarifying needs, when changes are occurring within a school. I have found having a clear mission and vision statement to be most important as it keeps you on track and stops you from wasting time and resources (JISC, 2012; Serobian, 2023c).
It is important to continue learning as the world around us, especially the information landscape, is changing at such a rapid rate. Obviously, completing the Master of Education (Teacher Librarianship) course provides a great foundation for me to gain the skills in becoming a successful teacher librarian as a leader, but to sustain this, ongoing professional development is required. Setting aside regular periods in the timetable as suggested by Purdie (2023) will ensure professional development is prioritised. It will allow me to stay up to date with the 21st century skills required to teach and guide our students and ensure quality education (United Nations Educational, Scientific and Cultural Organization [UNESCO], 2015), promote innovation and technology (Department of Industry, Innovation and Science, 2015) and lifelong learning.
References
Department of Industry, Innovation and Science. (2015). National Innovation and Science Agenda Report. https://www.industry.gov.au/publications/national-innovation-and-science-agenda-report
Gumus, S., Bellibas, M. S., Esen, M., & Gumus, E. (2018). A systematic review of studies on leadership models in educational research from 1980 to 2014. Educational Management, Administration & Leadership, 46(1), 25–48. doi.org/10.1177/1741143216659296
JISC. (2012). Defining and articulating your vision, mission and values. https://www.jisc.ac.uk/full-guide/vision-mission-and-values
Northouse, P. G. (2021). Leadership: Theory and Practice (9th ed.). SAGE Publications, Inc. (US). https://bookshelf.vitalsource.com/books/9781071834473
Purdie, C. (2023). RE: Primary Sector Opportunity [Discussion Post]. Charles Sturt University Interact 2 Discussion Board. https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_66273_1&conf_id=_136247_1&forum_id=_307629_1&message_id=_4452441_1&nav=discussion_board_entry
Schade, M. B. (2016, January). How to do a GAP analysis [Video]. YouTube. https://youtu.be/8xXReyiFtBY
Serobian, K. (2023, May 13a). Teacher Librarian as Leader ETL504 Discussions: Module 3.1. Kristina’s Learning Journal. https://thinkspace.csu.edu.au/kristina/
Serobian, K. (2023, May 15b). RE: Technology [Discussion post]. Charles Sturt University Interact 2 Discussion Board. https://interact2.csu.edu.au/webapps/discussionboard/do/conference?toggle_mode=read&action=list_forums&course_id=_66273_1&nav=discussion_board_entry&mode=view
Serobian, K. (2023, May 13c). RE: Lake Tuggeranong [Discussion Post]. Charles Sturt University Interact 2 Discussion Board. https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_66273_1&nav=discussion_board_entry&conf_id=_136247_1&forum_id=_307630_1&message_id=_4320202_1
Thomas, H. M. (2017). Library SWOT analysis. Bizfluent. https://bizfluent.com/about-5498787-library-swot-analysis.html
United Nations Educational, Scientific and Cultural Organization [UNESCO]. (2015). Education 2030: Incheon Declaration and Framework for Action for the Implementation of Sustainable Development Goal 4. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000245656
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.
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
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
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/
