Author: Jasmine Worthy

Professional Reflective Portfolio

Jasmine Worthy ETL512 0 Comment
Professional Reflective Portfolio

Part A – Statement of personal philosophy

An effective Teacher Librarian (TL) should be a visionary with strong leadership skills alongside a focus on innovation. A TL must be enthusiastic and committed to not only support the teachers around them but to also inspire their students to read for pleasure and be competent digital citizens.

TL’s are information specialists with an in-depth knowledge of literature, information literacy, curriculum needs and skills in collection management. To be an effective TL, one must also be understanding, flexible and approachable to all members of their school community.

 

Part B – Critical evaluation

‘We learn through our own experiences, and often through others.’

(Worthy, 2023). This was my view of what literary learning looks like in a blog post by yours truly, ‘Being reflective…’ whilst completing ‘Literature Across the Curriculum’ (ETL402).

‘…belief that a teacher librarian’s (TL) main role was just teaching.’ (Worthy, 2020). Was another of my early blog posts, ‘ETL503 Course Reflection’, whilst completing the subject ‘Resourcing the Curriculum’. The simplicity of my views and perceptions of what a Teacher Librarian (TL) looked like and the role of literature in education was evident in the early stages of the Masters’ course. A much more comprehensive depth of knowledge and understanding developed over the five years of study with each subject undertaken. This, combined with the practical experience in my TL role has provided a more holistic understanding on the Teacher Librarian.

Various key learning areas became more significant and influential in forming my practice throughout the Master of Education (Teacher Librarianship). These three areas with which I have related and felt the most growth and development as a TL are: Literature in Education, Leadership, and Digital Literacy.

Literature in Education

Reflecting on blog posts from 2019 whilst completing ‘Resourcing the Curriculum’, it was evident that I had a growing respect for the expectations for the role of TL as shown in ‘Teacher Librarian’s role as an expert’ (Worthy 2019). This was specifically illustrated, in the professional role of a TL as stated by the NSW Federation of Teachers (2020). My concerns were shared about the expectation that a TL should have a knowledge of all areas of the curriculum so they could resource teachers/library needs. This seemed an impossible feat at the time.

In ‘Censorship’ (Worthy, 2020), I discussed the questions I had, which were many, relating to the challenges with school libraries and the freedom to access all knowledge versus materials that may coerce, promote or distort information and queried: does self-censorship take over?

Kimmell (2014), aided in my understanding by stating the key focus for developing a library collection and resourcing curriculum as:

“Collection development is anchored in the historical and cultural roles of libraries as providing a community of users with access to information and ideas (2014, p.16).

Assessment 1 in ETL503 gave me an opportunity to use the tools and methods to critically analyse resources. It has become evident throughout the course that the role of the school library collection focuses on continual critical evaluation and providing resources that support, not only the curriculum, but the whole school community’s needs. A comprehensive collection development policy is an integral part of this. As part of my TL role, I had a chance to work with an early policy that I edited and updated to suit the changing needs of the school community. Using supporting resources provided through the module notes such as example policies from Barbara Braxton’s Sample Collection Policy (2014) and St Andrew’s Cathedral School Collection Management policy (2016). Looking back on the IFLA Trends report (2013) and the updated version (2018) was thought-provoking.  They suggested different directions libraries may take in the future such as access due to new technologies and libraries having the ability to make the Internet more useful by being more accountable and more inclusive.

Exploring the capabilities of utilising fiction in educating across curriculum areas was beneficial in a practical sense whilst studying ‘Literature across the curriculum’ (ETL402). The opportunity to delve more deeply into the many genres and 21st century trends contributed to my knowledge and revealed the enormity of resources in literary learning utilising fiction. The reading ‘They kind of rely on the library’ (Oltmann, 2016)  inspired me to expand my own school setting to allow access and freedom to information. As mentioned in my blog post  ‘Being reflective….’  ‘The assessment tasks provided arguments for incorporation of resources into teaching programs from Kindergarten to Year 12 within my own school setting. I have already used the resources and knowledge acquired to provide arguments for further funding and resourcing (Worthy, 2023).

Developing a literary learning resource kit for assessment 2 in ETL 402 was hugely beneficial in many ways. The focus was on implementing knowledge on Aboriginal and Torres Straight Islander Peoples through picture books in a foundational classroom. I shared this toolkit with colleagues who integrated this into their classrooms. This practice has inspired me to create other toolkits, with a focus on different stages and using different genres.

By providing a range of texts, informational and literacy, students can build content knowledge and understanding on a deeper level, connecting reading to purpose. Curriculum outcomes can be met more broadly by utilizing a variety of resources. Fiction can ignite students’ natural curiosity about the world around them, providing a platform for teachers to then delve more extensively into educating and inspiring them in certain areas of the curriculum (Worthy, 2023).

Finally, gaining a deeper knowledge and understanding of specific literature response strategies has aided my classroom teaching. Feedback is a key element in influencing a students’ achievement and progress. As cited in Okello (2021), research indicates that reading aloud improves comprehension, vocabulary, and fluency. In a practical sense, I continue to use resources such as literature circles and interactive story maps. The ‘story map interactive’ provided by Read, Write, Think (N.D) is an online tool which has graphic organisers for teachers and students to focus on key elements of a story. Using such, my confidence, knowledge and skills as a TL have achieved a high standard.

Leadership

I wrote a blog post; ‘ETL504 Reflection’ and shared my thoughts; ‘Organisational theories, Management theories, Leadership theories, Leading change, Leadership for learning, 21st century learning, Strategic planning aaaaaaaand at the centre of it all, the teacher librarian (TL) as a leader. I am without a doubt more knowledgeable from the vast content covered in this course, if not a tad confused’ (Worthy, Oct 3, 2020).

This post from nearly 4 years ago is still relevant. Throughout my learning, I have discovered that to be current with the evolving educational landscape and school leadership structures of the 21st century learning and teaching framework, I must continue to professionally develop and adopt various leadership styles and models in response to situations. This is an essential part of creating a positive, student-centred, and learning focused culture (Bush & Glover, 2014). Leading change through effecting leadership must be also aligned with nurturing and developing all members of a school community.

Module 2 in ETL504 focussed on organisational theories. Exploring the different management theories, classical and scientific, along with strengths and weaknesses formed a sound basis of knowledge. Mintzberg’s alternative classification: The entrepreneurial organisation, machine, professional, divisional, innovative, also offered a different set of structures (Kokemuller, 2017). In a real-life situation such as my school library, I have applied this knowledge within the nature of the information service in which I work.

‘Organisations as Organisms’ (Worthy, 2020), I reflected on the metaphor of organisations being referred to as ‘living things’ that have requirements for survival and adaptations. That the organisation as a whole, also depends on each of its parts (staff) carrying out functions together to survive and thrive. Through my role as a TL this belief has been further cemented in my thinking, especially in everyday interactions within a school context.

One of the biggest challenges I have experienced more recently, is with individuals in leadership positions who are not a positive influence in the workplace. The knowledge I gained around understanding leadership theory has helped me recognise some of the more negative interactions with leadership and allowed me to form professional responses. My belief is that although the Australian Professional Standards for Principals exists (AITSL, 2014), not all principals are both aware of these standards or have the ability to meet them. The experience of negative leadership makes me more driven to employ the attributes a leader ‘should’ have to be effective and respected in my profession. A key takeaway from this subject focus, is that as a TL, advocacy for the importance of the role is done through results. Being visible, modelling best practice, and being an active contributor are all important. However, demonstrating your ability to manage your team, your time, your workload and your ‘space’ is integral.

Self-reflection is an integral component of being an effective leader. Completing the ‘Organizational Behaviour Self-Assessment Exercises’ as part of the ETL 504 learning tasks was informative in providing me with an idea of my own conflict handling styles. My two highest scores were for compromising (17/20) and problem-solving (18/20). See all scores below. Suggesting I am always looking to satisfy all parties. An interesting and useful (although not surprising to me) source of feedback.

(Worthy, 2020).

Another chance for me to further my knowledge in this area was the development and critical analysis of a concept map in Assessment item 1. Both the practice of using the program to create the visual, along with the thinking required to explore the roles and elements within a school organisation allowed a deeper understanding and insight how this structure supports positive school environment and therefore, staff wellbeing and student outcomes (Meulemans & Matlin, 2019).

 

(Worthy, 2020)

Case study tasks are a crucial part of learning, as I engaged in not just regurgitating information learnt on strategic planning, budgeting, conflict management, team building and advocating the importance of the school library; it also gave me time to reflect on the challenges and opportunities first-hand of working within a team. This was reflected in my blog post ‘ETL504 Reflection’ posted October 3, 2020.

The importance of continuously discovering areas of personal growth such as understanding and confidence in using digital tools/technologies, and conflict handling skills and leadership styles, allows me to plan for continued professional learning. It gives purpose and direction to understanding and assisting my students with learning skills, literacy skills, and life skills in the 21st century (Thoughtful Learning, 2017).

Digital Literacy

ACARA defines digital literacy as encompassing the ‘knowledge and skills students need to: create, manage, communicate and investigate data, information and ideas; solve problems; and work collaboratively at school and in their lives beyond school’ (ACARA, p. 6, 2021).

During a review of the Australian curriculum by the Australian Curriculum, Assessment and Reporting Authority (ACARA)in 2020, the capability of Digital Literacy (formerly ICT) was included with a re-structure that would better reflect the changed focus to Digital Literacy.  The Review of ICT capability was also informed by research into digital intelligence and digital literacy (ACARA, 2021). As a result of the review many changes were made. A comparison of the previous ICT and newly defined DL, along with definitions, is shown in the table below.

 

(ACARA, p. 4 2021)

Gaining an over-arching understanding of the five key elements of digital literacy on the learning continuum as below, has given me the ability to be able to organise and plan for digital literacy lessons within my school context. Each of the components has a set of ‘sub-elements’ such as ‘managing digital wellbeing- managing online privacy and safety- manage digital identity’ (ACARA, 2021). There is an increased need for schools to embed digital literacy skills into all subject areas in all stages of the curriculum. I have been particularly empowered in my role as a TL to instil these capabilities as a focus rather than an ‘add-on’ (Hague & Payton, 2010). Utilising the resources such as these, has assisted in creating a relevant and organised focus in my programs and lesson plans.

 

(ACARA, p. 6 2021)

As part of the Master of Education (Teacher Librarian) course, I participated in ETL523- Digital Citizenship. Initially, I found myself very apprehensive due to my inexperience in this area. However, throughout the course readings, I discovered that my personal knowledge and experiences surprisingly aligned well with my research on global, social and cultural concepts. This was reflected in my blog post ‘Digital Citizenship Guide Reflection’ (Worthy, 2022). I developed a digital artifact, as part of the assessment task, that was a safety users guide to online gaming. Everything about this task was new and challenging including using iMovie and playing Minecraft. My professional satisfaction is evident in this blog post, as I assert my competence about creating additional digital citizenship tools AND gaining approval to purchase Minecraft Education for my students.

Participation in ‘Social Networking’ (INF506) was one of my most enjoyable and meaningful units of study. The practical tasks, such as regular blogs, creating an online account for twitter and following specific organisations forced me into relating the module learnings into the real world. I reflect on the range and depth of knowledge I gained from some of these blog posts:

‘Social Media & Society’, where I posted an analysis of a study investigating the elderly and social networking fighting loneliness,

‘The influence of technology on society and organisations’, where I argued against myself about the positive and negatives of the impact of technology on society,

‘Embracing a library 2.0 ethos’, I examined Laura Cole’s (2016) TedX talk on ‘the Re-imagined’ library.

‘1 Robot Library Assistant Please!’, here I shared my wish for an ‘emotive library assistant’ like the one developed in the Oodi Library in Helsinki (Exelsson, 2019).

The subject content of INF506 has allowed me to take a broader view and provided me with the skills to acknowledge the benefits of social networking and develop effective skills in critically analysing. Web 2.0 and Library 2.0 had a defined place in my understanding. Through interaction with the resources provided in INF506, I gained a deeper understanding of the complexities of the actuality of these terms (Worthy, 2022). This point of view as stated in my blog, ‘My personal reflection of INF506’, is still applicable and relevant. I continue to appreciate the challenges to my beliefs that are presented to me through this course and all ongoing professional development opportunities.

 

Part C – ASLA/ALIA professional standards

Prior to commencing the Master of Education (Teacher Librarianship), through Charles Sturt University, I had little foundational and theoretical knowledge of many aspects of the Teacher Librarian (TL) profession. Through completion of the required subjects in the course combined with my personal experience, in a TL role, I have developed into a more knowledgeable and experienced professional in this field. However, I am also aware that the complexity of the role dictates continuous learning.

Literature across the curriculum (ETL402) was an enjoyable and worthwhile subject, as the assignments were practical and useful in my real-life work situation. Providing a diverse and quality fiction collection within a school library not only allows access to foster a love of reading but can also have a place within the classroom as educational information tools. Teacher Librarian as a Leader (ETL504) was another notable subject that further developed the skills and attitudes required to be a professional TL. The assessment tasks were particularly pertinent and resonated with my understanding of leadership as part of a team. Learning about leadership theory and making an argument for including TL’s into middle management was of practical use and framed the importance of the TL role in planning and implementation of resources and curriculum in a school setting.

Further professional development focus and direction should be based on both the extent of my current skills and experience in conjunction with the ALIA-ASLA standards of professional excellence for teacher librarians ALIA-ASLA standards of professional excellence for teacher librarians. I have identified the following areas that I believe would continue to inspire me and develop my expertise as a TL:

2.4 Professional practice- evaluate student learning and library programs and services to inform professional practice.

In my practice as a classroom teacher, I have always gathered data, whether through qualitative methods such as observation, bookwork, participation or quantitatively through more formal evaluation assessments or testing. However, I have not simulated this in my new role as a TL. I wish to learn more methods of data collection and analysis through professional development opportunities or feedback from colleagues and students. Feedback is essential in improving and developing as a teacher as well as understanding benchmarks and informing programs and services.

Professional Commitment within any line of work is important, however I have identified leadership as an area of focus for my personal journey.

 

3.3 demonstrate leadership within school and professional communities.

It has become evident that within our industry we must continuously advocate for our role and educate others as to the importance of what we do as TL’s. By actively engaging in school leadership and participating in key committees we make ourselves more visible and possibly valued. Although in many ways we have the responsibilities of leadership in areas of our role, we often do not obtain the recognition and are thus disempowered within the school system. I plan on undertaking professional development opportunities in both areas of leadership, more specifically woman in leadership.

 

For several years I have been working in classroom education within different subject areas. The nature of the work began to change and present challenges with which I was no longer philosophically aligned. I chose to take the road into becoming a Teacher Librarian originally so I could stay within schools and be a part of student’s growth and development as young people. I did not realise then, the enjoyment and reward I would experience working as a TL. I will continue to better myself in this role so I can be better for them. I foresee the Library and the TL as a place of refuge, refreshment, challenge and care; a place where every student can come to be recognised, valued, understood and encouraged. This is my vision as a TL to be and create a space for this to be a reality.

 

References

Australian Curriculum, Assessment and Reporting Authority. (2021). General Capabilities- Digital Literacy. Australian Curriculum Review. gc_digital_literacy_ict_capability_consultation_curriculum.pdf (australiancurriculum.edu.au)

 

Australian Institute for Teaching and School Leadership. (2014). Australian professional standards for school principals. http://www.aitsl.edu.au/australianprofessional-standard-for-principals

Australian Library and Information Association. (2004). ALIA-ASLA standards of professional excellence for teacher librarians | ALIA Library

 

Braxton, B. (2014). 500 hats. Retrieved from http://500hats.edublogs.org/policies/sample-collection-policy/

Bush, T. & Glover, D. (2014). School leadership models: What do we know? School Leadership and Management, 34(5), 553-571.

https://doi.org/10.1080/13632434.2014.928680

 

Cole, L. (2016). The Reimagined Library- Where will it find you? TEDx San Antonio. https://www.youtube.com/watch?v=PnYDl66YfQ0

 

Hague, C., & Payton, S. (2010). Digital Literacy across the curriculum. Futurelab. www.futurelab.org.uk/ projects/digital-participation

 

International Federation of Library Associations. (2013). IFLA Trends report. Retrieved from: https://trends.ifla.org/

 

International Federation of Library Associations. (2018). IFLA Trends report updated. Retrieved from: https://trends.ifla.org/

 

Kimmel, S, C. (2014). Developing collections to empower learners. American Library Association. ProQuest Ebook Central. Retrieved from: http://ebookcentral.proquest.com/lib/csuau/detail.action?docID=168658

Kokemuller, N. (2017). Mintzberg’s five types of organizational structure. Hearst Newspapers: Small business. http://smallbusiness.chron.com/mintzbergs-five-types-organizational-structure60119.html

Meulemans, Y. N., & Matlin, T. R. (2019). Are You Being served? Embracing Servant Leadership, Trusting Library Staff, and Engendering Change. Library Leadership & Management, 34, 1-12.

NSW Teachers Federation. (2020) The Role of the Teacher-Librarian in the School Community. https://www.nswtf.org.au/pages/role-teacher-librarian-school-community.html

Okello, B. (2021). The Power of Read Alouds // How to Perform an Effective Interactive Read Aloud. Notre Dame Center for Literacy Edition. University of Notre Dame

https://iei.nd.edu/initiatives/notre-dame-center-for-literacy-education/news/the-power-of-read-alouds-how-to-perform

 

Oltmann, S. M. (2016). “They kind of rely on the library”: School librarian serving LGBT students. Journal of Research on Libraries and Young Adults, 7(1). http://www.yalsa.ala.org/jrlya/wp-content/uploads/2016/03/Oltmann_They-Kind-of-Rely-on-the-Library.pdf

Read, Write, Think. (N.D). Organizing and Summarizing- Story Map. https://www.readwritethink.org/classroom-resources/student-interactives/story#

 

St Andrew’s Cathedral School. (2016). St Andrew’s Cathedral School Collection Management policy. Retrieved from: http://library.sacs.nsw.edu.au/files/The_Collection_Management_Policy_2016.pdf

Thoughtful Learning. (2017). What are 21st century skills? Thoughtful learning. https://k12.thoughtfullearning.com/FAQ/what-are-21st-century-skills

 

Worthy, J. (2023). Assessment #2 – Literary learning response kit. ETL402 Literature Across the Curriculum. Charles Sturt University.

            Worthy, J. (2019-2023). Reflections of a TL. Reflections of a TL – Just another CSU Thinkspace site

 

Teacher Librarian’s role as an expert…

Jasmine Worthy ETL503 0 Comment

Having been a teacher for 14 years across many curriculum areas, mainly Secondary but occasionally Primary I feel I have a knowledge of a variety of disciplines, & learning needs of various year levels, however, only usually focusing on one or two at a time.

The role of a TL as stated by the NSW Federation of Teachers:

PROFESSIONAL ROLE

  1. The Teacher-Librarian has a professional involvement in the learning and teaching program of the school by collaborating with teachers in curriculum development, implementation and evaluation.
  2. The Teacher-Librarian initiates and cooperates in programs to ensure that students become discerning users of information to enable them to achieve the learning outcomes specified in the schools education programs.
  3. The Teacher-Librarian has key role in the school’s information technology program.
  4. The Teacher-Librarian provides experiences to encourage reading.
  5. The Teacher-Librarian develops, organises and manages information resources which meet the educational, cultural and recreational needs of students and the professional needs of teachers.
  6. The Teacher-Librarian facilitates access to external sources of information.
  7. The Teacher-Librarian is responsible for all library management, including:
  • devising and implementing systems for efficient library operation to ensure optimum user access to information resources;
  • preparing and administering the library budget;
  • training and supervising the library staff;
  • evaluating and reporting on library programmes.

(https://www.nswtf.org.au/pages/role-teacher-librarian-school-community.html)

Since starting my Masters journey into Librarianship, the expectations of the role of the TL are astounding. The knowledge to teach ALL cross-curricular areas, across ALL year levels in addition to the daily managing of the physical space and often single handily seems almost impossible.

The role of a teacher is demanding and ever-evolving but generally their focus is in one subject area and so they can delve deeply into this, I feel that a TL faces the challenge of trying to have a knowledge across all disciplines in addition to the knowledge of how to access information, meanwhile collaborating with other staff and managing a physical space that requires constant updated and circulation.

NSW Teachers Federation. The Role of the Teacher-Librarian in the School Community retrieved 29th November 2019 from https://www.nswtf.org.au/pages/role-teacher-librarian-school-community.html

A reflection on IL, its models & the role of the TL.

Jasmine Worthy ETL401 0 Comment
My perception of information literacy (IL), its models and the role of the teacher librarian in inquiry learning has evolved through the “Introduction to Librarian” course. From a simplistic view of IL and the physical management of a library space as the major role of the TL. This initial viewpoint is evidenced in my first blog post ‘My Understandings of the role of a TL in school’s’, where I commented on my inability to respond to people’s questions surrounding what exactly a TL did and why it required a masters degree.
Through engaging with the readings and multitude of definitions around defining ‘information’ and ‘information literacy’, although overwhelming, I am feeling more comfortable with accepting that the term can have a myriad of meanings dependent on context and purpose (Combes, Fitzgerald & O’Connell, 2019). The addition of the term ‘understanding’ to the essential skills of literacy was helpful for me in defining a functionally literate individual (Combes et al, 2019). Although true, these set of skills don’t disclose the vast complexity surrounding the term and IL should be viewed as a concept, rather then simply a set of skills. With this premise as a foundation, my learning as a result of the discussions and reading, has expanded in both depth and breadth of possibilities that could exist for both learner and teacher.
Although aware of the multiple-literacies that exist, my knowledge of them has grown through this course. It has also added another level of complexity in trying to define ‘information literacy’. Adding further to my understandings of ‘multi-literacies’ was the reading by Mary Kalantzis (2015) where she explored in two parts; the forms of meaning (Text, image, space, object, body, sound, speech) and how these modes relate to each other, along with the functions of meaning. The forward thinking Zurkowski (cited in Combes et al, 2019) identified in the 1970’s ‘information literacy’ and the need for it to develop to cope with the increasing amount of information and the complexity of the evolving nature of it.
A progression in my understanding through this course and something I read about IL was referenced in my blog post ‘A discussion on information literacy…..’. It was the statement from UNESCO, in the Alexandria Proclamation (2005) that information literacy lies at the ‘core’ of lifelong learning and is a basic human right (High-Level Colloquium on Information Literacy and Lifelong Learning, 2005).
Whether it is an approach that measures the acquisition of skills and knowledge (behaviourist) or connects information literacy to sociocultural theories of learning, it is the context in which one teaches and their own personal understanding of what information literacy is which will determine which approach is more suitable to an individual.
Regardless of the IL model being sociocultural or behaviourist in nature, the need for educators to have an IL model in schools is essential in moving a student from ‘ignorance’ to ‘understanding’ when performing an inquiry task (Combes et al, 2019). Lupton (2014) identified inquiry as key feature in the Australian curriculum, notably in Science, History and Geography. The way in which Lupton (2014) made note for the importance of TL’s to understand how inquiry is sequenced, and to be able to practically implement these skills effectively whilst teaching was valuable in my acknowledgment of the importance of IL models.
Exploring the variety of IL models presented in this course I have reflected on my classroom teaching experience and I have been lacking in this method. Could this be why I had challenges around student’s unengaged in certain tasks or alternatively, copying and pasting but not understanding or retaining information? Of the models presented in Module 5, I found Kuhlthau’s (2007) Information Search Process to be the closest aligned to my thinking and growth in this method of inquiry. Notably, the identification of the emotions students feel when starting an assignment.
The alignment of the Guided Inquiry Design Process (GIDP) and its use of simplistic verbs to define its stages seems a natural choice for my pedagogical approach.
In a blog post “Are School Librarians an endangered species?” I referenced Bonano (2011) as stating:
“How do we use our area of expertise and make it resonate with our audience” (Bonnano, 2011).
Through my developing understanding of the inquiry process and how TL’s can implement this in their classes, I believe it is a good starting point in addressing this question.
Although the challenges for TLs are vast, there remains one huge advantage and that is, that they have contact with all the students within a school, as well as being involved across all subject areas. A challenge with this can often be that the TL can be put into a situation of teaching discrete skills in an unknown context (Fitzgerald, 2019). This has the possibility of creating a disparate image to the students and as such should be an area that the TL is prepared for with sufficient knowledge to guide the inquiry in a meaningful way.
TLs also have an opportunity to be able to collaborate with many staff members by educating them also with information literacy skills and the guided inquiry process. As mentioned in my blog the sharing of ideas, planning, implementation and evaluation in schools creates a trusting work relationship where everyone benefits (Montiel-Overall, 2005 as cited in Fitzgerald, 2019). This course has amplified my understanding of the essential nature of this in creating a learning school.
Lastly, reflecting on Information literacy and specifically the role of the TL, it is important to constantly question the approach being used, whether it be inquiry learning or a specific model of information literacy: Is it effective? Are the students engaged? Does the approach reflect the learning needs of your students?
Assessing and Evaluating in the eBook Guided Inquiry: Learning in the 21st Century (2015), Kuhlthai, Maniotes, & Caspari provide ways in which a TL can assess the effectiveness of their approach.
References
Bonnano, K. (2011). ASLA. Keynote speaker: A profession at the tipping point: Time to change the game plan. Obtained from https://vimeo.com/31003940
Combes, B., Fitzgerald, L. and O’Connell, J. (2019). Information Literacy Theories. In ETL401: Introduction to Teacher Librarianship. Retrieved from https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899468_1
Garner, S. D. 2005. High-Level Colloquium on Information Literacy and Lifelong Learning.
Lupton, M.(2014)  Inquiry skills in the Australian Curriculum v6, Access, November
Kalantzis, M. & Cope, B (2015). Multiliteracies: Expanding the scope of literacy pedagogy. New Learning. Retrieved October 2019 from https://newlearningonline.com/multiliteracies
Kuhlthau, C. C., Caspari, A. K., & Maniotes, L. K. (2015). Guided Inquiry: Learning in the 21st Century, 2nd Edition. Santa Barbara, California: Libraries Unlimited.
Maniotes, Leslie K; Kuhlthau, Carol C. (2014). Making the Shift. Knowledge Quest; Chicago Vol. 43, Iss. 2, p.8-17.

A discussion on information literacy…..

Jasmine Worthy ETL401 0 Comment

The multitude of definitions for the term ‘information literacy’ can create confusion, add to this the fact that it is a concept that is continually changing and it is understandable that there are so many models and theories to choose from.

Organising these under either sociocultural or behaviourist headings (reference lee) can simplify the main differences and make it a little clearer to understand.

Whether it is an approach that measures the acquisition of skills and knowledge (behaviourist) or connects information literacy to sociocultural theories of learning, it is the context in which one teaches and their own personal understanding of what information literacy is which will determine which approach is more suitable to an individual.

 

Christine Bruce’s (2007, p.97 as cited in Fitzgerald, 2019) suggestion that information literacy is an ‘appreciation’ of the ways people interact with information resonates well with my views on this complex topic.

 

Something else that I took from the discussion on IL was the statement from UNESCO in the Alexandria Proclamation (2005) that information literacy lies at the ‘core’ of lifelong learning and is a basic human right (High-Level Colloquium on Information Literacy and Lifelong Learning, 2005).

The role of TL in schools has to have an understanding of the different approaches to IL but to also have a respect and ‘appreciation’ that all students are different and have different learning needs but they are all entitled to becoming information literate.

 

 

Fitzgerald, L. (2019). The role of the teacher librarian (TL). In ETL401: Introduction to teacher librarianship, [Module 5]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899464_1

Evidence Guides for the TL and their usefulness.

Jasmine Worthy ETL401 0 Comment

Anything which guides the practice of the Teacher Librarians is crucial and invaluable.

The Evidence Guides For Teacher-Librarians developed by the Australian School Library Association (ASLA, 2014, 2015) will be a useful tool in helping me to set my professional learning plans and goals as I enter a new role as a TL. There are many overlaps from the teacher’s role but many new domains to navigate too.

Using these guides in conjunction with the official standards supplied by AITSL will be essential in my practice. The standards interconnect and overlap so this guide assists in providing examples of how to show evidence.

I believe the benchmarks that are differentiated in each career stage are both a way to clearly indicate level of experience but also to assist in defining goals and recognising professional growth.

As a TL I look forward to having the chance to focus more intently on Standard 7: Engaging professionally with colleagues, parents/carers and the community, which I feel I struggle with being stuck in a classroom fulltime.

 

Australian School Library Association (ASLA) (2015). Evidence guide for teacher librarians in the proficient career stage. Retrieved from http://www.asla.org.au/site/DefaultSite/filesystem/documents/evidence_guide_prof.pdf

Are School Librarians an endangered species?

Jasmine Worthy ETL401 0 Comment

The threat is there as is evident by the points of view of people like Charles Handy, identifying the role of TL’s as an ‘invisible profession’.  As well as the suggestion that it is an ageing profession and the issue of job convergence. The fact that employees are now looking for TL’s that also have additional qualifications in ICT’s.

Karen Bonnano suggests that the way the profession of TL’s has reached the point it has, is probably not the way in which it will continue to progress into the future (2011).

But……. It is time to change the game plan, is the focus of Bonnano’s keynote.

We need to up-skill continually to meet the emerging demands and expectations put on the profession and to look at the government initiatives such as funding toward development of everything educational related moving towards the online environment, as challenges;

“How do we use our area of expertise and make it resonate with our audience”

(ASLA, Karen Bonnano, 2011. Keynote speaker: A profession at the tipping point: Time to change the game plan).

 

Strategies I took away from this keynote speech:

 

  • Begin with the end in mind
  • Five finger plan to success.
  • Thumb-(strength of character. Pre-eminence.)
  • Pointer (FOCUS follow one course until successful.)
  • Middle (Brand, what do you stand for?)
  • Ring (relationships. community)
  • Little (little things that count, things you do that others don’t. its all about help THEM (other teachers/students not you).

 

Bonnano, K. (2011). ASLA. Keynote speaker: A profession at the tipping point: Time to change the game plan. Obatined from https://vimeo.com/31003940

Access to information… always?

Jasmine Worthy ETL401 0 Comment

The ramifications of having access to information at all times……

Personally, thinking about this brings on a slight level of anxiety. I think the French government are spot on with establishing a policy that limits contact for employees during specific times.

Time and again I have heard of work related burn-out problems in society. The mind also needs to switch off.

Don’t get me wrong. The fact that I can find out an answer pretty instantly to almost anything benefits me in my role as a teacher as well being very convenient as my everyday life. I love having access to information at my fingertips MOST of the time. I have to remind myself that I don’t always need to google the answer to a thought in my head though! The reliance is getting too much.

Mosbergen, D. (2016). French legislation suggests employees deserve the right to disconnect. The Huffington Post. Retrieved July 2016.

‘My Understandings of the role of a TL in school’s’

Jasmine Worthy ETL401 1 Comment

‘No offense but….. can you explain why becoming a librarian in a school would require training, a masters degree at that! Don’t they just stack books’?

I have been asked this or a variation of this question half a dozen times since mentioning my new venture into studying to be a Teacher Librarian.
I’ve fumbled through answers that include; ‘It’s more than that! We teach research skills and help students find resources and information. We provide a peaceful learning environment etc etc’.
I feel like I’m trying to sell and defend the profession. To be honest, prior to doing my blocks as a TL, I didn’t quite understand what was done either.
If I remember my days as a student, I recall a little old lady sitting us on a mat and reading a lovely little story then colouring a picture about the book. Later in high school it was pointing to a catalogue where I was directed to shelves of books. Fast forward to University, on campus then as a distance student I began seeing that libraries where no longer buildings with books and number/letter allocations. Most recently as a teacher, I see our TL fulfilling endless roles; Engaging juniors with the most amazing tale telling, Introducing middle schoolers to the abundance of information at their fingertips, & Seniors how to navigate this world of information. That is just the top of the iceberg! This doesn’t cover the support they give teachers, the curriculum planning and assessing and on and on.
My reading and searching of the question; ‘what is the role of a teacher librarian’? has come up with a plethora of different duties/ aspects/images etc and to be honest I’m sure they differ again from school to school. I found this ‘TL role statement’ below from The School Library Association of South Australia (2015) and it sat nicely with me. It seemed to cover what I now understand of the role in a nice, no-fuss kind of way (maybe I should put it on a business card to hand to the next person who asks me the ‘please explain’ question.

I have filled the role as acting TL a few times, never for more than 5 weeks at a time. It has usually been as an emergency, due to illness or injury so have been doing what I can (thrown in the deep end) with guidance over the phone and working it out as I go. I have at most been doing about 50% of the role and never at the busy times of year such as book week, beginning or end of year for textbook borrowing/returning or ordering. Although I was absolutely exhausted and totally out of my depth, I loved it. What I loved the most was that the library became my classroom. Students came in to escape the craziness that is a school, they were relaxed and happy to chat as I was in a role that supported and helped them but did not put the pressure on them time-wise or performance-wise.

As an absolute beginner of this Masters degree, I’m excited to learn the skills and the knowledge to demonstrate and not have to explain that the role of the TL is indispensable.

Teacher Librarian Role Statement

School Library Association South Australia inc. (2015). Teacher Librarian Role Statement (2015). retrieved from https://studylib.net/doc/6745422/teacher-librarian-role-statement

Who am I?…….

Jasmine Worthy ETL401 0 Comment

I’m Jaz and I’m currently studying Masters of Education (Teacher Librarian) at CSU. I’ve worked as a Secondary Science, PDHPE and Mathematics teacher for 13 years now. For the past few years I’ve felt the pull to train as a TL as I find the feel of the un-chaotic serenity of the library space, amongst the fast paced & stress-filled school environment a place I’d love to spend the rest of my teaching days in. I have a lot to learn and am open to any and all of it!

Step 1 of 2
Please sign in first
You are on your way to create a site.

Log in