Course Reflection

jasmine.pope ETL503 0 Comment

Through participation in Resourcing the Curriculum my knowledge and understanding of the role and nature of school library collections has developed from the initial belief that a teacher librarian’s (TL) main role was teaching. This is reflected in blog post Teacher Librarian’s role as an expert where it was obvious I had a very limited (and naïve) understanding of collection development and management within the school library.

Module 1 presented a challenge that TL’s are facing major changes in technology and therefore a change in our roles. I am only beginning my career as a TL so it is not a change but an opportunity for me to learn as changes occur.

Due to my inexperience in my role as a TL, the terms ‘collection development’ and ‘collection management’ initially had no specific meaning, other than what I could infer. Often the literature uses these terms interchangeably. Through my readings and term searches, my understanding of the difference has been evidenced in forum post 1.2. Simply put, management is an extension of the development of a collection.

The definition that made clear to me the key focus of developing a library collection, was that of Kimmell:

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).

As a teacher, I ask students to develop an ongoing glossary during their subjects. I took a page out of my own teaching practice and did the same for this course. Terms such as circulation, selection, acquisition, deselection/weeding were introduced to me. I continue to keep a list with definitions as part of my reflections.

Forum posts 2.1 and 2.2 made me look deeper into some of these terms and ideas to gain a deeper understanding of what an experienced TL takes as given knowledge through experience.

Once I had an understanding of the role and nature of library collections, the course content introduced me to the challenges associated with the development and management of them. Some of these were technology, evolving curriculum, changing teaching methods, new resource types and learning styles. The discussion around learning styles was of interest to me and I enjoyed watching the TEDX video of Dr Tesia Marshik (2015) presenting reasons and research as to learning styles being a myth.

Assessment 1 provided the use of tools in modules 2 & 3 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.

The role of the TL in developing and managing a school library collection must support the context of the school in terms of curriculum, the learning and teaching needs of the school community.

Through this course I have developed a further understanding of how this can be done effectively through a comprehensive collection development policy.

Surprisingly, not all schools have these policies and often they are not aligned with the learning needs or the school context. The policy needs to amalgamate complexities such as legal and ethical issues and censorship considerations.

I gained a deeper knowledge of these issues through reading and blog posts such as Legalities and Ethics and Censorship. My forum post 4.2, Creative Commons demonstrated my surprise at the limited understanding and awareness of the terms of this licensing agreement for myself as well as my colleagues.

Having a collection policy as a strategic document, not only provides a clear understanding of why a resource should or shouldn’t be added, but also provides boundaries and a policy document to defend choices if a situation such as this arises.

Procedures provide the practical steps in which to be able to implement the policy and is an essential supporting document.

Commonly used structures for writing a library collection policy were suggested throughout the course content and supporting resources such Barbara Braxton’s Sample Collection Policy (2014) and St Andrew’s Cathedral School Collection Management policy (2016). The course content supplied manuals and guidelines such as ‘a manual for developing policies and procedures in school library resources centres’ (2017) from The Victorian Catholic Teacher Librarians and the Australian Library and Information Association (VCL & ALIA), useful when considering what should be contained within the policy as well as a great resource in critically analysing PART A of assessment 2. Many schools will have different needs and therefore there is no “one size fits all”. However, there are areas that are essential in providing a comprehensive and clear document. Concerns were presented, such as who collaborates on the writing of it, as well as what professional literature will be considered when writing it.

The IFLA Trends report (2013) and the updated version (2018) suggest what direction libraries may take in the future. Some of these trends become relevant to the school library sector, 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. By having a document that allows understanding of needs, selection, acquisition, de-selection, and collection evaluation and the prediction of the evolving nature of learning, in the context of the school, it is future proofing the library collection.

It is important for the TL to continue exploring and engaging in literature relevant to the emerging technologies and literacies to ensure the library collection stays relevantly engaging for students. This needs to be in terms of both the information, in addition to having appropriate digital and hardcopy resources. Changes in learner behaviours is also a current issue that requires updating of knowledge and awareness of trends. Many suggestions to support this were providing within the course content such as TED talks.

I conclude by saying that, I am not the TL in my library and I am only vaguely familiar with the specific context of my school in relation to all of the guidance from this course that relate to resourcing the curriculum, however, there will always be a need for the school library and it will always need to be managed. The best practice for this is definitely an effective library collection policy. The physical space or the format of resources may not be the same as it is today, but if the policy is written in a way that is future proofing the collection, it should be a seamless evolution.

 

References

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

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/

Marshik, T. (2015). Learning Styles and the importance of critical self-reflection. Retrieved from https://www.youtube.com/watch?v=855Now8h5Rs&feature=youtu.be

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

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

Victorian Catholic Teacher Librarians and the Australian Library and Information Association. (2017). A manual for developing policies and procedures in Australian school library resources centres. Retrieved from: https://www.alia.org.au/sites/default/files/ALIA%20Schools%20policies%20and%20procedures%20manual_FINAL.pdf

Censorship

jasmine.pope ETL503 0 Comment

The idea of censorship in school libraries as opposed to other libraries is an interesting issue to discuss further….. Obviously there will be resources that are inappropriate for whatever reason for students. How does one censor certain materials in a K-12 school?

What a conversation to be had…. Freedom to access all knowledge VS materials that may coerce, promote or distort information, and this being available to young malleable minds…

Filtering as censorship- in regard to school content filter programs is another interesting discussion. From personal experiencing, the over-filtering creates more problems for teachers than I feel it protects students from harmful information.

When does censorship of certain materials (perhaps identified in the collection management policy) stop being done properly and become an opinion or personal moral standpoint of the Teacher Librarian (TL)? Self-censorship?

Legalities and Ethics….

jasmine.pope ETL503 0 Comment

Legalities and Ethics….

Whilst engaging in the readings on the copyright laws that govern Librarians in the Education sector, I began feeling a sense of unease.

Copyright in Australia is governed by the Commonwealth Government’s Copyright Act 1968 (last amended in July 2016). This law does not contain the ‘fair use’ provision which means educators need to be careful in their use and distribution of resources. There are additional (paid) licences, which allow for some provisions but the rules are many and varied… not to mention ‘word-heavy’.

I believe a Teacher Librarian (TL) or any educator within a school has the best intention when utilising resources for their students and so question the all the governing restrictions. It makes an educator nervous of braking a law and therefor I believe hesitant in using resources.

Although the website Smartcopying: the official guide to copyright issues for Australian schools and TAFE that is provided has comprehensive information, the wording is very ‘legalised’ in nature and still leaves me hesitant in being confident I am not breaking a law in the way in which I provide my students certain information.

Copyright Act (1968). Retrieved from https://www.legislation.gov.au/Details/C2016C00741

National Copyright Unit (2016). Retrieved from http://www.smartcopying.edu.au/

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.

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