ETL401

Introduction to Teacher Librarianship

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Assignment 2, part B – Critical reflection

Prior to the commencement of my study at CSU, my views of the role of the Teacher Librarian (TL) have been mainly based on my observations and interactions with the TL of our school and on my own ideas acquired while working in a school library.

Initially, I believed that the most important job of the TL is instilling the love of reading in children.  While I still think this is a vital part, I know now there are many more responsibilities on the shoulders of the TL, some of them equally vital. While it was obvious from the very first course readings, the role of the TL is multifaceted, I did not have a clear idea of what those facets really are and how to prioritise them. One of my first forum postings confirms this vagueness, when I write:

“If the libraries are not to become obsolete, they do need a transformation. In my view however, it is not as simple as moving from print to digital resources. I believe the way forward is to have a broader view and always keep an open mind for new/alternative ways of learning.” Though not completely wrong, this statement shows I had no idea what that ‘way forward’ or ‘new ways of learning’ would be.

A deeper understanding of the role of the TL came from the readings about inquiry learning, information literacy, and different information literacy models, in particular from the works of Kuhlthau, Maniotes & Caspari. These greatly contributed to the shift in my perceptions about the role the TL plays in facilitating student learning. I understand the main focus needs to be on helping students acquire skills necessary to become effective users of information. Developing information literate students is the key role of the TL in this digital age and is most effective when an IL model is integrated within the guided inquiry approach.

One of the most important discoveries throughout the study so far has been finding the link between inquiry learning and the work of the teacher librarian. The understanding of the TL’s role in the learning process gives me a true sense of purpose and a clear idea of the ‘way forward’ for myself as a TL.

Another important point I did not give much thought to previously is collaboration, probably because I did not think much can go wrong in the library as long as the TL is dedicated to helping students and creates engaging environment, doing their own thing. The concept of collaboration was reduced in my mind to providing topic books for classroom teachers. Much might not go wrong, but it won’t go right either! Once the TL understands the librarian’s mission is to make difference to student learning and have an active role in information literacy teaching, the notion of collaboration takes on new meanings. Guided inquiry cannot be taught effectively in isolation, teaching stand-alone library skills being considered as redundant, inefficient approach. In order to have an impact on learning, implementing a whole-school IL framework where the TL collaborates with other teachers is essential. The collaboration enables project based learning and embedding it across the curriculum.

As I am consolidating my ideas on the different aspects of the TL role, I find significant shifts in my understandings have occurred. At the same time I feel more learning is ahead of me, specifically relating to the effective employment of information technology in learning and teaching.

As me and my colleague are studying the same subject simultaneously, we have spent vast amount of time discussing our understandings, which has been extremely useful, specifically in being able to formulate ideas and challenge them in our discussions. As a result of these conversations, we have already made a number of changes to the teaching practice in our library and are eager to put the knowledge acquired during our study into reality.

While I have always known there is a lot more to the role of the TL than just checking in the books or doing the inventory, I did not possess the tools necessary to change this old perception in others. With the knowledge acquired during the study of the subject I now feel ready to challenge and change the perceptions and demonstrate that the TLs are essential in schools. They are a part of the team of educators that develop crucial transferrable skills and abilities for the students to become successful, lifelong learners in an information society and make a difference to student learning.  

References:

American Association of School Librarians (AASL) (2007). Standards for the 21st century learner. Retrieved from http://www.ala.org/aasl/standards

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). WaggaWagga, NSW : Centre for Information Studies, Charles Sturt University.

The Learning Centre. (2010). Reflective writing. University of NSW.

 

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Implementing a Guided Inquiry approach – blog task 3

In today’s world, where information seeking is not a simple task anymore, with a wide range of sources, differing in quality, the demands on students and their learning outcomes keep on increasing. All students should acquire extensive knowledge and skills in order to become effective users of information.

Inquiry learning, rooted in constructivist theories, focuses on students, using a wide range of skills and abilities, including higher order thinking skills, to complete a task.  Guided Inquiry is a ‘practical way of implementing an inquiry approach that addresses the 21st-century learning needs’ and its goal is ‘to make a student’s vague thinking into a deep, personal understanding’ (Kuhlthau, Maniotes & Caspari, 2012, p.20).

Guided Inquiry is a framework based on Kuhlthau’s Information Search Process (ISP), which not only identifies six stages in information seeking, but also deals with the role of feelings and thoughts within this process. One of the most important implications of the ISP research is that it identifies the zone of intervention – a point at which the student might experience increased uncertainty and would highly benefit from the intervention.  This zone is a potential opportunity for a teacher or a teacher librarian to make a difference to the student’s experience in the search process, and ultimately to make a difference to the student’s learning.

Implementing a Guided Inquiry approach is not a simple task. It is a collaborative effort of the teacher librarian and the classroom or specialist teacher, ideally extending the team further to provide additional guidance for students (Kuhlthau & Maniotes, 2010).

Guided Inquiry takes student learning to a higher level, in which the experiences of students are deeper and longer lasting, as they make connections between their learning and the ‘real world’. These connections create the third space, where the deep learning takes place and the students become actively and personally engaged in their learning.

The approach presents many challenges for the teachers involved, as they need to acquire full expertise in the information process itself, and in different techniques and tools related to its implementation. Extending the time spent on planning and evaluation stages, proficiency in the use of technology tools and their integration into the projects, and additional staff training needs, should all be carefully considered. The intervention of the instructional team needs to be carefully planned and closely supervised, while providing a range of high quality digital and print resources. All of these challenges are outweighed by the benefits the Guided Inquiry approach brings into student learning, in particular the variety of different competencies and knowledge the students develop (Kuhlthau & Maniotes, 2010).

As evidenced in the works of Sheffers (2008), FitzGerald (2011) and Sheerman (2011), the authentic learning experienced in the Guided Inquiry approach results in higher levels of student motivation and engagement, and in construction of deeper knowledge, leading to independent learning.

Getting started with the implementation of Guided Inquiry is not all simple and easy, but the focus on the benefits for students should keep the educators motivated about embarking on this exciting journey of opportunities.

 

References:

Kuhltau, C.C. (2013). Information Search Process. Retrieved from: http://comminfo.rutgers.edu/~kuhlthau/information_search_process.htm

Kuhlthau, C.C., Maniotes, L.K. (2010). Building guided inquiry teams for 21st-century learners. School Library Monthly, 26(5), 18-21.

Kuhlthau, C.C, Maniotes, L.K., & Caspari, A.K. (2012). Chapter 2 – The research behind the design, in Guided inquiry design: A framework for inquiry in your school. Santa Barbara, CA: Libraries Unlimited, available CSU Library Reserve.

FitzGerald, L. (2011). The twin purposes of guided inquiry: Guiding student inquiry and evidence based practice. Scan, 30(1), 26–41.

Scheffers, J. (2008). Guided inquiry: A learning journey. Scan, 27(4), 34-42.

Sheerman, A. (2011). Accepting the challenge: Evidence based practice at Broughton Anglican College. Scan, 30(2), 24-33.

Sheerman, A., Little, J., & Breward, N. (2011). iInquire… iLearn… iCreate… iShare: Guided Inquiry at Broughton Anglican College. Scan, 30(1), 4-5.

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The role of the teacher librarian with regard to principal support – blog task 2

The position of school libraries, which are not statutory in all types of schools, depends greatly on the support of the school principal. Everhart (2004, p. 39) confirms that “most of the library media program variables linked to the student achievement are under the direct control or influence of the principal: budget, professional and support staff, collection size, time devoted to teaching, and extent of collaboration with teachers”.  Similarly, Morris (2007, p. 23) describes the principal as the person who “holds the purse strings” and who determines the library budget and the technology opportunities offered to students. “Principal support enables school librarians and programs to thrive and the lack of principal support can decimate programs” (Everhart, 2004, p.38).

It is therefore critical that principals are fully aware of the teacher librarian’s work and vision. “Principals and teacher-librarians need to have a shared view of the potential of the school library program” (Oberg, 2006, p. 16). This, however, is not always the case. The great potential of the school libraries for the future learning is often not evident to school principals and consequently to the whole school community. Hey and Todd (2010, p.38) admit that the value of the school libraries is at times not clearly understood, and their role in school not fully utilised. 

Oberg (2006, p.14) explains that teacher librarians tend to be invisible because the nature of their work involves empowering others, and building relationships with other educators – including the principal – is limited by their physical isolation in the library and by scheduling.

While the reasons for the invisibility and isolation are understandable, it is no longer sufficient for the teacher librarians to stay in the background. As they are the ones with a full knowledge of the potential of the libraries and their redefined roles, it is their responsibility to bring these ideas forward, to prove their worth and to provide the evidence of the vast contribution of the modern-day library program to the school. Teacher librarians need to become advocates for their profession, using different ways to promote what they do and what they aim to achieve, making principals aware of the library needs and accomplishments.

Oberg (2006, p. 15-16) outlines three key ways for the teacher librarians to gain the respect and support of their principals: by building their professional credibility, by communicating effectively with principals, and by working to advance school goals.

It is now widely acknowledged that collaboration is one of the main factors contributing to the success of the school library programs (see, e.g., IFLA, 2006). Lamb (2011, p. 28) believes that it is the responsibility of the librarian to build the connections with everyone within the teaching and learning process. However, Morris (2007) stresses that the principal keeps the power either to make or break collaborative efforts. It is suggested that collaboration should be an expectation supported by the principal who should be aware of the research on collaboration and increased student achievement. Haycock (2007, p. 31) agrees that the principal is a key player in supporting collaboration between teachers and teacher-librarians. 

Gaining the principal’s confidence and support is worthwhile for every teacher librarian, bearing in mind the positive effect of their partnership on student learning.

 

References:

Everhart, N. (2006). Principals’ evaluation of school librarians: A study of strategic and nonstrategic evidence-based approaches. School Libraries Worldwide, 12(2), 38-51.

Hay, Lyn & Todd, Ross J. (2010). School libraries 21C: the conversation begins. Scan 29(1), 30-42.

Haycock, K. (2007). Collaboration: Critical Success Factors for Student Learning. School Libraries Worldwide, 13(1), 25-35.

International Federation of Library Associations and Institutions (IFLA) (2006). IFLA/UNESCO school library manifesto. Retrieved from www.ifla.org

Kaplan, A. G. (2007). Is Your School Librarian ‘Highly Qualified’?. Phi Delta Kappan, 89(4), 300-303.

Lamb, A. (2011). Bursting with Potential: Mixing a Media Specialist’s Palette. TechTrends: Linking Research & Practice to Improve Learning, 55(4), 27-36. doi: 10.1007/s11528-011-0509-3

Morris, B.J. (2007).  Principal Support for Collaboration. School Libraries Worldwide, 13(1), 23-24.

Oberg, D. (2006). Developing the respect and support of school administrators. Teacher Librarian, 33(3), 13-18.

 

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The teacher librarian: role statements and standards (comparison)

While every standards document takes slightly different approach as far as the structure and the focus is concerned, all of them dedicate some space to convey the message of the importance of school librarians and school libraries as such:  “school libraries are essential to the development of learning skills” AASL, “the school library functions as a vital instrument in the educational process” IASL.

The aim of the ASLA/ALIA standards project is to achieve national consensus for teacher librarians in Australian schools and the focus is on the librarian working at a level of excellence. There are twelve standards grouped into three categories: Professional Knowledge, Professional Practice and Professional Commitment. 

The AASL document is structured in a different way, as the centre of attention here is the learner and the standards are set for the learner outcomes and skills that the students are expected to achieve in the library or with the support of the teacher librarian (consequently indicating the roles and responsibilities of the teacher librarian).

AASL highlights the importance of reading, ethical behaviour in the use of information and the equitable access to books and reading. The notion of ‘multiple literacies’ is introduced here, adding digital, visual, textual, and technological literacies to the information literacy.

SLASA statement suggests that “when fulfilling all aspects of the role, the qualified teacher librarian is operating at a leadership level”. The teacher librarian’s roles are grouped under six headings: Teaching and Learning, Leadership, Curriculum Involvement, Management, Literature Promotion, and Services. Under Management, 

IASL Policy Statement on School Libraries looks at different functions of the school library classifying them as informational, educational, cultural and recreational. 

Further, it discusses “appropriateness” of materials, library facilities, personnel, lifelong education and government and public support.  

Comparing the teacher librarian role statement available at my school with the above mentioned role statements and standards, it is clear that while the structure is different, there is a lot of similarities in the content.  The school document includes the key requirements – qualifications, knowledge, and skills expected of the teacher librarian, describes the main responsibilities, with stress on promoting reading and collaboration with teachers to integrate with school curriculum.  The administrative responsibilities are dealt with in more details, including practical aspects, such as ordering new titles, cataloguing, processing, weeding, inventory, etc. as well as organising book fairs, author visits, and other events. Additionally, and similarly to other standards, continued professional development, membership in library networks and active participation in the life of the school are included as an important part of the teacher librarian’s responsibilities.

References

Australian Library and Information Association (ASLA) and Australian School Library Association (ALIA). (2004). Standards of professional excellence for teacher librarians. Retrieved from http://www.asla.org.au/policy/standards.aspx.

American Association of School Librarians (AASL) (2007). Standards for the 21st Century Learner. Retrieved from http://ala.org.

School Library Association of South Australia (SLASA) (2008). SLASA Teacher Librarian Role Statement.  Retrieved from http://www.slasa.asn.au/Advocacy/rolestatement.html.

International Association of School Librarianship (IASL) (2003). IASL Policy Statement on School Libraries.  Retrieved from http://www.iasl-online.org/about/handbook/policysl.html.

 

The role of the teacher librarian in schools – blog task 1

School libraries seem to have entered a significant era. While some of them may need to prove their relevance in this digital age, it is at the same time an immense opportunity to promote the school library from its storage status to that of a learning centre – the true heart of a school. Purcell (2010, p.30) suggests that if teacher librarians are doing their job well, they are “making a difference in the ways teachers teach and in the ways students learn”. It is with this high aspiration that we reflect on the role of a teacher librarian.

As the duality in the name itself implies, many different aspects of the role can be visually sorted under two main headings: teacher and librarian.

As TEACHER, the school librarian “empowers students to be critical thinkers, enthusiastic readers, skillful researchers, and ethical users of information” (AASL, 2013, p.11). Herring (2007, p32) identifies “developing information literate students” as the key role of the teacher librarian in today’s schools.
The teacher librarian helps students and teachers locate and use high quality information, challenges students and provides them with new learning opportunities. Lamb (2011, p.34) states: “School media specialists positively influence students’ research skills development, their motivation for inquiry, reading skills development, and nurture student reading interests.”
SLASA Teacher Librarian Role statement (2008) covers literature promotion in more detail, including exposure to a range of genres in both print and digital format, developing strategies to foster a love of reading, promoting best quality literature, etc.
In this role, active involvement in curriculum planning and collaboration with teachers and management are highly beneficial.

 As LIBRARIAN, the teacher librarian is a manager of the school library and provides students and teachers access to relevant information in many different forms.  The librarian needs to evaluate benefits of new technologies and their value for student learning on an on-going basis. Purcell (2010, p.32) emphasises that teacher librarians should “work with parents, students and teachers from every department and grade level to make decisions in selecting, previewing, purchasing, and utilising any new technology and resources in their school”.

Teacher librarians ensure efficient day-to-day running of the library, manage library system and other technologies used in the library, source, acquire and catalogue new resources. The role involves managing a library budget, managing library staff and effective timetabling. The teacher librarian is also responsible for creating a suitable stimulating learning environment in the library.

In practice, the teacher librarian’s role will be affected by many factors, such as the size of the school, its mission and vision, the curriculum, library budget and staffing, management support, etc. It may include many other activities based on how proactively is the teacher librarian involved in the school community.

 According to Herring (2007, p.32), “one key feature of this role is the ability of the teacher librarian to adapt to new pedagogies in schools and to new technologies used by students”.

The complex role of a librarian requires many different skills, prioritisation, personal commitment and hard work.  The right balance and focus on students’ learning outcomes are keys to success for an excellent teacher librarian.

 

References

American Association of School Librarians. (2013). Empowering Learners: Guidelines for School Library Programs. Retrieved from Ebook Library.

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). Wagga Wagga, NSW : Centre for Information Studies, Charles Sturt University.

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 a school library media specialist. Library Media Connection, 29(3), 30-31.

School Library Association of South Australia (2008): SLASA Teacher Librarian Role Statement. Retrieved from http://www.slasa.asn.au/Advocacy/rolestatement.html