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.

Master of Education (Teacher Librarianship)

A road worth travelling

Louise

My road to MEd Teacher Librarianship has been long, but eagerly awaited. My teaching career has led me down many and varied roads since my graduation just over twenty years ago. I have taught every grade and have followed various learning paths including executive roles. Throughout each experience, literature has always played a big part in informing my teaching and professional learning. 

Reading books and their immersive effect is enthralling. The journey they take you on is one of my greatest joys, though sharing this joy with children has always been of greater reward. I thoroughly enjoy sharing all forms of text with children and especially love the quiet awe that comes when reading to children – the wonder, the curiosity and the questioning. I endeavour to encourage children to connect a text to themselves, the world or other texts that they have read. 

I have always loved venturing into a library at every opportunity. As a classroom teacher, I sought to discover resources that related to what I was teaching. I ensured our classroom library had sufficient resources to support the children in their learning and included texts that connected them to their interests. I believe every child needs to find the right book to ensure they keep interested in reading, especially in Stage 3. I saw the library as a place for resources, not necessarily as a learning hub for the community, with the teacher librarian (TL) at the centre.

“I wish I had more to do at work. All I do is read books all day”, said no librarian ever. A meme I once came across, made me giggle, but then led me to question the statement. Have school librarians ever taught in a classroom? Do they understand the demands of a classroom teacher from within their library bubble? Merga (2019) points out that in some school environments the role is “marginalised”, as teacher librarians may not be seen as “real teachers” (Merga, 2019). It was concerning to me that some schools were thinking about creating libraries as information centres and getting rid of what I believe to be their paramount asset, a qualified TL!

Some schools have even changed the name of Teacher Librarian to such things as, digital learning specialist, technology integrator and information literacy teacher (Merga, 2019). I believe that this can devalue the role of TL and the scope it entails. Yes, the role is one that must embrace the digital age, so too must a library. At the same time, the focus on the role of a TL can’t solely rely on the digital age to ensure a modern feel – it is a slippery slope away from the key roles.

By looking at the three key roles of teacher librarians as curriculum leaders, information specialists and information services managers, we can get a better overview of the pivotal role to develop lifelong learners. The teacher librarian role needs to encompass not just our school leaders, but the teaching staff, parents and students. It is vital that the vision of the school community as a whole advocates for the value of the library within a school as a hub for learning and teaching. (ASLA, 2014) A place and role that matters to the entire school community. A road worth travelling.

References

Australian School Library Association. (2014). What is a teacher librarian? https://asla.org.au/what-is-a-teacher-librarian

Bruna. (2018). [Photograph]. Weheartit. https://weheartit.com/entry/259074590

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