Category: ETL401

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Assessment Item 3, Part C: Reflective Practice

Posted on by hayley.walker9

As I stated in 2.1 Definitions of information (2019, April 22a.), I began this subject (and return to tertiary study in general) with somewhat of an eye roll wondering if we were over analysing the term ‘information’ and for what purpose. However as Hutchinson (2017 in Doherty 11 march 2019) points out, it is now more important than ever in our ‘google everything’ society that students are armed with the skills to search a database, use keywords and research techniques, evaluate where their information comes from and be aware of plagiarism, copyright and the consequences of poor research. What I now know as being information literate. I have discovered through this subject that the library is the perfect place and the teacher librarian, in collaboration with classroom teachers, the perfect person for the job. Living in this information society there are exciting opportunities but also challenges. The ease with which we all create and contribute information means the issue of integrity comes to the fore. The plethora of information available can make it hard to know what is reliable, relevant and useful (Doherty, 2019, April 22b.); cue the teacher librarian as an information and guided inquiry specialist.
Hutchinson (2017) and Leech (2019) reassured me that I wasn’t the only teacher frustrated with the quality of research their students provide. In my 2.1 Definition of information blog post (2019, April 22a.) I owned up to being unsure of how to improve this in the past but I could see now how the teacher librarian had a role to play. I was still lacking confidence ‘in providing this service to teachers’. Now, my confidence is still developing, but Assessment Item 3 has certainly helped to settle some of those nerves and make it very clear that it is not a ‘service to provide to teachers’ but a collaborative practice that needs to be employed. I see now that the teacher librarian needs to be more active and take on a leadership role in changing the mindset of the school and create a shift toward inquiry learning (Maniotes & Kuhlthau, 2014).
This subject opened my eyes to inquiry learning models, I was a bit surprised there were so many of them. I had come across the NSW ISP not long ago, when I began working in the library and was searching the DoE website for information to guide me. I was not aware of this document as a teacher and I am sure very few of the teachers I work with are. I have used that model in teaching stage 2 and 3 students and found it a useful tool. I was impressed by The Guided Inquiry Design (GID) process, however, for its ability to be used as a planning tool for teachers and simultaneously as a process for students to follow (FitzGerald & Garrison, 2016). I also like that The GID process ‘places great importance on initially building students’ background knowledge before launching students into the research tasks’ (Scheffers, 2008). The low socio economic status of much of our student population, means background knowledge is often lacking and the opportunities presented by this model in helping build that up for students is very appealing.

I can also see that more teaching time will be dedicated to information literacy than I had previously thought. The library is definitely more than enjoying a good story (Doherty, April 22c). With more knowledge on information literacy models under my belt, this view has only been strengthened. While I love the idea of guided inquiry, the realities of fitting it into the timetable while still allowing students to borrow and grow the reading culture of the school is something I am still grappling with. Even more so, the idea of collaboration can seem romantic when days can pass without seeing another adult. Both obstacles that are worth figuring out but I anticipate will take time and a mix of careful planning and trial and error to reconcile.
So, from viewing the library as mainly reading for pleasure and a resource for teachers, my understanding of the teacher librarian role has shifted greatly throughout the subject. I now see we need to position ourselves as information and inquiry learning experts. We must provide evidence of our value add to the school and take on a leadership and collaborative role, rather than mere support.

References

Dawson, M. & Kallenberger, N. (Eds.) (2015). Information skills in the school: engaging in construction knowledge. NSW Department of Education. Retrieved from https://education.nsw.gov.au/teaching-and-learning/curriculum/learning-across-the-curriculum/school-libraries/media/documents/infoskills.pdf

Doherty, H. (2019, March 11). Assessment 1 Part B [Blog post]. Retrieved from https://thinkspace.csu.edu.au/learningtolibrary/2019/03/11/assessment-1-part-b/

Doherty, H. (2019, April 22a.). 2.1 Definitions of information [Blog post]. Retrieved from https://thinkspace.csu.edu.au/learningtolibrary/2019/04/22/2-1-definitions-of-information/

Doherty, H. (2019, April 22b.). 2.3 The information society [Blog post]. Retrieved from https://thinkspace.csu.edu.au/learningtolibrary/2019/04/22/2-2-the-information-society/

Doherty, H. (2019, April 22c.).2.5 Teacher librarian in the information landscape [Blog post]. Retrieved from https://thinkspace.csu.edu.au/learningtolibrary/2019/04/22/2-5-teacher-librarian-in-the-information-landscape/

FitzGerald, L and Garrison, K (2016). Investigating the guided inquiry process. European conference on Information Literacy (ECIL) proceedings.

Guided inquiry community (n.d.). Retrieved from http://guidedinquirycommunity.pbworks.com/w/page/45297132/FrontPage

Hutchinson, E. (2017). Navigating the Information Landscape through Collaboration. Connections Issue 101. Retrieved from http://www2.curriculum.edu.au/scis/issue_101/articles/navigating_the_information_landscape.html

Leech, K. (2019, April 8). Re: Assessment 1 part B [Blog comment]. Retrieved from https://thinkspace.csu.edu.au/learningtolibrary/2019/03/11/assessment-1-part-b/#comment-4

Maniotes, L. K., & Kuhlthau, C. C. (2014). MAKING THE SHIFT. Knowledge Quest, 43(2), 8-17. Retrieved from https://search-proquest-com.ezproxy.csu.edu.au/docview/1620878836?accountid=10344

Scheffers, J. (2008). Guided inquiry: A learning journey. Scan, 27(4), 34-42. Retrieved from https://search-informit-com-au.ezproxy.csu.edu.au/fullText;res=AEIPT;dn=172157

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Are school librarians an endangered species?

Posted on by hayley.walker9

After watching (2011) and reading (2015) Bonanno I think the take home message is that it is up to us to ensure the survival of the ‘school librarian’. It is up to us to make the profession not just ‘visible’ but stand out! To do so we need to provide evidence that demonstrates our impact on student outcomes. How is the teacher librarian unique and how do we provide the school with bang for buck? We need to take responsibility for continually upskilling ourselves with ICT capabilities as this is the answer. Our niche lies within the general capabilities section of the Australian Curriculum.

Use

  1. Strength of Character (pre-eminence)
  2. FOCUS (Follow Once Course Until Successful)
  3. Brand (Who are you? What do you stand for?)
  4. Relationships (Circle of influence/Circle of concern)
  5. Little things that count (What do you do that others can not? Elevator pitch, what can you offer the school?)

to ensure the teacher librarian not only survives but thrives!

References

Bonanno, K. (2011). Keynote speaker: A profession at the tipping point: Time to change the game plan. Australian School Library Association. Retrieved from https://vimeo.com/31003940

Bonanno, K. (2015). A profession at the tipping point (revisited). ACCESS, 14 – 21. Retrieved from http://kb.com.au/content/uploads/2015/03/profession-at-tipping-point2.pdf

 

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3.1 AITSL Standards

Posted on by hayley.walker9

The Australian School Library Association (2014) Evidence guide for teacher librarians in the proficient career stage looks to be the ideal partner to the ATSIL professional standards for teachers for the teacher librarian. I will be using the guide to prepare/review my professional development plan each year and gather evidence for my maintenance of accreditation report. I was unaware of this document prior to this module and appreciate my attention being drawn to it as I can see the TL relevant evidence will be invaluable.

 

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2.5 Teacher Librarian in the information landscape

Posted on by hayley.walker9

As I have said in previous posts, it is essential to have an understanding of the broarder information landscape in order to know what needs to be taught. If we are not aware of the skills needed, the challenges one may face and the up to date technology, how are we to teach it? And if we are not teaching this critical information literacy what are we doing??
I can see my role will be affected by the changing nature of the landscape. How much things have changed since I last studied by distance ed and began my teaching career. At that time (and until fairly recently) I was one of the tech wizards on staff. I feel now that I have been somewhat left behind and it will be a priority of mine to actively seek professional development opportunities that keep my skills relevant.
I can also see that more teaching time will be dedicated to information literacy than I had previously thought. The library is definitely more than enjoying a good story.

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2.3 The information Society

Posted on by hayley.walker9

This module certainly has me thinking about the information society. I think it means we, as a society, are now dependent on information. We crave it, create it and seek it 24/7. Our lives are documented on social media and because I have ready access to this information on my school mates, I now wonder why we need to attend the twenty year reunion planned for later this year. The information overload is real and an event that once would have had me excited by the chance to gain information, now fills me with dread.
This of course is a small scale example from my personal life that is indicitive of a larger phenomenon. The world is now a much smaller place thanks to the digital age. Where once only the well travelled/educated would have heard of such things, images and information from events across the globe are available to a worldwide audience instantly.
The fact that we are all citizens of this information society is both exciting (I love being part of a global community) and worrisome. We can all contribute information (very easily) and thus the issue of integrity comes to the fore. The plethora of information available can make it hard to know what is reliable, relevant and useful; cue the teacher librarian.
It is imperative that the teacher librarian has an understanding of the information landscape in order to understand what skills they need to develop in their students. Being able to use search filters effectively and decipher ‘fake news’ are skills that becoming more and more essential to being active citizens that can make valuable contributions to our society.
There is no arguing that technology is synonymous with the information society, it simply would not be so without it. It is an ever changing landscape with constant updates and innovations that once again, the TL must be abreast of in order to pass on the most timely skills to students.

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2.1 Definitions of information

Posted on by hayley.walker9

As I started this module I’ll admit to a bit of an eye roll, wondering if we were over analysing the term ‘information’ and for what purpose. However by this point I am feeling quite resolved with where the module is heading and the definition of information.
I particularly enjoyed learning about the Data-Knowledge continuum and felt this added a lot to my understanding of the term information. Of course the word ‘data’ made me think of L3 immediately so I tried to apply that example. We collect ‘data’ through assessment so the students’ work sample or test is the data. Collecting that data onto our spreadsheet and PLAN (as it was) organised it into information. Analysing the spreadsheet and PLAN and making sense of where students were at was creating knowledge. Using that knowledge to plan ‘where to next’ for students and setting their learning intentions was wisdom in action.
The explanation of information as a tradeable commodity also set of a few lightbulbs for me, particularly the attributes of information leading it to self multiply and contribute to information overload.
The module so far has lead to terms such as information society, information overload and indeed ‘information’ being much more clearly defined for me.

It was reassuring to read through the discussion posts of others, seeing them also wrestling with the finer details of what we thought was a straight forward concept. I particularly enjoyed Sarah Merat’s post (Date: Sunday, 10 March 2019 7:24:19 PM AEDT Subject: RE: 2.1 Thinking about information) that introduced me to the term ‘bullshit meter’ and our role in developing said meter in our students.

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Assessment 1 Part B

Posted on by hayley.walker9

Reflecting on your experiences as a teacher before you became interested in working in a school library, write a 500 word piece about your understanding of the role of the Teacher Librarian in schools.

As a teacher, before becoming interested in working in a school library….
I don’t think there was ever such a time. As a lifelong lover of books, working in a library has always interested me. Why haven’t I followed that interest sooner? I guess I saw the employment opportunities as limited. I needed a profession I could pursue anywhere in the world, including rural or remote Australia, and teaching it was. But when the Teacher Librarian at my school, where I have been for ten years, announced she was retiring, it was too good an opportunity to pass up! Continue reading “Assessment 1 Part B” →

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Here we go!

Posted on by hayley.walker9

So it begins. My first ever blog. Created to collect my reflections as I study the Master of Education (Teacher Librarianship). Already today I have learnt so much. Blogging, Feedly, Creative Commons….

The world has changed a lot since my last distance ed degree, ten years ago.

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