Tag: ETL401

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

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.