assessment – Page 2 – Mastering Librarianship

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.

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.

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Sentence first, verdict afterwards!

Through the Looking Glass – ETL401 Assessment 1 Part B