Tag: teacher librarian

ETL504, Master of Education (Teacher Librarianship)

The Teacher Librarian as a leader of change

Louise

ETL 504 Module 2.1 ~ Activity and Reflection

Informed by Robinson’s presentation, think about the influences upon a school – structural, cultural and societal and identify a key driver for change in each area that the teacher librarian could respond to through school library programs. 

Robinson, K. [RSA Animate]. (2010, October 14). Changing education paradigms [Video]. YouTube. https://www.youtube.com/watch?v=zDZFcDGpL4U

 

According to Robinson (2010), changing an educational paradigm can only happen if an institution’s habits and the environment they occupy are subjected to change. Collaboration equals growth and divergent thinking is the driver, the ability to ask and interpret questions in various ways.

When we look at Robinson’s (2010) perspective of structural elements such as group sizes, students being seated in rows and being allocated classes based on age groups are assumed outdated, however, most of these still exist in classrooms of today. A conundrum that is influenced by governing bodies of schools. However, many studies, such as Ron Ritchhard’s (2015) cultures of thinking,  have shown that among other things,  smaller class sizes and flexible seating can lead to better collaboration and divergent thinking.  Within the setting of the school library, a teacher librarian can make decisions about the environment. Implementing flexible seating and areas to capture both individual learning and group collaboration spaces helps to support a culture of thinking.

Robinson (2010) outlined how globalisation has had an influence on cultural identity. Cultural identity links to how an individual perceives themselves in terms of their nationality, ethnicity, religion, sexuality or other social group and their adoption or rejection of certain beliefs, values or behaviours of that group (Wilson, n.d.).  When it comes to the school library and the teacher librarian can contribute to the variety of social groups in a school setting by creating awareness of common groups within the school environment and helping students gain a better understanding of these groups. Events such as National Sorry Day, NAIDOC Week, National Reconciliation Week, Harmony Day, ANZAC Day, and Indigenous Literacy Day are some ways in which libraries and teacher librarians can support the various social groups and charitable causes as a school through the library program.

Societal influences such as the digital age have made an exponential influence on our schools and the students that occupy them. Robinson (2010) pointed out that children are surrounded and immersed in highly stimulating environments. The school environment may not be keeping up with how students need to learn and what it is that engages their interest and captures divergent thinking. The teacher librarian has a unique opportunity to engage students in this everchanging digital world through a collaboration role with classroom teachers. Using a variety of pedagogical practices to help support teaching and learning (Templeton, 2021) the teacher librarian can help implement and improve inquiry learning, digital citizenship and digital literacy skills across an entire school setting.

Change does need to be at the forefront of educational institutions and embracing the structural, cultural and societal influences is key to successful change. The teacher librarian can play an important role in responding to these changes and be a leader of change as part of the school library programs.

 

References

Ritchhart, R. (2015). Creating cultures of thinking. Jossey-Bass.

Robinson, K. [RSA Animate]. (2010, October 14). Changing education paradigms [Video]. YouTube. https://www.youtube.com/watch?v=zDZFcDGpL4U

Templeton, T. (2021, August 4). Digital literacy and the teacher librarian – Part 2. Softlink. https://www.softlinkint.com/blog/digital-literacy-and-the-teacher-librarian-part-two/

Wilson, V. (n.d.). What is cultural identity and why is it important? Exceptional Futures. https://www.exceptionalfutures.com/cultural-identity/

 

 

 

ETL504, Master of Education (Teacher Librarianship)

Leading from the Middle

Louise

What is a leader? (Module 1.2 Activity and reflection)

I have worked as a primary school teacher for over 20 years now, during this time I have worked with many inspirational leaders and mentors. They have been other staff members and leaders in my school who have provided me guidance through a shared vision and strategies to take our team forward.

When I begin to analyse each individual that has inspired me to achieve individual and team outcomes they have a number of shared qualities that made them effective leaders.

  • built positive relationships
  • genuine interest and care for others
  • built others up
  • innovative
  • goal oriented
  • visionary who inspired change
  • justified change with research
  • supported change with staff development
  • great communicators
  • supportive, encouraging and motivating
  • trusted others to make decisions
  • valued all opinions
  • delegated responsibilities without micro-managing
  • treated all staff with respect
  • they focussed on a team mentality (non-hierarchical)
  • offered positive and constructive feedback
  • most importantly they became my confidants and friends

A Leader vs. a Boss - What's the Difference?

Assessment Task, ETL503, Master of Education (Teacher Librarianship)

RESOURCING THE CURRICULUM IS FUTURE PROOFING – THE ‘TO DO’ LIST

Louise

ETL503 – ASSESSMENT 3 – REFLECTIVE PRACTICE 

The role and nature of the school library collection is a vast concept and continually changing at a rapid rate. Dr. Corrall (2018, p. 16) stated that resources in the digital world may be far more “diverse and dynamic” than that of print-based resources, but “the principles of selecting material to meet current and future needs still applies” (Corrall, 2018, p. 17). The speed with which technology is influencing education can often see school leaders become complacent about school libraries and their place within the information environment (Lupton, 2016). Having a voice is important in advocating for school libraries because “students need school libraries”. It is the job of the teacher librarian to ensure that school leaders are aware of why this role is uniquely placed within the school, in supporting and implementing the vision of the school through effective library programs (ALIA & ASLA, 2016 July).

As the school curriculum continues to evolve, the school library collection also needs to be responsive to this. A formal plan assists in this process and a collection development policy (CDP) is the way forward in meeting the needs of the users (Braxton, 2021). Peggy Johnson (2009, p. 72) says goals within a CDP are an effective way to begin. I have learned that developing a collection policy is a critical part of being the teacher librarian and one that is lacking in either currency or existence in many school libraries, including my own. In my reading, I discovered the manual for developing policies and procedures in Australian school library resources centres on the Australian School Library Association (ASLA) website (ALIA & VCTL, 2017). Exploring this resource was common among other students too, some found it broadened their understanding of “what it means to meet the needs of the users” (Kent, 2021, November 28). Establishing a CDP in my current school library will assist in future-proofing the collection, instead of just continuing on the same trajectory of “this is how things have always been done” (Foyel, 2022, January 10).

I was challenged to extend my thinking when comparing collection management and collection development. It seemed the two terms were interchangeable, and yet Rebel (2021, December 12) said that he sees management as a broader term, with development encompassed by this term, which I tend to agree with too. When initiating a CDP for my school library, the IFLA school library guidelines (2015, p33) says, a school library should provide access to a wide range of physical and digital resources to meet user needs, through an ongoing process of collection development. Guiding my formulation of a CDP is defining the “purpose, scope, and contents of the collection as well as access to external resources” (IFLA, 2015, p. 33) and (Foyel, 2021, November 15). I discovered that a collection development policy should cover the acquisition and deselection of resources (ALIA & VCTL. 2017). Selecting resources for the library is far more than just using personal judgement (Foyel, 2021, November), I have come to believe that the selection criteria for deciding this is a critical part of the policy (Braxton, 2021).

The ideology of the longevity of a resource is noteworthy and selection should be based on several factors. Cultivating engagement in school library resources and nurturing a love of reading is a key role of any teacher librarian, with patron-driven acquisition part of this process (Foyel, 2021, November 21). As selection criteria is essential to the CDP, I knew I needed to extend my knowledge and understanding. Braxton (2021) suggests that “selection may be collaborative”, but the final say should always come down to the teacher-librarian. Johnson (2018, p. 83) corroborates this by pointing out that combined with a teacher librarian’s knowledge and experience, they are also best placed in understanding their setting and applying a plan.

A collaborative approach to resource selection can be a powerful tool to enhance borrowing statistics and ensure that, like Ranganathan’s second law, there is a book for every reader (Foyel, 2021, November 21) or for today’s library users, every person their piece of knowledge, which encompasses e-resources too (McMenemy. 2007). Libraries continue to evolve and must adapt, “change simply is” and we must look for ways to and opportunities for our school library to continue to be relevant (Maddox Abbott, 2020). How we choose to do this is an important inclusion in a CDP and may form part of the procedures manual, where suppliers are outlined and chosen on a set of criteria (Foyel, 2021 December 6). This scrutiny was an essential reflection of the processes I use to select resources in the school library and some that I may not have previously considered for the future. The other consideration in evolution is digital resources and their influence on collection development (ALIA & VCTL, 2017), including legal and ethical issues (Foyel, 2021, December 30).

It seems as I traverse the various Master of Education subjects each semester, I reflect on a growing “to do” list. This subject has been no different. I am continually inspired to be a teacher, a manager, a leader, a collaborator, and an engager (ALIA & ASLA, 2016) to do something innovative, to do something in a new way,  to do something inspiring, and to do something that makes a difference to the future of the library users to become lifelong learners. To do this a future-focused principal is the key (Gemell, 2022, January 8). Establishing what school leaders value, open conversation about future plans, and making this achievable within a given time frame continue to future-proof the school library (Kachel, 2017) and (Lupton, 2017). The formulation of a CDP is part of this plan, in consultation with the school principal, and ultimately shared as a public document with the school community (ALIA & VCTL, 2017, p. 35-39).

A priority for the vision in my school library is genrefying the fiction section. I researched the benefits and put forward this goal to the principal. As a result, I have had weeding on my mind since wanting to begin this project. With the current collection crowding the shelves and with aging and underutilised resources, I began to look further into where deselection sat within a CDP (Foyel, 2022, January 7) and how a CDP also supports this genrefication goal. I have keenly read the many examples of collection policies, collection frameworks, and the guiding principles of Braxton’s sample collection policy (2021). I am committed to becoming the phoenix and emerging into the future, continually evolving as a “new and vibrant entity” (Wade, 2005).

References

Australian Library and Information Association and Australian School Library Association. (2016). Joint Statement in teacher librarians in Australia. ASLA: Australian School Library Association.  https://asla.org.au/teacher-Llbrarians-in-australia

Australian Library and Information Association Schools and Victorian Catholic Teacher Librarians. (2017). A manual for developing policies and procedures in Australian school library resource centres. (2nd ed.). Australian School Library Association. https://asla.org.au/policy-development-manual

Corrall, S. (2018). The concept of collection development in the digital world.

In M. Fieldhouse & A. Marshall (Eds.), Collection development in the digital age (p. 3-24). Facet. https://www.researchgate.net/publication/326215985_Collection_Development_in_the_Digital_Age

Gemell, L. (2022, January 8). The future of school libraries. Mrs G’s Masters Musings. https://thinkspace.csu.edu.au/mastersmusings/2022/01/08/the-future-of-school-libraries/

Johnson, P. (2018). Fundamentals of collection development and management. (4th ed.). ALA Editions.

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

Kent, P. (2021, November 21). Collection development. Forum: Forum 1 – Definitions of collection management and collection development.

Lupton, M. (2016) Adding value: Principal’s perceptions of the role of the teacher-librarian. School Libraries Worldwide, 22(1), 49-61. http://dx.doi.org/10.14265.22.1.005

Maddox Abbott, J. A. (2020). A foundation for change: Using challenges and opportunities as building blocks for collection management. Collection Management, 45(2). 110-123. https://doi-org.ezproxy.csu.edu.au/10.1080/01462679.2019.1626315

McMenemy, D. (2007). Ranganathan’s relevance in the 21st century. Library Review, (56) 2, 97-101. https://doi-org.ezproxy.csu.edu.au/10.1108/00242530710730268

Students need school libraries. (2020). Students need school libraries. https://studentsneedschoollibraries.org.au/faq/

Wade, C. (2005). The school library: phoenix or dodo bird? Educational Horizons, 8(5), 12-14. (e-reserve) (E-reserve PDF)

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.

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.