teacher librarian

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A Reflection on Literary Learning

 

Literary learning

There is so much more to literature than literacy. In literary learning, the use of literature linked to the curriculum enables students to gain multiple competencies, starting with a deeper understanding of the topic content, through multi-literacies, to the building of character through empathy, emotional engagement and ‘moral imagination’, the term Rundell (2019) uses to describe the kind of imagination that allows us to experience the world from the perspectives of others.

 

Resources

I have realised how important the quality of resources is; resources that not only support the curriculum, but do so in sophisticated, artistic and innovative ways. Being able to guide students and teachers to the right resource can make a considerate difference to their learning: a difference between shallow, literal learning and lasting, profound understanding through engagement with texts that stimulate inquiry, deep thinking and empathy. Whilst there might be a place in school libraries for books about underpants, farts or glittery unicorns, children also deserve exposure to literature that is interactive, varied in formats and genres, that cultivates their appreciation of literary and visual arts, to stories that challenge the stereotypes and raise deep questions, and to characters that represent their diverse personalities. To increase engagement in curriculum topics, texts should not be boring – they are more likely to impact students’ learning if they stimulate an emotional response.

 

Strategies

Having the most amazing books just sitting on library shelves will definitely not do the trick. These resources need to be displayed well, promoted, and most importantly presented to students and teachers through meaningful reading response strategies. To create valuable experiences for students and keep them motivated and involved in their learning, we have to be looking for more creative and interactive ways of integrating literature into the curriculum (Kopka, 2014). As technology continuously changes, effective reading strategies must include the use of innovative formats and digital technology platforms. Whilst I was familiar with some of the strategies presented in the module readings and discussions of ETL402, many of them were new to me and I cannot wait to implement them in my own practice.

 

Time and free choice

Krashen (2011) hypothesises that language and literacy development happens when the reader is directed at a message they find interesting, not at the language itself (p.85) and stresses the importance of having access to a wide range of books and time to read, as opposed to the idea of compulsion and comprehension checking, both of which he finds counterproductive. Indeed, students’ free choice in the selection of their reading materials plays a crucial role in sustaining their motivation and their development as independent and life-long readers.

 

TL’s role and the power of collaboration

Teacher Librarians are experts in finding learning opportunities within resources, thus having a significant influence on teaching and learning within their school communities (AITSL, 2017 and Magdolenova, 2022). However, successful literary programs can only be delivered to students in collaboration with other educators, from class teachers, specialist teachers, and IT professionals, to leadership teams.

 

A recurrent theme throughout many subjects has been the importance of instilling the love of reading in students. In ETL402, through the exposure to high quality literature of all genres and through the understanding of its value, the love for children’s literature has been reawakened in myself as well. Its richness, its art and its impact on our growth as learners, as individuals, and empathetic human beings, and the discovery of new exciting possibilities of its delivery to students leave me with a renewed passion for the profession, a perfect culmination of my studies at CSU.

 

References:

Krashen, S. D. (2011). Free voluntary reading. ABC-CLIO, LLC.

Kopka. S. (2014, May 7). Transmedia and education: Using transmedia in the classroom with a focus on interactive literature. Sekopa. https://sekopka.wordpress.com/2014/05/07/transmedia-education-using-transmedia-in-the-classroom-with-a-focus-on-interactive-literature/

Magdolenova, M. [mmagdolen] (2022, May 23). Sophisticated Picturebooks in Upper Primary Classrooms. Panta Rhei. https://thinkspace.csu.edu.au/michaela/2022/05/23/sophisticated-picturebooks-in-upper-primary-classrooms/

 Rundell, K. (2019). Why you should read children’s books, even though you are so old and wise. Bloomsbury Publishing.

The Australian Institute of Teaching and School Leadership (AITSL). (2017). Australian Professional Standards for Teachers. https://www.aitsl.edu.au/standards/highly-accomplished

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Sophisticated Picturebooks in Upper Primary Classrooms

Abstract

This article identifies the benefits of using sophisticated picturebooks in the instruction of  key stage 2 students (years 4 to 6). The author looks at the genre definition, features, value and pedagogical use of picturebooks aimed at older students and in particular the benefits of their use that go beyond literacy development. Furthermore, the article focuses on the role of the Teacher Librarian (TL) in developing the sub-genre in the library collection, the range of possibilities its use offers for teaching and learning, and its promotion with upper primary students and teachers.

Introduction

There is a tendency amongst teachers and parents to move able readers away from picturebooks and “upwards” into reading chapter books as early as possible. This tendency, felt acutely by the students themselves, throws an unjust judgement of all picturebooks as being simple and suited for a young and less able audience. There is, however, a whole sub-genre that has emerged within picturebooks, that fulfils a much higher literary and artistic criteria, often grouped together under the heading of “sophisticated picturebooks”. The urgency to discuss the value of such books stems from the fact that these true gems of children’s literature are often disregarded, precisely because of the complexity of thought they require and its mismatch to what has mistakenly been perceived as the right audience for picturebook genre.

Key issues

Defining picturebooks

The current trends in children’s literature, such as an increased complexity, expansion in the range of topic and issues within genres (Barone, 2011) and the growing influence of visual culture (Short, 2018) indicate that children of today are considered as being perceptive and deserving of the kind of literature that has the potential to enrich their lives and challenge their intellect. Wolfenbarger & Snipe (2007) explain that picturebooks are not merely books with illustrations – they represent a unique and rapidly changing art form, in which the text and art interact with each other and with the reader to create a unique experience. The compound word “picturebook” is therefore preferred by many as it reflects this union.

According to the Children’s Book Council of Australia’s guidelines for implementing the Book of the Year Awards, the age range for the Picture Book of the Year category is 0 to 18 years (CBCA, 2018). This fact in itself demonstrates the recognition of the value of picturebooks for a wider audience, including upper primary, secondary students, and beyond.

Sophisticated picturebooks

Sophisticated picturebooks encourage readers to question both the content and the format in greater detail (Templeton, 2020), challenge them to make connections to other knowledge and to form meaning (The National Library of New Zealand, 2013). Traditionally, in picturebooks for younger children, the illustrations help decode the written text. In picturebooks written for older children, the illustrations usually reveal multiple layers of meaning (Cochrane, 2018), their interplay with the text having a potential to construct multiple narratives (Antsey & Bull, 2012). This multiplicity of meanings, being one of the features of sophisticated picture books, allows readers to explore both visual and written language, but also enables deeper inquiry into values and cross-curricular themes present in this format. Sophisticated picturebooks use diverse techniques to stimulate the reader’s intellect and critical thinking – they deal with complex issues or emotions, and may involve non-traditional structures (plot, characters, settings, perspectives), literary devices, or complex artwork and design (Templeton, 2020 and The National Library of New Zealand, 2013).

Sophisticated picturebooks – examples

All of the picturebooks mentioned below are suited to upper primary students (years 4 to 6), can be used to support the curriculum, and link strongly to multiple IB learner attributes.

 

The Feather by Margaret Wild (2018) is a great example of a sophisticated picturebook that is open to interpretation, offering a multitude of meanings. It inspires discussions around the topics of selflessness and hope. Through the symbolic use of colours, Freya Blackwood, the book’s illustrator, creates still more levels of meaning and emotion. The readers are drawn into the images (Templeton, 2020), which makes this picturebook, which could also serve as a great introduction to the dystopian genre, perfect to use in the classroom, with a strong focus on visual literacy, symbolism and morality (PSHE, IB Learner Attribute: Caring and Principled).

 

 

Jim LaMarche’s vivid illustrations in Tony Johnston’s Puma Dreams (2019) are another example of an experience equal to visiting an art gallery. The extraordinary illustrations intertwined with the poetic text can serve as a prompt for writing a story about one’s aspirations and dreams (PSHE, IB Learner Attribute: Reflective), as well as a demonstration of the interaction with the natural world, exploring the topic of endangered animals and ecosystems (Sustainability Cross-Curriculum Priority).

 

Thomas Harding’s The House by the Lake (2020) is a picturebook rendition of an adult book that brings history to life, making it accessible to primary school students. Using their critical thinking, analytical and research skills, students can connect the state of the house in a particular time to the political situation of that age. This valuable classroom resource, uniquely featuring a house as the main protagonist, can be used to introduce the Year 6 topic of 20th century European history (IB Learner Attribute: Knowledgeable and Inquirer).

 

Jackie McCann (2021) demonstrates that there is no limit to what genres and topics can be presented in a picturebook format . His book If the World were 100 People (2021) is a collection of infographics, offering statistics on various aspects of the current state of the world, people and their issues. There are plenty of big, thought provoking ideas, complex global issues and perspectives to think about and discuss, making this book a versatile tool for the development of critical thinking in many subjects, including mathematics, geography and PSHE (IB Learner Attribute: Inquirer, Open Minded, Thinker and Knowledgeable).

 

The Barnabus Project by the Fan Brothers (2020) is a longer picturebook dealing with courage, individuality, freeing oneself from the pursuit of perfection, self-confidence, power of friendship and collaboration, kindness, finding one’s strengths, and freedom. All of these deep topics are set against the most unusual context of genetic engineering and can lead to in-depth conversations in the classroom.

The illustrations, rendered in graphite and coloured digitally, complement the text, capturing the essence of the story, and greatly contribute to this book’s potential to develop students’ emotional literacy and imaginative thinking (PSHE, Art, IB Learner Attribute: Risk-Taker and Thinker).

 

Value to the collection

Fiction and reading for pleasure

A lot of evidence has been gathered in the recent years to demonstrate the educational benefits of reading for pleasure and its positive impact not only on reading and writing abilities of students, text comprehension, grammar and breadth of the vocabulary, but also on subjects like maths, science, and history (Whitten, Labby, & Sullivan, 2016 and Department of Education, 2012, The National Library of New Zealand, n.d.). The effects of reading for pleasure on academic success are now well established and widely recognised. However, the benefits of wide reading for pleasure far exceed those of academic performance and include development in general knowledge, imagination, empathy, and critical reflection (Department of Education, 2012).

Sophisticated picturebooks – their advantages and value

Picturebooks in general are exceptionally well suited for classroom instruction, as their short format makes it possible to demonstrate and grasp even complex concepts in a shorter time frame. Peter H. Reynolds describes picture books as “big ideas delivered simply and efficiently”. The images give students contextual clues, making the experience feel  less threatening for reluctant or struggling readers. (The National Library of New Zealand, 2013).

Picturebooks are ideal prompts for discussions on moral values, historical perspectives, and personal or global issues. They can provide an engaging way of introducing new thematic units of work, as well as means of addressing sensitive issues (Templeton, 2020). By encouraging students to make their own connections, more complex picturebooks help develop critical thinking (Short, 2018).

Visual literacy

In sophisticated picturebooks, the illustrations complement and enrich the text, and give readers more details to extend its meaning. At other times, they may contradict the text or even, in the case of wordless books, become the only carriers of the meaning. It is therefore very important that students develop the ability to analyse images across various contexts (Templeton, 2020), decode symbols and extract meaning from them. Visual literacy is the ability to analyse the power of images (Winch et al., 2014) and their contribution to the meanings portrayed in a book (The National Library of New Zealand, 2013). Visual literacy is increasingly becoming a focus for educators, as there is a tendency of images to dominate written text in all areas of modern day life (Templeton, 2020) and to influence how meaning is created in the world (Short, 2018).

Emotional and social literacy

The potential of sophisticated picturebooks to elicit an emotional response in the reader (Templeton, 2020) and to generate the feelings of empathy and compassion makes them a valuable tool for the development of social and emotional literacy. Through vivid imagery, picturebooks give readers the means to understand and describe their own emotions and potentially help develop the ability to regulate them in social situations (Templeton, 2020). Mallan (2013) suggests that enabling students to understand the issues of identity, belonging, and safety, and how these can trigger different actions, has a great pedagogical potential. The emotional engagement students experience when exposed to the right texts has the power to ignite a lifelong passion for reading.

Sophisticated picturebooks in the classroom

Pantaleo (2014) suggests that while picturebooks must be respected for their aesthetic value, they also provide learning and teaching experiences. These might be content related, involve multiple literacies, and have the ability to influence social and emotional development (Pantaleo, 2014). Using sophisticated picturebooks in the classroom contributes towards a wide range of objectives within various national curricula, including the UK National Curriculum, which demands that the love of literature is developed through rich and varied literacy heritage, and stresses its intrinsic literary and artistic value (Winch et al., 2014). The inclusion of sophisticated picture books ensures such values are provided for through a unique visual experience. Further, sophisticated picturebooks challenge the traditional expectations of a story and thus they can serve as a springboard for critical and imaginative thinking (The National Library of New Zealand, 2013).

Sophisticated picturebooks constitute a unique form of fiction that deserves a prominent place in every school library collection. Their contribution towards the development of multiliteracies, as well as their positive impact on reading for pleasure, is invaluable in forming life-long reading habits in children.

 

Role of the TL

AITSL (2017) requires all teachers to be able to create, select, and use a wide range of resources in order to engage students in their learning, helping improve their literacy achievement, develop knowledge, skills, problem solving, and critical and creative thinking. The study of the value of sophisticated picturebooks, as well as the examples provided above, demonstrate that the use of this format is appropriate, and helps achieve the AITSL’s teaching standards.

Managing the collection

It is the responsibility of a TL to ensure the library collection is of the highest quality, that it is diverse in format and content, and responsive to the curriculum. The TL needs to be continuously perceptive towards new trends and developments in education and in the book publishing world. The resource selection process should be collaborative, with the subject leaders, class teachers, and students being able to contribute towards it, and in compliance with with the library’s collection development policy.

Sophisticated picturebook titles need to be identified when cataloguing, so they are easy to locate through the Library Management System. They should also be clearly labelled, as the content might not be appropriate for younger readers, and shelved separately from the picturebook collection (The National Library of New Zealand, 2013). The TL needs to ensure easy access to books in the most appropriate format – for sophisticated picturebooks in particular, this might be a print copy when reading independently, or with a small group of students. When sharing a story with the whole class, an e-book version, viewed on a big screen, would be a preferred choice, as it is essential that the students are able observe the illustrations in all their complexity and detail. If available, the TL should also gather and provide links to accompanying materials, like teaching guides, book trailers, short videos of authors introducing themselves or their books, or other useful supplementary material that may extend student’s general knowledge, their enjoyment, or understanding of the book.

Guidance and promotion

Readers of picturebooks are engaged in many levels of learning and pleasure, thus generating new teaching possibilities (Wolfenbarger & Sipe, 2007). Sophisticated picturebooks in particular, are unique in being multi-layered, which allows for their use across all year levels (The National Library of New Zealand, 2013). However, there are differences as to which layers of meaning are accessible to which students, based on their complexity and the amount of guidance offered. It means that some meaning may be lost on young readers, while more senior readers may still need guidance from their educator, in order to uncover deeper layers of meaning (The National Library of New Zealand, 2013) or to identify the story’s intended message (Strouse at al., 2018). Teachers, therefore, need to be aware of the features, meanings, intended message, and potential teaching and learning opportunities of these books, as they may not be obvious when using the text for the first time. It is the TL’s responsibility, as well as an opportunity for promotion, to make these details readily available, through resource kits, collections guides, or similar tools. The way the collection is promoted to users determines its actual use. It is therefore essential that the best resources are not only readily available to the school community, but that they are promoted by the TL in the most effective ways.

Roper (2015) suggests that the range of experiences picturebooks offer is possibly infinite, considering the multimedia experience, the topics covered, the complexity of storytelling, language, and art. TLs, as highly accomplished teachers, expected to assist colleagues to use engaging resources (AITSL, 2017), are skilled in finding the learning opportunities within the resources – picturebooks in this case – and sharing them with others. Given the complex nature of sophisticated picturebooks, this process, although time consuming, can have a significant impact on the range of experiences students get from the engagement with them.

Conclusion

Sophisticated picturebooks, as complex works of art, have become an essential part of a modern school library collection for their potential to develop multiple literacies, as well as reading for pleasure, for their use in the classroom, and for their artistic value. The TL’s role in the selection and management of these resources can be a determining factor of their use and impact on student learning.

 

Bibliography of literature

Fan, T., Fan, E. & Fan, D. (2020). The Barnabus Project. Tundra Books.

Harding, T. (2020). The House by the Lake. Walker Studio.

Johnston, T. (2019). Puma Dreams. Simon & Schuster Books for Young Readers.

McCann, J. (2021). If the World Were 100 People. Red Shed.

Wild, M. (2018). The Feather. Little Hare Books.

 

References

Antsey, M., & Bull, G. (2012). The picture book: Modern and postmodern. In P. Hunt & P. Hunt (Eds.), International companion encyclopedia of children’s literature, pp. 328-339. Taylor & Francis.

The Australian Institute of Teaching and School Leadership (AITSL). (2017). Australian Professional Standards for Teachers. https://www.aitsl.edu.au/standards/highly-accomplished

Barone, D.M. (2010). Children’s literature in the classroom: Engaging lifelong readers. Guliford Publications.

Booker, K. (2012). Using picture books to empower and inspire readers and writers in the upper primary classroom. Literacy learning: The middle years, 20(2).

Children’s Book Council of Australia. (2018). The CBCA Book of the Year Awards Policy. https://cbcacloud.blob.core.windows.net/documents/National/BookOfTheYear/2018/PL_007_05%20BOTYA%20Policy%202019_final%20(1).pdf

Cochrane, G. (2018, February 5). Picture books are relevant for students of all ages. National Library of New Zealand. https://natlib.govt.nz/blog/posts/picture-books-are-relevant-for-students-of-all-ages

Department for Education (2012). Research evidence on reading for pleasure report. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/284286/reading_for_pleasure.pdf

Mallan, K. (2013). Empathy: Narrative empathy and children’s literature. In Wu, Y., Mallan, K. & McGillis, R. (Eds). (Re)imagining the world: Children’s literature response to the changing times (pp.105-114). New Frontiers of Educational Research.

Pantaleo, S. (2014). The metafictive nature of postmodern picture books. Reading Teacher, 67(5), 324-332.

Roper, I. (2015, November 10). Picture books for older readers: Panel discussion. Publishers Weekly. http://booksforkeeps.co.uk/issue/174/childrens-books/articles/other-articles/picture-books-for-everyone

Short, K. (2018). What’s trending in children’s literature and why it matters. Language Arts, 95(5), 287-298.

Strouse, G., Nyhout, A., & Ganea, P. (2018). The role of book features in young children’s transfer of information from picture books to real-world contexts. Frontiers in Psychology, 9(50).

Templeton, T. (2020). Picture perfect: The role of picture books in a secondary classroom. Scan, 39(6), 17-20. https://search.informit.org/doi/10.3316/informit.323170272128673

The National Library of New Zealand. (2013). Sophisticated picture books. Services to Schools. https://natlib.govt.nz/schools/reading-engagement/childrens-and-youth-literature/sophisticated-picture-books

The National Library of New Zealand (n.d.). Reading for pleasure: A door to success. Services to Schools. https://natlib.govt.nz/schools/reading-engagement/understanding-reading-engagement/reading-for-pleasure-a-door-to-success

Winch, G., Ross Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (Eds.). (2014). Literacy: Reading, writing and children’s literature. (5th ed.). Oxford University Press.

Whitten, S., Labby, S., & Sullivan, S.L. (2016). The impact of pleasure reading on academic success. The Journal of Multidisciplinary Graduate Research, 2(4), 48-64. https://www.shsu.edu/academics/education/journal-of-multidisciplinary-graduate-research/documents/2016/WhittenJournalFinal.pdf

Wolfenbarger, C.D., & Sipe, L.R. (2007). A unique visual and literary art form: Recent research on picturebooks. Language Arts, 84(3), 273-280.

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Assignment 2 Part B: Reflective critical analysis

During the study of the subject ETL504: Teacher librarian as leader, I have examined many different concepts related to leadership in general as well as specific leadership opportunities for the teacher librarian.

 In my response to Topic 1 forum (Magdolen, 2014a) I have expressed my initial understanding of the leadership as the ability to successfully lead an organisation to achieve its goals.  While this is a correct idea, I have not, at that point, considered the notion of leader to be different from that of a manager and identified the leadership in terms of the school management.

 Since then I have learned about different types of leadership, concentrating the most on the transformational leadership, that provides people with vision, rather than with rewards and punishments.  I have expressed my own intention to become a transformational leader with strong aspects of servant leadership (Magdolen, 2014b), as it positions the leader into the centre, not the top of the organisation, where he/she helps others instead of controlling them.

I have learned about different qualities the leaders need to display, keeping in mind that that leadership is ‘the potential outcome of interactions between groups of people, rather than specific traits or skills of a single person’ (Robinson, Hohepa, & Lloyd in Townsend, 2011, p.98).

An idea that I consider significant within a school environment is expressed by Swaffield & MacBeath (2008, p. 37), who stress that leaders should always maintain a focus on learning and ‘attend to the conditions that favour learning’. Learning is therefore a prime concern of the leadership. I also believe that it is very important that this concern then translates into the actions of the school leaders (principals) that lead to shielding teachers from distractions to their focus on pupil’s learning, which in today’s schools are numerous.

One of the major learning steps in my understanding of the leadership has been during the work I have done on the assignment 1. Creating a concept map has been an excellent exercise in many ways. The format itself was new to me and so I acquired new skills just creating the map, but more importantly, I felt more than ever that analytical and deep thinking skills had to be utilised here in order to create a unique product.  It was exactly the kind of project that the teachers should be giving their students to achieve deeper and longer lasting learning.

S.T.E.E.P. scan proved to be a very useful exercise too, particularly for assessing the current state of the library and in order to stimulate thoughts about the vision for future and subsequent strategic planning to achieve the vision.

I have learned that teacher librarians hold a unique position in a school, as they work with and have the opportunity to influence all teachers and students.  This allows them to lead from the middle. However, in order to establish the leadership position, many conditions need to be satisfied. Firstly, the TL needs to take a proactive role and be ready to apply their expertise in the fields of pedagogy, librarianship, information-seeking, literacy and leadership.  Apart from the technical skills, the TL needs to demonstrate sound inter-personal skills: being able to establish trusting relationships, communicate clearly and effectively and work collaboratively with others.

The vital component of leadership is a vision that blends what happens in the library with the whole school learning.  Vision needs to be clear, well formulated and simple enough to be shared and remembered. Finally, a pre-condition to establishing the leadership position of the TL is “a mandate to implement or produce change” (Green, 2011, p. 22).  The trust of the principal, his support and vision for the role of the TL is the gateway that can open up many leadership opportunities for the TL.  Helping the principal understand the benefits of TL involvement in school decision-making groups is, according to Dohnam (2005, p. 301), “the first step toward exerting influence and leading from the middle”.

As a library administrator, I have previously considered myself to be a leader.  In my initial thinking, the leadership was linked to management and the differences between the two were fairly vague. I now view leadership as an ability to influence others and I understand there are many different ways one can exhibit leadership qualities.

The complexity of the role of the TL allows certain flexibility in the way they work, which is why we often find that every TL has their own special focus/vision for the library. It is this vision that reveals their potential to become leaders.

References:

Donham, J. (2005). Leadership. In Enhancing teaching and learning : a leadership guide for school library media specialists (2nd ed.) (pp. 295-305).

Green, G. (2011). Learning leadership through the school library. Access, Vol. 25, (pp. 22-26). Retrieved from CSU database.

Magdolen, M. (2014a, July 17). Topic 1 Forum Post. Retrieved from http://interact.csu.edu.au/portal/site/ETL504_201460_W_D/ 

Magdolen, M. (2014b, July 19). Topic 1 Forum Post. Retrieved from http://interact.csu.edu.au/portal/site/ETL504_201460_W_D/

Marzano, R. J., Waters, T., & McNulty, B. A. (2005). Some theories and theorists on leadership. School leadership that works: From research to results (pp. 13-27).

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

Swaffield, S. & MacBeath, J. (2009). Leadership for learning. Connecting leadership and learning: Principles for practice (pp. 32-52).

Townsend, T. (2011). School leadership in the twenty-first century: Different approaches to common problems? School Leadership and Management, 31(2), 93-103.

 

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Leadership – principles for the open world

Don Tapscott’s TED talk presents an open leadership model for the future.  The four core principles in managing change in an open environment are: collaboration, transparency, sharing and empowerment. How can these principles be applied to the school library?

1. Collaboration

For any school library that aims to stand up to the standards and requirements of today’s education, collaboration is crucial.  Teacher librarians collaborate with many people, forming teams and working parties. The most apparent ones are:

  • collaboration with the library staff
  • collaboration with the school’s principal and management
  • collaboration with other teachers

This collaborative behaviour contributes to higher student achievement in reading, learning, problem-solving and ICT skills (Haycock, 2007 and IFLA, 2006) and links the learning in the library to the whole-school curriculum.

Further, the teacher librarian collaborates with parents, library volunteers and other librarians (library networks) and education professionals.

2. Transparency

The principle of transparency means that the important information is always clearly communicated to the stakeholders/employees/staff to build trust and show integrity of the leaders. In the library setting this can mean:

  • clearly visible goals, vision and mission statements
  • welcoming, open-door policy
  • parent involvement
  • visual presence on the school web-page, social media, newsletters
  • involving the principal/management, making sure they are fully aware of the teacher librarian’s work and its positive impact on student learning 

3. Sharing

For the teacher librarian this could mean sharing of both: the knowledge/expertise and the resources. Students and teachers alike must be aware that when seeking information they can always come to the library.

Teacher librarian shares acquired knowledge with school community in staff meetings, planning meetings, through internal professional development programs and on social media.

4. Empowerment

Empowerment is closely related to sharing. As we share our intellectual property, we empower others.  In the context of school libraries, we always have to think of the ultimate benefit for student learning. Collaborative teaching, transparency in communication, sharing of intellectual property and empowerment by distribution of knowledge all ultimately contribute to stronger trust relationships between the librarian and other members of the school community and higher student achievement.

 

References

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

Tedx Talks. (2012, June, 28th). Don Tapscott: Four principles for the open world . Retrieved from http://www.ted.com/talks/don_tapscott_four_principles_for_the_open_world_1

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Assignment 1 Part B: Reflective critical analysis – Leadership in a school

“When fulfilling all aspects of the role, the qualified teacher librarian is operating at a leadership level” (SLASA, 2008).

 Teacher librarians hold a unique position in a school, as they work with and have the opportunity to influence all teachers and students.  This allows them to lead from the middle. However, in order to establish the leadership position, many conditions need to be satisfied. Firstly, the TL needs to take a proactive role and be ready to apply their expertise in the fields of pedagogy, librarianship, information-seeking, literacy and leadership.  Apart from the technical skills, the TL needs to demonstrate sound inter-personal skills: being able to establish trusting relationships, communicate clearly and effectively and work collaboratively with others.

 The vital component of leadership is a vision that blends what happens in the library with the whole school learning.  Vision needs to be clear, well formulated and simple enough to be shared and remembered. Finally, a pre-condition to establishing the leadership position of the TL is “a mandate to implement or produce change” (Green, 2011, p. 22).  The trust of the principal, his support and vision for the role of the TL is the gateway that can open up many leadership opportunities for the TL.  Helping the principal understand the benefits of TL involvement in school decision-making groups is, according to Dohnam (2005, p. 301), “the first step toward exerting influence and leading from the middle”.

I have personally observed the work of three different teacher librarians. The first two did not demonstrate the right balance between their technical and inter-personal skills, one of them being very skilled and knowledgeable, but not easily approachable by staff and students, the other one lacking somewhat in her technical expertise.  Their leadership styles were very different, reflecting their personality and skills.   The TL I currently work with is a visionary who strives to constantly improve the quality of learning that happens in library. She displays the attributes of several different leadership styles, including ethical, transformational, instructional and servant leadership. 

As a library administrator, I have not yet considered myself to be a leader.  In my initial thinking, the leadership was linked to management and the differences between the two were fairly vague.  Half way through the subject my understanding is clearer, I now view leadership as an ability to influence others and I understand there are many different ways one can exhibit leadership qualities.

I aspire to become a transformational leader with strong aspects of servant leadership, which I believe should be a part of any leadership style, as it positions the leader into the centre, not the top of the organisation, where he/she helps others instead of controlling them (Marzano et al., 2005, p.17).  The complexity of the role the TL allows certain flexibility in the way they work, which is why we often find that every TL has their own special focus/vision for the library. It is this vision that reveals their potential to become leaders.

References:

 Donham, J. (2005). Leadership. In Enhancing teaching and learning : a leadership guide for school library media specialists (2nd ed.) (pp. 295-305).

Green, G. (2011). Learning leadership through the school library. Access, Vol. 25, (pp. 22-26). Retrieved from CSU database.

Marzano, R. J., Waters, T., & McNulty, B. A. (2005). Some theories and theorists on leadership. School leadership that works: From research to results (pp. 13-27). Retrieved from www.csuau.eblib.com.ezproxy.csu.edu.au/patron/Read.aspx.

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

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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.

 

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