Category: ETL401

Intro to Teacher Librarianhsip

Assessment Task, ETL401, Master of Education (Teacher Librarianship)

Sentence first, verdict afterwards!

Louise

ETL401 – ASSESSMENT 3 – REFLECTIVE PRACTICE 

Down, down, down the rabbit hole she went. Curiouser and curiouser things became, but on and on she went, nevertheless. (Carroll, 1907/1985)

I delved headfirst into another world, one full of potential for future endeavours. My life changed and adapted to a new normal, immersed in new challenges and many “doors” of the teacher librarian (TL).

Was I drowning in a ‘pool of tears’ (Carroll, 1907/1985, p.20), where infowhelm flourished? I crawled into a warren of information about information. Reading upon reading and finally, when I crawled out, I realised that the light on the other side was illuminating my ideology of the role of the teacher librarian. It was Merga (2019) that had me question my initial thoughts about a teacher librarian being “marginalised” and not seen as “real teachers” (Foyel, 2021, February 21). My understandings about the TL role were narrow and took on the perception of a magical and fanciful job, flitting about in the calm and quiet of the library, tending to books and the students that ventured into the library. With a seemingly endless amount of time to organise resources and parades for the rest of the school (Foyel 2021, March 8).

So began the caucus race…module 2, this fast-paced information environment, where the TL is entangled and is required to stay current in this ever-changing world (Foyel, 2021 March 13). When did my view of the TL role begin to change? Well, it came with reading Webster’s Theories of Information Society (2014) where I began to view of the TL role in a broader sense, by examining his five non-mutually exclusive definitions of the information society; technological, economic, occupational, special, and cultural and the various roles that the TL has within these areas (Foyel, 2021, March 17).

Hutchinson (2017) also challenged my thinking about the information environment, where she showed how information literacy was at the centre of the curriculum, though overlaps with other terms, including academic literacies, new literacies, media literacies and digital literacies. Thus, moving away from the whimsical view of the TL role to one of information specialist and curriculum leader. Being ‘adaptive and innovative’ (Foyel, 2021, March 18, para. 3) and really understanding learners and their needs in this ever-changing world.

So, who are you? mused a caterpillar…(Carroll, 1907/1985). In module 3 I discovered the AITSL Standards. How did I not know about these? Was the role of the TL peripheral in my school like Merga (2019) pointed out earlier? I began to reflect on each standard and identified some future goals as a TL (Foyel, 2021, March 21) and how I might bring this to the attention of the leadership team in my current school setting. So where to from here? Well… I guess it “depends a good deal on where you want to get to,” sage advice from a cat I expect (Carroll, 1907/1985, p.75).

Thereafter, I began to investigate the “multifaceted and constantly evolving” (Foyel, 2021, March 27) role of the TL and how the perspective of the school principal could influence the value and attitudes held by the school in general. Like Lupton (2016), I concur that the TL role should be seen as a professional, collaborative, expert teacher first and librarian second (Foyel, 2021, March 27). When a positive rapport is established with the principal and staff, collaboration can become a “long term vision” (Senge, 2007, p.12, cited in Foyel, 2021, April 21).

So is this just a mad tea party? Like the White Rabbit, are we always out of time? (Carroll, 1907/1985). Teaching in the 21st Century is about finding the unique ways that the TL can support and collaborate with staff. Where students become critical and creative thinkers in this new paradigm (Foyel, 2021, April 19). Maybe the issue of time be overcome with a collaborative, constructivist approach (Foyel, 2021, April 29).

Module 5 unlocked a fascinating view of teaching curriculum collaboratively with a classroom teacher and incorporating inquiry learning via a guided inquiry (GI) model. I pondered various GI models and those best suited to my K-6 setting. I began with a list of criteria, key elements for selecting the most suitable model for enculturation. One that was current, relevant, and considered the audience and purpose. With a clear process, beginning with background knowledge, easily linked with the NSW Syllabus and General Capabilities. (Foyel, 2021, May 14).

So, with all the evidence in and considered, it seemed a verdict would ensue. It has certainly been a journey where I began at the beginning and went on until the end… “with the dream of Wonderland of long ago” (Carroll, 1907/1985).

References

Carroll, L. (1985). Alice’s Adventures in Wonderland. Chancellor Press. (Original work published 1907).

Hutchinson, E. (2017). Navigating the information landscape through collaboration. SCIS https://www.scisdata.com/connections/issue-101/navigating-the-information-landscape-through-collaboration/

Lupton, M. (2016). Adding value: Principals’ perceptions of the role of the teacher librarian. School. Libraries Worldwide. 22(1), 49-61 https://doi-org.ezproxy.csu.edu.au/10.14265.22.1.005

Merga, M. (2019). Librarians in schools as literacy educators: Advocates for reaching beyond the classroom. Springer International Publishing AG.

Senge, P. (2007). Chapter 1: Give me a lever long enough … and single-handed I can move the world. In The Jossey-Bass reader on educational leadership, 2nd ed. (pp.3-15), available CSU Library Reserve

Webster, F. (2014). Theories of the information society. 4th ed. Routledge, Taylor & Francis Group.

 

ETL401, Master of Education (Teacher Librarianship)

The information literacy model

Louise

ETL401 – Inquiry skills in the Australian Curriculum

Mandy Lupton, a lecturer in teacher librarianship at QUT. She explores and analyses inquiry skills in the Australian Curriculum specifically in the areas of Science, History and Geography in her 2014 article Inquiry skills in the Australian Curriculum. This article was quite interesting to me in regards to my next assessment in ETL403, as I am looking at the area of science in K-6 and how a TL could collaborate with a classroom teacher to teach a unit that involves inquiry learning. I am interested in Lupton’s point of view about ‘scientific inquiry’ as part of the Australian Curriculum too.

I currently teach in NSW and as a result, we use the NSW Curriculum and Syllabuses.  Both the NSW Curriculum and the Australian Curriculum have learning areas and though these differ slightly in each, the area of science is common. Lupton says that in the Australian Curriculum she found that ‘guided investigation’ is defined as ‘an investigation partly directed by the teacher’, conversely in the NSW Science Syllabus this notion of ‘guided investigation’ is not clearly addressed in the glossary. ‘Inquiry’ and ‘investigation’ are seen as two seperate ideas and defined as such in the NSW Syllabus glossary and it is not until you delve deeper into the skills of ‘working scientifically‘ that the NSW K-6 syllabus somewhat addresses inquiry skills and states and they are “at the core of inquiry and are developed by conduction practical investigations and research in Science and Technology’

Lupton says that ‘geographical inquiry in the Australian Curriculum is the most sophisticated and comprehensive” and the same could also be said for the NSW Syllabus Geography Syllabus. In terms of Science, Lupton confirms that “Science seems more limited. Inquiry skills are portrayed only as the experimental method.” With the term of “inquiry learning” lacking in both the Australian Curriculum and NSW Syllabus, opting for “inquiry skills”, Lupton makes a pertinent argument that this is a key opportunity for the teacher librarian to be “curriculum innovators” in the use of the whole of the curriculum and thus “bridging and strengthing the gap” between the role of the classroom teacher and the teacher librarian. I am drawn to the ideas Lupton put forward in her investigation of inquiry learning science models and am now wondering what information literacy model would best suit this approach and which one would best suit my particular, relatively small K-6 school and look forward now to analysing these models further. Each starting with a posed question by the teacher (which is how I would begin), followed by some teacher-introduced background information, then allowing student-directed learning to occur (with teacher support if needed). I believe that I may need to look further into the Martin-Hansen (2002) model as it seems to align most with my own methodology.

Interestingly, the Australian Curriculum has just released a review of the curriculum this week and it would now be pertinent to compare some of the concerns and inconsistencies that Lupton addresses in her article with this review and its aim of “refining, realigning and decluttering the content so it focuses on the essential knowledge and skills students should learn and it is clearer for teachers on what they need to teach”. I am wondering if there will be greater consistency with inquiry learning or if the idea of inquiry skills will remain.

Resources

  • Australian Curriculum, Assessment and Reporting Authority. (ACARA) (2021) Australian Curriculum review consultation. https://www.australiancurriculum.edu.au/consultation/
  • Australian Curriculum, Assessment and Reporting Authority. (ACARA) (n.d.) F-10 Australian Curriculum. https://australiancurriculum.edu.au/f-10-curriculum/
  • Australian Curriculum, Assessment and Reporting Authority. (ACARA) (n.d.) F-10 Australian Curriculum. https://australiancurriculum.edu.au/f-10-curriculum/science/glossary/
  • NSW Government Educations Standards Authority (NESA) (2017) Science and technology K-6 syllabus https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/science/science-and-technology-k-6-new-syllabus 
  • NSW Government Educations Standards Authority (NESA) (2017) Science and technology K-6 syllabus: Glossary https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/science/science-and-technology-k-6-new-syllabus/glossary
  • Lupton, M.(2014).  Inquiry skills in the Australian Curriculum v6, Access, November
ETL401, Master of Education (Teacher Librarianship)

Information Literacy and the TL

Louise

ETL401 – Module 5.2

Reflective Practice

Your thoughts: Discussions of information literacy in this module are diverse and interesting.  In your journal (Thinkspace), reflect on what you can take from the discussion of information literacy to your TL role in school.

Information Literacy (IL) is a complex and multifaceted approach to teaching and learning. It can be seen as a set of skills, this behaviourist approach where skills are learnt or acquired or conversely,  as a sociocultural approach, a way of learning, collaboration and information exchange. Both viewpoints are correct, both have merit and both have their place in the teacher librarian role, it is primarily the context and purpose for which the participants define the information, because ultimately ‘people see teaching and learning differently’  (Bruce, Edwards and Lupton, 2007, p. 1) and secondly, ‘people see information literacy differently’ (p. 2).

So how does the complexity of IL transfer to the school library and to the teacher librarian role?

I think Kutner & Armstrong pose an important question in their journal article, a question I have often pondered myself as I take my K-6 classes for their 45 minute lesson each week,

“HOW DO LIBRARIANS AS PRACTITIONERS ENGAGE IN THIS EXPANDED NOTION OF INFORMATION LITERACY, GIVEN THE LIMITED TIME MOST HAVE WITH STUDENTS?” (p. 2)

The aspect of “limited time” spoke to me. By the time I bring in each class, settle them, go through the routines of welcoming, returning books and introducing the lesson or revising what we are to continue with, reading a text and then of course borrowing time and task completion…how do I ensure that quality teaching and learning is achieved? How do I ensure that the content stays relevant?

Therefore, I keep coming back to the notion of life-long learners. Not only being encouraging students to strive towards this but to be one myself, lead by example. To empower them to be engaged learners, critical thinkers, and have a connection with the information environment. As the TL on staff I try to lead the way for collaboration amongst staff, sharing a fundamental core set of values and enculturation of these ideals within the school context as a whole. Continuing to ask questions and seek answers and be future leaders.

 

References

Bruce, C., Edwards, C., & Lupton, M. (2006). Six frames for information literacy education: A conceptual framework for interpreting the relationships between theory and practice. Innovation in teaching and learning information and computer sciences, 5(1), 1-18. https://www.tandfonline.com/doi/full/10.11120/ital.2006.05010002

Kutner, L. & Armstrong, A. (2012). Rethinking information literacy in a globalised world. Communications in Information Literacy, 6(1), 24-33. CSU Library.

ETL401, Master of Education (Teacher Librarianship)

Learning and Teaching in the 21st Century

Louise

Module 4.1b Discussion Forum

It is the 21st Century and never before has our teaching and learning grown and changed at such a rapid rate, encompassed by a digital world. Educators are asked to change the boundaries of teaching and learning to ensure we are building learners for the future, an uncertain one, preparing students for jobs that are yet to exist in this current digital landscape and to become independent and yet collaborative lifelong learners. 

Thus, we must ask ourselves, how do we ensure we are not only meeting the needs of our learners and preparing them for their future but also being accountable for this skill acquisition in this exponentially growing and changing information landscape? 

As a society, we are data-driven and performance-based testing is a part of this requirement in being accountable. Data identifies needs, gaps, performance, progress and readiness for employment or further education. However, “teaching to a test” should not be the approach either. Prior preparation is an important element in ensuring students go into the test environment with as little stress and anxiety as possible and having the skills to appropriately respond to the style of testing is also beneficial. 

These skills need to be explicitly taught, though endless weeks of using past test papers as part of Literacy and Numeracy programming is not ideal.  In the end, these tests show a snapshot of the student’s learning at one small point in time and do not reflect them as the complete learner. 

Issues with standardised testing can start with some students or parents of students being reluctant to participate in the standardised testing. This weakens the legitimacy of the data gathered and will not be a true reflection of the school as a whole. 

What should be the alternatives then?

Should this be up to individual schools?

Is it a true reflection of student learning?

Now much testing is being administered online, are there other skills that are needed?

How do students obtain these skills? Is the test reflective of their skills on the computer or their knowledge as a whole in literacy and numeracy? 

I once had a year 5 child finish their NAPLAN practise test exam in about 10 minutes. She just clicked on any answer to get it over and done with, clearly not reading any of the questions and lacking skills in some instances to do so, how effective is the test then, when it is not a true indication of her skills or ability? Data drives everything – how else could we achieve this means to an end?

There is also the ongoing problem with standardised testing not being appropriate to measure such things as creativity, critical thinking, resilience, compassion, generosity, determination, just to name a few. Inquiry-based learning is much better at making students’ thinking valued, visible and actively promoted (Ritchhart, 2015) showing their deeper knowledge. That is assuming that the teacher has the required skills and competency to not only know about this approach but also the knowledge to ensure that they can move from the “sage on the stage” to the “guide on the side”, asking the right questions, reimagining the classroom and ensuring a space for collaborative learning. (Texas Education Agency, 2019). To teach how to think, not what to think.

Therefore, a variety of approaches must be adopted. To be accountable for a student’s academic success teachers are required to plan, develop and assist student learning to encourage deeper thinking through a process of independent and guided learning. Some skills require explicit teaching, but this should only be the foundation for further inquiry learning to ensure students are critical, reflective and evaluative thinkers through a collaborative approach to teaching and learning. Some of these skills may also be taught in the library and therefore the teacher-librarian has a unique role in supporting this critical and creative thinking. 

According to the IFLA Library Guidelines (2015, p. 7), “The goal of all school libraries is to develop information literate students who are responsible and ethical participants in society. Information literate students are competent self-directed learners who are aware of their information needs and actively engage in the world of ideas. They display confidence in their ability to solve problems and know how to locate relevant and reliable information. They are able to manage technology tools to access information and to communicate what they have learned…” This definition of the IFLA goal of school libraries puts teacher-librarians in a transformative position to ensure innovation happens and students become an implicit part of their learning journey. 

I believe a whole-school approach to constructivist teaching methods is the most effective way to achieve enculturate across the entire school community, with a top-down approach. The support of the Principal and leadership team must come first, to be the driving force behind the efforts. There will always be teachers who prefer to work as individuals and who feel their tried and tested methods and programs “just work” and “get the results”, or they want to only do one part of the new approach because they believe it doesn’t suit all learners. This is not going to achieve the best results and the whole school need to be “sold” on not only the how of inquiry-based learning, but the why. Why should they change what they are doing? Why will it benefit 21st-century learners? Why will it make their teaching more effective? Why will it produce lifelong learners? 

I do believe all learners of the 21st Century need to be prepared for this ever-changing information landscape, and as educators, we too need to be lifelong learners to prepare them for critical and creative thinking in this new paradigm. 

 30+ Important things a test can’t measure – POSTER

References

International Federation of Library Associations and Institutes (IFLA) (2015). IFLA School Library Guidelines. 2nd edition. http://www.ifla.org/files/assets/school-libraries-resource-centers/publications/ifla-school-library-guidelines.pdf

Ritchhart, R. (2015). Creating Cultures of Thinking: The 8 Forces We Must Master to Truly Transform Our Schools. Wiley.

Rippel, M. (2015, April). All About Learning Press. 30+ Important things that tests can’t measure. 532 https://blog.allaboutlearningpress.com/important-things-that-tests-cant-measure/ 

Texas Education Agency. (2011, September). I Have a Question. Why 21st Century Learning? [Video]. YouTube. https://youtu.be/LoYdJYd8SoU

ETL401

Module 3.3 Principals and Teacher Librarians: Adding Value, building partnerships

Louise

The role of the teacher-librarian is multifaceted and constantly evolving. But, how is the teacher-librarian seen by the leadership within the school, primarily the school principal? I think that this role is seen as different things to different people, by that I mean there are a number of variables to determine the principal’s evaluation of the role and the setting also plays a part in this summation.

So, I ask myself, like Kachel (2017, pg 1.) What does your principal care about? I think that answering this question helps to determine the approach that a teacher-librarian (TL) might take in their setting and the key decisions that are made about the TL role from the principal and leadership perspective. Influence in the TL role is made when communication is open and when you take into consideration someone else’s goals, for when they are achieved is when influence occurs. (Kachel, 2017.) 

Being a collaborative part of the school community is also an approach towards achieving the principal’s priorities for the school. Collaboration can have a positive effect on student achievement, ignite creativity among teachers and will be hinged on trust, shared vision and communication (Haycock, 2007). Haycock sees the principal as the key player in supporting collaboration amongst staff. To do this, however, common values play a pivotal role in ensuring value is added to the school through the TL role and the TL is supported in this role.

Research in the area of principal’s perceptions of the TL role had primarily been in the US and in high schools. It is difficult to translate some of this research to the primary school setting, in which I am entrenched, and little research has been done in this area in any case. An Australian based study led by Hughes in 2013 investigated how teacher-librarians contributed to student literacy development in 27 Queensland schools (Hughes, et al., 2013). As part of this study, perceptions of school principals held about the TL role was investigated. Although each principal had varied views of the TL role,  some commonalities emerged, the TL needed to be “an expert teacher, manager of resources, and someone who is a good collaborator” (Lupton, 2016, p4.) In her research, Lupton identified some value-based views of the school principal. 

  1. Value for money – teacher first, librarian second 
  2. Value in providing a broad perspective 
  3. Value in giving advice and providing ideas 
  4. Value in providing leadership in ICT 
  5. Value in the teacher-librarian’s qualities

 

Although I feel I am supported in my current role by the principal, leadership, teachers, students and parents, it also leaves me with the question, What does my school principal value? And by knowing this, will it take the way I goal set for the future?

References

Haycock, K. (2007). Collaboration: Critical success factors for student learning. School Libraries Worldwide, 13(1), 25-35.

Hughes, H. (2013). Findings about Gold Coast Principal’s views of school libraries and teacher librarians. Chapter 8, School libraries, teacher librarians and their contribution to student literacy development in Gold Coast schools. Research report.

Kachel, D. (2017). The principal and the librarian: Positioning the school library program. Teacher Librarian, 45(1), 50-52.

Lupton, M. (2016). Adding value: Principals’ perceptions of the role of the teacher librarian. School. Libraries Worldwide. 22(1), 49-61 https://doi-org.ezproxy.csu.edu.au/10.14265.22.1.005

ETL401

Are school librarians an endangered species? – That’s up to you!

Louise

 

In Karen Bonanno’s ASLA conference speech in 2011 and her 2015 reflection paper on the role of the teacher librarian (TL), she examines this role as one that is on the precipice of change. She vehemently advocates for the role and its significance in Australian schools. 

My graphic above illustrates Trump & Kiyosaki’s 2011 5 Finger plan to success in their book, The Midas Touch. It also includes my own statement about the TL role, leading the way in establishing a collegial profession, where we build capacity through our own professional learning, reading, practice and dialogue with students, staff and the wider school community as a whole. Set goals and work towards them until you gain success.

References

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

Bonanno , K. (2015). A profession at the tipping point (revisited). Access, 29(1), 14-21.  http://kb.com.au/content/uploads/2015/03/profession-at-tipping-point2.pdf

Trump & Kiyosaki 2011, ‘Guide to developing your Midas touch’, in The Midas Touch, Plata Publishing, Scottsdale, AZ.

ETL401

2.5 TL in the Information landscape

Louise

As I began to reflect on module 2 and all it encompasses about the information environment, I came across a fascinating article in a SCIS Issue of their Connections publication (2017) in which Elizabeth Hutchinson sites an interesting diagram that nicely summarises the information landscape (Secker & Coogan, 2011, p. 6) and how it links to and overlaps with a variety of literacies.  

Image Credit

When reflecting upon this image, it is clear that information literacy is at the heart of the literacy landscape (Hutchinson, 2017, p. 9), where critical thinking and evaluation lay firmly at the centre. 

As a teacher librarian, we need to be flexible in our approach to new technologies as it is so complex and continually evolving at an exponential rate. We need to have an understanding of our learners and how they navigate the curriculum and head towards an ever-changing world. As leaders of the information landscape, we need to be adaptive and innovative, while ensuring the inclusivity of our learners and remaining relevant. As Hutchinson (2017) points out, we need to realise the power of being advocates for our profession and keep the conversation going about resources in the library. This is important to upskill and support both our colleagues and students for the future…ensuring our future as TL’s. 

References

Secker, J & Coogan, E 2011, A new curriculum for information literacy: executive summary, accessed 5 February 2016, http://ccfil.pbworks.com/f/Executive_summary.pdf. CC BY-NC-SA 3.0.

Hutchinson, E. (2017). Navigating the information landscape through collaboration. SCIS https://www.scisdata.com/connections/issue-101/navigating-the-information-landscape-through-collaboration/ 

ETL401

2.3 – Information Society and what this means for the TL

Louise

Information Society

Information is such a broad word that can describe a variety of formats and deliveries. In 2021 we are bombarded 24/7 with new and changing information, it is complex in nature and it is constantly evolving. Our daily lives are fast-paced and defined by what is happening, when and where and we need to know now! Children growing up in this new information era are diminished in patience and it needs to be both taught and modelled. Device-free days and getting back to nature are in fact part of my family’s holiday routine. In an information society according to Webster (2014, p. 10), it is possible to define and distinguish five definitions of an Information Society. I found it interesting that he also mentions that they are not mutually exclusive.  

These being:

  • Technological
  • Economic
  • Occupational
  • Spacial
  • Cultural

When considering these defining terms of an Information Society, I think that we need to reflect on how we interact with each, and how they might define and understand the role of the teacher librarian in today’s world. 

Technological – What are the needs of the library space? How does the TL stay current? Who needs to support this within the school to ensure currency is upheld? 

Economic – Are technologies kept up-to-date? Are schools in low-socioeconomic areas disadvantaged when it comes to staying current? 

Occupational – How do TL’s ensure that they are familiar with the latest technologies and procedures? Is there enough PL support for TL’s? How influenced are we in placing importance on information shared on social media and are we critical thinkers when it comes to self-proclaimed experts in their field? How do TL’s ensure that information, from a student research perspective, is relevant? 

Spacial – How do we ensure we have “downtime” when it comes to communications, such as social media platforms? What are the expectations in response to new trends (eg staff communication using What’s App)? How do we teach patience when it comes to giving feedback?

Cultural – How do we ensure that library collections expand in both depth and width? How do we meet the needs of our students? How do we ensure authentic information is provided? How do we filter information that is not needed in an overpopulated world of resources? 

References

Webster, F. (2014). Theories of the information society. 4th ed. Routledge, Taylor & Francis Group.

ETL401

2.1 Thinking about information – Is it overload?

Louise

Information

I found the whole concept of thinking about information interesting. I particularly connected to the PowerPoint slides and my current state of affairs in my family…choosing a high school for my daughter. Our state of chaos!

Gliding through the slideshow, I began to ponder the first statement on page 2, Learning is about knowledge. One cannot exist without the other.

But information systems have their limitations. (page 3). For two weeks in a row, my husband, daughter and I have explored 2 local high schools at their open days. “They’re like chalk and cheese really,” was a comment from my husband today. We began to weigh up the pros and cons of each and discovered that although from our point of view one clearly outweighed the other in the facilities and subject offerings, our daughter was sold on the simpler school. 

This all came down to the information hierarchy as seen on page 4 and ultimately decisions can be made more clearly with both knowledge and experience. The decision will eventually, I believe, come down to the Community of Practise. Our daughter is primarily interested in the “assembly” of like-minded people. The school she continues to favour, although with what my husband and I perceived as having inferior facilities, is closer to home, most of her friends will attend, it is smaller (which she prefers), and it made her feel more comfortable. 

I found the linking of this personal experience to what I have learnt in this section, gave me perspective about why she wants to go to the high school of her choice (and not necessarily her parents choice. It has shown me why it is important to her to go to a school where shared backgrounds, common purposes and social interactions are also pivotal in dynamic learning.

We are on our way to wisdom, just hope we don’t hit “information overload”.

Resources

Wideman, R.M. (2008). The Information Hierarchy. [Powerpoint slides]

Assessment Task, ETL401

Through the Looking Glass – ETL401 Assessment 1 Part B

Louise

 

Alice

One thing was certain, as a classroom teacher the role of the librarian always fascinated me. But it seemed to me that me, the classroom teacher, was on one side of this looking glass and on the other side of the mirror’s reflection, another world which was the library. 

I, the classroom teacher, was the person responsible for educating the future generation, mentoring, nurturing and being a role model. I was accountable for ensuring that “my children” were reading a book at the right level, comprehending what was read and synthesising information. I was in charge of the mundane life of the teacher, programming, report writing and the dreaded parent teacher interviews. I was on the side of the glass that reflected the everyday life of the teacher and the everyday workings of the school.  

As I saw it, the teacher librarian at any school I had taught at “lived” on the other side of this looking glass. Stepping into their world meant a magical look into literature. It was not just the mechanics of checking in and checking out, it was a multifaceted world to motivate a reader’s imagination. 

The teacher librarian role was to also ensure that the garden of books grew into a multipurpose world, where fiction and non-fiction books collided. The teacher librarian made sure that this garden continued to grow by plucking books from here and there to uphold the current nature of the resources. The teacher librarian tended to the garden, ensuring that each book was cared for, covered and kept pristine. It wasn’t until it began to show it’s age or had had a battering, that it was plucked from the garden, maybe replanted or possibly weeded altogether. 

As a classroom teacher, I would occasionally pop my head through the looking glass to borrow some resources and choose some readers. I would not be able to stay there though, as this land was too far removed from my everyday world. It was always quiet and the teacher librarian had established it as somewhat of a refuge for some who were lucky enough to stay through their lunchtimes, reading, drawing, colouring or completing a puzzle, all of which were not the main priorities of my classroom.

There was also Book Week, an extraordinary time of the year when out of the looking glass, the librarian would emerge and the rest of the school would become who they had dreamed to be. Tweedledum and Tweedledee, queens, princesses, all the kings, their horses and men, lion’s and unicorns and of course, Alice. On this magical day, the librarian would orchestrate a parade of children (and some teachers) through the playground and a ruckus of delight would ensue. No prizes were given for “best costume”, it was a celebration of books, reading and the amazing characters we could become for just one day. 

Then, back through the looking glass she would slip, back to her world, but separate to us. So close, yet so far removed from the rest of the school. Her life, what is it but a dream?

References

Carroll, L. (1982). Through the looking glass and what Alice found there. Modern Promotions.