October 4

Working in collaboration

As part of ETL 504 I have been working with a tutorial group. I was unsure about this to begin with, I had memories of when i was doing my bachelor degree of people not showing up and not contributing at all.

When reflecting how I feel about working with others after the tutorial tasks are over are a bit mixed. In the beginning I really enjoyed working with others and always had time to contribute, but then we had a bit of a family health matter with my mum ending up being in RPA hospital for 5 weeks very critically ill and to be honest i dropped the ball. I had great intentions but with not being home and being in and out of hospital visiting rooms I missed a few. I explained this to the group and didn’t feel like they were upset, but I felt massive guilt about not doing my best, not contributing to my group like i had originally wanted to. The reflections were well written and when only a few had contributed i felt even worse. This is something in my own self that i need to get over, that sometimes things happen and people are generally of good nature and do care about more than the task.

When i did contribute to the discussions i really enjoyed it, i have noticed that i never really took the lead in the reflections, i submitted my thoughts but let the others lead, some of the leaders who stepped up were fantastic and really took everyones ideas into considerations where one decided to post the reflection a week earlier to ‘get it out of the way’ with most of the group then missing out in contributing, this showed me that you can have the confidence to lead but must also consider others as i felt most people were upset with this as now we could not contribute our ideas we had already been working on.

In reflecting about it, i really need to allow myself to step out of my comfort zone a bit more and realise i do have some things to offer the group and i won’t be stepping on peoples toes if i do step up and lead.

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July 16

What is leadership to me?

As I sit here ready to delve into all things leadership I have been reflecting upon what I believe leadership to be. Upon my reflection I came to the conclusion that there really isn’t one answer or type of leadership. There are many different avenues that suit many different personalities and situations.

However saying that I have always viewed leadership to be the ability to gather and motivate others. A good leader in my books is someone who supports and cares for the team and wants the best for them and to assist them in achieving their goals. A leader is someone who takes on the responsibility on behalf of others.

I along with many others have had the pleasure to work with some great leaders over the years who always fought for the benefit of others and always valued people first but on the other end I have dealt with leaders who unfortunately saw task and their own progression in their career more important than people.

While learning about leadership I would really like to learn how I could be a leader in my school and support others well. I believe teachers and school staff need to work together for the good of the students so I would love to be able to learn what style of leadership suits me and how I can use that to benefit the goals of my department and school.

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May 26

ETL 503 Assignment 2: Development Policy Reflection

The role and nature of the school library collection enriches the teaching and learning programs by resourcing curriculum school wide (NLNZ, 2017). The nature of the collection must ensure resources are current and curriculum appropriate, however it must be extremely flexible as community and school needs change (Kennedy, 2013). The information landscape directly influences the nature and role of the school library collection (Croft, 2017c). The ease of access to digital resources directly impacts the reference sections within our libraries and as the landscape grows and changes so must library collections (Johnston, 2017a). My knowledge has been extended in the understanding of the role and nature of school library collections by looking at what makes a balanced collection, how the container that information is presented in makes a difference to students (Croft, 2017c). I found it intriguing to explore that libraries of the 21st Century are considering access over ownership when picking resources, this allowing school libraries to venture into new acquisition models (Kimmel, 2014). I was also unaware of the extensive collection evaluation methods that teacher librarians use to look at the content of their collections. I found the circulation statistics, user opinions, observations and focus groups very practical and would be how I would look at evaluating a collection (Johnston, 2017b). However I also extended my knowledge of the existence of collection based quantitative and qualitative methods and the benefits they have at evaluating a school collection, collection mapping was an entirely new concept for me but remembering whatever methods are used, the objective is to measure if the collection satisfies the needs of the library (Johnson, 2014). This subject has challenged my thinking on the role and nature of school library collections and how the way of doing things is changing and morphing as the landscape changes.

 

A collection development policy is a strategic document for the school as it outlines the nature of the collection and aids in providing guidelines for staff. A development policy helps keep things consistent amongst staff, making sure the library continues to move forward (Mesling, 2008). Schools and educational facilities use policies and procedures to ensure they are reaching all benchmarks for the education they are providing and having a policy centred around collection development enables the school to legally stand by decisions they have made in relation to the resources they have provided to the school as the policy has been written and approved by higher authorities (Croft, 2017e). It allows all staff whether they have been at the school a long time or just filling in to stick to the guidelines the school has agreed upon. The policy guides and manages the library’s collection to help select materials based on the mission and context of the school, it helps the school with short and long term planning of funding and school resources to achieve the goals of the library (Jensen, 2015). It is a strategic document as it allows the library to support the goals and mission of the school in resourcing the curriculum with top digital and physical resources that support teaching and learning no matter how the nature of information.

 

A collection development policy helps future proof the collection by guiding librarians to constantly evaluate the collection and to move in the direction that utilises more electronic sources that are user friendly and accessible anywhere as feedback from students and research statistics point towards digital researching and in doing so will keep the need for the library and teacher librarian relevant and sought after within the school (Wade, 2005). In education it is important to keep up with new curriculum, programs and trends, as new formats and content continue to enter the evolving information landscape (Johnston, 2017c). Libraries need to keep up-to-date and referring back to policies for collection development will help the school navigate the new technology and how it can be used to benefit students in their learning (Croft, 2017f). A collection development policy helps guide teachers and those involved in collection development in this new era of ever increasing technology by encouraging evaluation and still keeping to a criteria when looking at new formats and delivery modes for the possibility of inclusion. It keeps the collection on track in still meeting the needs of the school and not getting swept away in new trends.

 

References

Croft, T. (2017a) ETL 503, Module 1, The school library collection, Introduction. Retrieved from the Faculty of Arts and Education, Charles Sturt University. LMS web site: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_23916_1&content_id=_1294041_1

Croft, T. (2017c). ETL 503, Module 2, Developing Collections, The balanced collection. Retrieved from Faculty of Arts and Education, Charles Sturt University. LMS web site: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_23916_1&content_id=_1294044_1

Croft, T. (2017e). ETL 503, Module 6, Collection management policy, Policy and procedures. Retrieved from Faculty of Arts and Education, Charles Sturt University, LMS web site: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_23916_1&content_id=_1294060_1

Croft, T. (2017f). ETL 503, Module 7, Future of the school library collections, Conclusion and reflective practice. Retrieved from Faculty of Arts and Education, Charles Sturt University. LMS web site: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_23916_1&content_id=_1294062_1

Jensen, K. (2017). Collection policies. Retrieved from http://library.uaf.edu/cd-policy-85-01

Johnson, P. (2014). Fundamental of collection development and management. [American Library Association]. Retrieved from http://web.a.ebscohost.com.ezproxy.csu.edu.au/ehost/ebookviewer/ebook/bmxlYmtfXzI2Nzc1Nl9fQU41?sid=cbc44d30-bbbb-4c8d-80a8-26a7f40ad136@sessionmgr4006&vid=0&format=EB&lpid=lp_1&rid=0

Johnston, M. (2017a, February 27). Forum 1.1 [Blog post]. Retrieved from https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&forum_id=_80802_1&nav=discussion_board_entry&conf_id=_42102_1&course_id=_23916_1&message_id=_1066413_1#msg__1066413_1Id

Johnston, M. (2017b, May 25). Forum 5.1. [Blog post]. Retrieved from https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&forum_id=_86304_1&nav=discussion_board_entry&conf_id=_42102_1&course_id=_23916_1&message_id=_1172823_1#msg__1172823_1Id

Johnston, M. (2017c, May 25). Forum 7.1. [Blog post]. Retrieved from https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&forum_id=_86308_1&nav=discussion_board_entry&conf_id=_42102_1&course_id=_23916_1&message_id=_1173551_1#msg__1173551_1Id

Kennedy, C. (2013). School library collections survey 2013. Retrieved from http://www2.curriculum.edu.au/scis/connections/issue_88_2014/articles/school_library_collections_survey_2013.html

Kimmel, S., C. (2014). Developing collections to empower learners. [American Library Association]. Retrieved from http://ebookcentral.proquest.com.ezproxy.csu.edu.au/lib/csuau/reader.action?docID=1687658&ppg=51

Mesling, C., F. (2003). Collection development policies in community college libraries. Community and Junior college libraries, 11, 73-88. doi: 10.1300/J107v11n02_07

National Library of New Zealand (NLNZ). (2017). Purpose of the school library. Retrieved from https://natlib.govt.nz/schools/school-libraries/understanding-school-libraries/purpose-of-the-school-library

Wade, C. (2005). The school library: phoenix or dodo bird? Educational Horizons, 8(5), 12-14. Retrieved from https://doms.csu.edu.au/csu/logon.do?.page=file%2F940aa739-6812-47b2-9e08-284504ed23d8%2F1%2Fwade-c.pdf

 

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January 28

Assignment 3 Part C- Reflective Practice

Information literacy is essential for lifelong learning. As teacher librarians (TLs) I believe it is our aim to foster and promote self-directed and independent learning (Bundy, 2004). It is for this reason that inquiry plays such a vital role and should be the mission of schools to implement effectively. For TLs and teaching teams to demonstrate best practice in this area they need to choose an information literacy model and outwork it school wide. Scheffers (2008) describes how inquiry units are planned, supervised and taught by teams of school librarians and teachers. I believe it is this teamwork approach that helps integrate 21st Century skills across the curriculum and makes inquiry learning successful. When inquiry learning becomes part of the core instruction within the classroom it allows students to be more active and engaged learners who are self-motivated and independent (Abilock, 2004).

Inquiry based learning encourages students to use a variety of strategies and scaffolds to locate and evaluate information to answer questions they have posed themselves (Kuhlthau, Maniotes & Caspari, 2012). While reflecting on inquiry based learning I noticed many fellow university students stating the difficulties in introducing inquiry units within their schools, time, money and teachers not wanting to collaborate are only a few of the many challenges. However, the advantages and results of properly implemented inquiry learning show why TLs must promote inquiry learning as there are many benefits to students and their learning. Herring (2006), observed the effects that scaffolded inquiry learning had on student achievement and confidence in the learning process. Results showed that students who followed the information literacy model led to deeper student engagement, the observations showed that students were forced to stop and think what the big topic is about and interpret their own understanding rather than rushing into the task. Students used better critical thinking skills and the range of resources used were high quality. Students were seen to be better organised with their planning, searching and note taking which improved end results. Herring (2006) states that with the support of the information literacy model students were able to manage more complex tasks than they would without using the model. Using a literacy model to structure inquiry learning helps students develop a deeper personal knowledge of their chosen topic (Sheerman, 2011).

One of the many benefits of inquiry learning that promotes the need for a literacy model is collaborative learning. As I previously reflected upon in forum discussions, students learn from each other, this is something we as TL and teachers should be promoting (Johnston, 2017 Topic 5.2 Forum Post). When you have a model in place it allows students to share their knowledge without fear of plagiarism, as a model helps students to investigate independently, but share with their inquiry circle or jigsaw groups. It gives students the opportunity to work as part of a team and contribute something meaningful to a common goal.

When looking at all the different information literacy models I found that guided inquiry (GI) was the model I liked the best and found that the structured guidance in this model was superior to the others. I found the stages of open, immerse, explore, identify, gather, create, share and evaluate easy for students to understand and follow (Kuhlthau, Maniotes & Caspari, 2012). I feel the stages flow logically and would suit short-term tasks or extended projects. The structured scaffolds used in this method aim to guide and support students through the difficult patches in their information search (FitzGerald, 2011). Guided Inquiry creates an environment that makes learning fun and helps students participate in activities that promote deep, lasting learning (Kuhlthau, Maniotes & Caspari, 2012).

Inquiry based learning and the need for an information literacy model is a topic not without its challenges as staff are time poor and schools are just trying to get by with the funding they have, but if we want to provide students with opportunities to develop skills for lifelong learning then overcoming the barriers is something we must keep striving towards as we aim for quality teaching experiences for our students.

 

References

Abilock, D. (2004). Information literacy: an overview of design, process and outcomes. Noodle tools. Retrieved from https://web.archive.org/web/20160409135915/http://www.noodletools.com/debbie/literacies/information/1over/infolit1.html

Bundy, A (ed.) (2004). Australia and New Zealand information literacy framework: principles, standards and practices. Australian and New Zealand Institute for Information Literacy (ANZIL) and Council of Australian University Libraries (CAUL). Retrieved from http://www.caul.edu.au/content/upload/files/info-literacy/InfoLiteracyFramework.pdf

FitzGerald, L. (2011). The twin purposes of guided inquiry: guiding student inquiry and evidence based practice. Scan, 30(1) 26-41. Retrieved from http://search.informit.com.au.ezproxy.csu.edu.au/fullText;res=AEIPT;dn=187248

Herring, J. (2006). A critical investigation of student’s and teachers’ views of the use of information literacy skills in school assignments. Retrieved from http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/vol9/SLMR_CriticalInvestigation_V9.pdf

Johnston, M. (2017). Topic 5.2 Forum Post. Retrieved from https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&forum_id=_75995_1&nav=discussion_board_entry&conf_id=_23320_1&course_id=_14213_1&message_id=_999850_1#msg__999850_1Id

Kuhlthau, C. C., Maniotes. L. K., & Caspari, A. K. (2012). Guided inquiry design: A framework for inquiry in your school. Rutgers School of Communication and Information. Retrieved from http://wp.comminfo.rutgers.edu/ckuhlthau/guided-inquiry-design/

Scheffers, J. (2008). Guided inquiry: a learning journey. Scan, 27(4) 34-42. Retrieved from http://search.informit.com.au.ezproxy.csu.edu.au/fullText;res=AEIPT;dn=172157

Sheerman, A. (2011). Accepting the challenge: evidence based practice at Broughton Anglican College. Scan, 30(2) 24-33. Retrieved from http://search.informit.com.au.ezproxy.csu.edu.au/fullText;res=AEIPT;dn=189075

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January 3

Information Literacy

Information literacy is one of those terms that cannot be defined by one meaning, It is dependent on your context, purpose and environment and these influence what definition you associate with it. However in relation to the role of teacher librarian (TL) I identify with the definition outlined by CLIP, (2016) which describes information literacy as “knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner”. I believe this is the main role a TL has within a school. To teach students and staff to be information literate by showing them why we need information, how to source and critic it and how to interact with it in an ethical way.

The different theories of information literacy pose important arguments and as a TL I believe it is important to be open to all approaches of information acquisition. Just as students have different learning needs and learn in different ways, it is of vital importance that TL use the different approaches in their curriculum planning to allow students to interact with information in a variety of ways, as if our aim is to teach for lifelong learning then we have to equip them for the future workplace and depending on what field you work in, information is exchanged and learned not in one formulated way.

Reflecting on the role of a TL within a school, I feel after discovering more about information literacy that enquiry-based units are of even more importance in teaching students to be information literate. These guided based enquiry units teach learners to think, work with, manage, communicate and make meaning of information. These all are vital skills in becoming information literate.

 

References

CLIP Information Literacy Group. (2016). Information literacy definitions. Retrieved from http://www.informationliteracy.org.uk/definitions/definitions-of-il/

CSU (2016) Information Literacy[ETL401 Module5] Retrieved January 4, 2016, from Charles Stuart University website https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_14213_1&content_id=_1256850_1

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December 2

Are School Librarians an Endangered Species?

Teacher Librarians (TLs) are not endangered, but the role that TLs play is evolving and they will need to keep up-skilling, especially in technological services if they want to stay employable. Bonanno (2015) states that hiring trends are changing and now to gain a position of TL, schools are looking for someone with additional skills in ICT to incorporate the new technologies available into the teaching aspect of the role. TLs within schools still show greater academic results in student and as TLs continue to contribute professionally to the curriculum and information literacy of their school, they still will continue to play a vital role of the wider school community and teaching staff.

References

Bonanno, K. (2015) A profession at the tipping point (revisited).

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November 27

Assessment 1- Part B: The Role of the Teacher Librarian

The role of the teacher librarian

The teacher librarian (TL) is a role that is complex and multi-faceted but key in the development of information literacy (SLASA, 2015). They hold twin qualifications in both education and librarianship. Using their teaching background and experience in the classroom is vital as the TL develops the library catalogue and manages the information services to meet the educational needs and goals of the school (ASLA, 2016). They have three main aspects to their role, teaching and curriculum, information management and staff support.

The TL is a curriculum leader within the school and collaborates with teaching staff to ensure that students are provided with the best 21st century learning environment possible. They help design and resource the curriculum while promoting the integration of information and communication technology (ICT) (Purcell, 2010). Herring (2007) states, “ developing information literate students is the key role of the teacher librarian in today’s schools” (p.32). This is the specialization of the TL, they help students inquire and develop critical and creative thinking that is essential to learning (Lamb, 2011).

A TL is key to information management within the school. They provide staff and students with access to relevant sources that are effective, reliable and well organized. The TL assists those within the school community to find information and helps interpret and evaluate it to line up with the curriculum needs of the unit or assignment (ASLA, 2014). The information society is a constant growing entity and it has made it easier for students to access information. TLs hold the knowledge to help student’s decipherer the information overload that is available to them (Lamb, 2011).

The TL is not a stand-alone position; they work alongside staff and support the teaching team. Communication with the wider school community is key to providing positive learning experiences for students (Purell, 2010). With the support of the TL classroom teachers can resource quality teaching programs. Bonanno (2011) explains that if the TL supports staff within the school that the difference can be seen in literacy results, inquiry based learning, ICT capabilities, information and learning and professional learning for staff.

In conclusion the role of the TL is varied and hard to define all the roles they play, but I believe the essence of the job is to establish a culture of a love for literature within their school. They should be a leader to follow in this technological world, which can be very overwhelming for students and even staff. In my teaching experience I have witnessed the TL in my school be a partner and constant support in the learning of students. If the relationship between the TL and teaching staff is strong then better student results can be a reality within the school. The TL is a real asset to the school if they remain flexible to the changes coming within education and the information landscape.

 

References

Australian School Library Association(ASLA)(2014)  What is a teacher librarian? Retrieved from http://www.asla.org.au/advocacy/what-is-a-teacher-librarian.aspx

Australian School Library Association’s (ASLA) (2016) Statement on teacher librarian qualifications. Retrieved from: http://www.asla.org.au/policy/teacher-librarian-qualifications.aspx

Bonanno, K. (2011) Opinion: Do school libraries really make a difference? Retrieved from http://www.austlii.edu.au/au/journals/inCiteALIA/2011/97.pdf

Herring, J. (2007). Teacher librarians and the school library. In S. Ferguson (Ed.) Libraries in the twenty-first century : charting new directions in information (pp. 27-42).

Lamb, A. (2011). Bursting with potential: Mixing a media specialist’s palette. Techtrends: Linking Research & Practice To Improve Learning, 55(4), 27-36.

Purcell, M.(2010). All librarians do is check out books right? A look at the roles of the school library media specialist. Library Media Connection 29(3), 30-33
School Library Association of South Australia (SLASA) (2015) SLASA teacher librarian role statement: Retrrieved from  http://www.slasa.asn.au/Advocacy/rolestatement.html

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November 23

Information Society

The information society deals with major changes in the information landscape. With technology advancements means the way information is stored, accessed, communicated and used in everyday life is continually changing and adapting to meet the new developments. Therefore the information landscape is continually evolving.
Webster (2014) describes five key elements to define the information society, these are technological, economic, occupational, spatial and cultural. These key areas define how changes in the information landscape affect information processing, wealth, the way we work, information networking and how much information is available to us compared to the past.

It’s important to have an understanding of the information landscape because we are living in the information age. We have more information available to us then ever before, in fact we are constantly being bombarded with information. To have an understanding of the information landscape helps us to determine what is authentic and reliable and what is bias and misleading.

The information landscape affects your role as a teacher librarian as when resourcing the curriculum you are therefore aware of what is available to you. It also helps you to understand the world view of the students you are teaching. Children today are growing up not knowing a time where information was not at their fingertips. They are growing up in a wired society where everything is easily available is every format and on every device at any time. It helps you as a teacher to show students how to choose wise information sources and develop skills in them for further learning.

References

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

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