Steve Wheeler’s keynote for the International Technology, Education and Development Conference covered many valuable idioms and concepts:
The have and have nots and the wills and the will nots
Disruptive technology: technology that redefines learning experiences
New cultural capital involves transliteracies
Rhizonomy – learning through social software
Crowdsourcing curriculum (IATED, 2015).
I see already, many connections between what he says and what was covered in my previous subject, ETL504 Teacher Librarian as Leader. I see the need for TLs to continue to support the whole school community in their digital learning endeavours. All the while remembering the seduction and bewilderment cycle of new technology. Wheeler posits that schools often buy into new technology without knowing what they want to do with them and we should instead start with the problem first, then move to how technology might solve it (IATED, 2015). While recognising and being prepared for the laggards – those individuals and groups who are averse to change. A fixed mindset, which stems from many and varying circumstances and justifications, prevents them from shifting focus, learning something new, and adopting change. In teaching in particular, change fatigue is real. We are experiencing this now with the implementation of the new senior syllabus and ATAR. Cognitive verbs, implementation of Moodle, new professional development register, new academic skills program, mentoring program, the list goes on. Teachers are overwhelmed. Laggardism is their ammunition.
How can Teacher Librarians support the community through this change? There are so many possibilities. Now is our time to shine. It was confirming to hear Wheeler speak of connectivism and its relationship with Web 3.0 and 4.0. These communities of learning can support learning experiences and inquiry across the curriculum by supporting learners through the information search process, specifically during what Kuhlthau posits as “the dip” (2016). I spoke about the TLs place in the dip here and here. In a similar way, web-based communities of learning can help learners through the affective pitfalls of uncertainty through socially constructed knowledge and understanding (O’Connell & Groom, 2010). Learning 3.0 toward learning 4.0, is connectivist and community driven, whether through learning modes, content or construct. Crowdsourcing education is possible and can enhance and redefine learning. TLs have extensive professional learning networks with which to draw from and ways to assist teachers and students in setting up their digital communities and participatory learning environments.
To thrive in these digital learning communities, students require digital wisdom; whether through mastery of the SCRAP test, enhancement of their digital reputation and digital legacy, or through other digital literacies. As Wheeler mentioned, literacies are the product of combining skills and competencies in new ways which are needed to develop mastery. TLs have a clear role to play in the support of students in these areas.
Wheeler’s reminder through his keynote was to be cognisant and considerate of the gap between those with knowledge, know-how, power, influence, potential and those without.
Kuhlthau, C. C. (2016). Information search process. Retrieved from http://wp.comminfo.rutgers.edu/ckuhlthau/wp-content/uploads/sites/185/2016/01/ELIS-3E.pdf
Evidenced-based practice should not only drive pedagogical initiatives of classroom teachers, it should also be at the core of the work of teacher librarians. Evidence can be used to identify a need or problem, plan and implement initiatives, and evaluate and reflect on those programs. It can also be used to justify library initiatives and programs, budgetary and staffing requirements, and a range of other resourcing needs. That being said, when evidence is gathered by the practitioner for advocacy purposes, the trustworthiness of the evidence and its interpretation comes into question. Therefore, it is vital evidence gathering practices are holistic and incorporate a range of methods.
Vertical and horizontal data sets can help schools better understand their students’ learning journey, while considering their specific context. Data is easily interpreted in a myriad of ways and can be manipulated to suit purpose. It becomes an issue when data is used to compare school performance, rather than focusing on individual student progression. The focus must be on student learning outcomes rather than outcomes. Therefore, vertical data gathered from high-stakes testing should be used in conjunction with horizontal data that provides a more holistic picture of students’ learning levels (Renshaw, Baroutsis, van Kraayenoord, Goos, & Dole, 2013).
Teacher librarians adopt a holistic approach to evidence-based practice by considering the whole school with which they serve and by drawing on a range of evidence in a range of ways (Gillespie, 2013). As seen in Figure 1, Todd (2015) proposes a holistic model for school libraries, which includes evidence for practice (Foundational: informational), evidence in practice (Process: transformational), and evidence of practice (Outcomes: formational). Furthermore, Robins (2015) highlights the usefulness of action research as part of a holistic approach to collect qualitative and quantitative data and connect educational research with improved practice. Oddone (2017) provides an overview of action research for school libraries as seen in Figure 2.
Figure 1: Holistic model of evidence-based practice for school librarians (Todd, 2015).
Figure 2: Action Research for Teacher Librarians: A brief introduction and overview to Action Research as a tool for evidence based practice for teacher librarians. (Oddone, 2017).
Gillespie (2013) found that teacher librarians gather evidence through two key modes; by engaging and encountering. The nature of evidence-based practice is therefore not linear. Teacher librarians gather evidence through purposeful and accidental encounters, which involves research-based and/or practitioner-based evidence and application for improved practice through a combination of intuition and reflection (Gillespie, 2013). As with improvement in any field, particularly education, reflection is key to driving improvement as it provides the metacognitive prompts to interpret evidence and consider the practitioner’s professional experience and expertise that is needed to apply evidence meaningfully.
Teacher librarians can utilise evidence-gathering tools to gather evidence for, in and of practice. Gillespie (2013) recommends valuable evidence is drawn from and used within three areas; including, teaching and learning, library management, and professional practice. A tool such as School Library Impact Measure (which I spoke about in my final assessment for ETL504) equips teacher librarians with a framework to assess the impact of their instruction on student learning outcomes during a Guided Inquiry experience (Todd, Kuhlthau, & Heinstrom, 2005). To gather evidence of library management, including collection development, the environment, and services, teacher librarians can source benchmarks from peer institutions, questionnaires or surveys to evaluate performance, set new goals or standards and implement strategies. Benchmarks from peer institutions can be sourced through network meetings and through the Softlink survey.
As a school library that runs a college-wide academic reading and writing program, we utilise data to assess the extent to which the programs effectively improve student learning. Reading comprehension tests help the teacher librarians and teachers determine the effect of the strategies on student abilities. Teacher librarians should work with heads of department and classroom teachers to analyse and digest the data in meaningful ways. Collaboration is central to the perception of the data analysis process. Teachers do not want to fall victim to judgement due to the results within their class. While this is important to note, it is also important to hold honest and open conversations about opportunities the data may present. Viewing the results through an opportunities lens ensures all stakeholders feel safe and valued and student learning is central.
This year, I have been delving deeper into the world of data and evidence to assess the impact the Study Skills program has for our boarding students. The program is designed to assist boarding students with; organisation, prioritisation, study skills, assessment skills, and research skills, while growth mindset underpins the sessions. A teacher librarian (myself on Tuesday and Wednesday nights and our Head of Library on Monday nights) facilitate a half hour targeted session with the students in the senior library – one cohort per night on a weekly rotation. These sessions are timely and relevant to the assessment and class work to ensure the value is clear. After the half hour session, the students undertake their independent study for the remaining hour and a half, while the teacher librarian circulates and assist students in smaller groups and one-on-one. I am pleased to share that since the inception of the program last year, the boarders’ results are trending up – often at a greater rate than the day students. While many factors influence the boarders’ results (strategies from classroom teachers, tutoring, support from boarding supervisors and parents for example), the results are also indicative of the renewed impetus for study and a changing culture that has developed from the program. The program has been a feat of collaboration and has seen staff members from across the college come together for this common cause. To gather evidence, I was able to use data from both Learning Analytics and TASS to compare day and boarding groups, and boarding groups over time. This also provides me with opportunities to compare external high-stakes results, such as NAPLAN results, with curriculum results. This evidence was used to not only assess the effectiveness of the program but also to open conversations with staff and students about learning outcomes. From this, I created a report to document the findings and present to teaching staff and leadership team (Figure 3). I have had incredibly valuable conversations with students concerning their progress and strategies going forward. One-on-one, I talked to students about their GPAs, compared these against their report cards, then again against their individual assessment tasks to identify strengths and areas for improvement. The additional ownership students took of their results and the empowerment felt was palpable. The evidence is used to evaluate and reflect on the programs, to plan targeted sessions, to empower students, and to advocate for the work done by the teacher librarians.
Figure 3: Title page of Study Skills report.
Ultimately, learning must be at the centre of the analysis, discussion and subsequent initiatives or action. Evidence must be gathered on a local level to determine the effectiveness of library programs and through other means, such as empirical research, to ensure best practice. Evidence must be made explicit and concerted efforts must be made to “measure the relationship between inputs, outputs, actions and student outcomes” (Hughes, Bozorgian, & Allan, 2014, p. 15). These practices can help to ensure the longevity of the school library and assert the library and staff as invaluable to the school community.
Hughes, H., Bozorgian, H. & Allan, C. (2014). School libraries, teacher-librarians and student outcomes: Presenting and using the evidence. School Libraries Worldwide, 20(1), 29-50. doi: 10.14265.20.1.004
Robins, J. (2015). Action research empowers school librarians. School library research, 18, 1-38. Retrieved from http://ezproxy.csu.edu.au
Todd, R. J. (2015). Evidence-based practice and school libraries: Interconnections of evidence, advocacy, and actions. Knowledge Quest, 43(3), 8-15. Retrieved from https://search-proquest-com.ezproxy.csu.edu.au
The ability to read and interpret information is a fundamental skill needed to participate fully in the world. These basic skills (although actually quite complex) will continue to be as important, if not more, than the past. The information-rich world is expanding; however, algorithms are filtering the information we see. So, people’s values and beliefs are consistently reinforced, while other perspectives are left out or buried on page 3 of Google search results – an equally ominous fate. In turn, this leads to confirmation bias, which can be detrimental to those who cannot critically evaluate what they are experiencing and reading.
Algorithms present users with a calculated selection of “relevant” information; however, it is clear that users must develop and employ the necessary skills to work within these algorithms. The top search results are not always the most useful. Searchers must not ignore the other titbits of information such as Google’s snippets displayed under each search result. While Google can change the snippet from the meta description of the webpage to their own algorithmically determined snippet (Silver Smith, 2013), it is still a useful port of call that many searchers skip over. This allows savvy searchers to preliminarily assess the relevance and worth of the search results – which are not always at the top of the page (Wineburg & McGrew, 2017). But algorithms are not the only cause of confirmation bias. Ashrafi-Amiri & Al-sader (2016) suggest searchers’ assumptive search queries based on fact retrieval and verification will characteristically retrieve more bias results than if the query were non-assumptive; that is, knowledge acquisition, comparative, analytical, and exploratory in nature. Information literacy instructors must be aware of this and consider this when developing instruction for students.
TLs must address the critical thinking skills required to work with and within algorithms that reinforce bias. Maynes (2015) identifies the role of information literacy instructors in explicitly teaching students about the forms of bias, ways to identify their own bias, and skills to mitigate the potential effects of their bias. This involves teaching the metacognitive skills students need to not only know the strategies to use but how, when and why to use them (Maynes, 2015). A combination of lateral and vertical reading is useful in all information evaluation situations. While many libraries utilise a CRAP (Currency, Reliability, Authority, Purpose/Point of View) test to step students through the information evaluation process, other steps can also be considered so students tune into their metacognition and identify their bias (Wineburg & McGrew, 2017). Allan (2017) suggests incorporating some form of personal reflection into the information literacy sessions offered to students. Students must not only be taught that confirmation bias exists, they must also be taught the skills to identify it in themselves and to deal with it when it occurs. One such strategy is to identify when a source of information elicits an emotional response from the reader – Does it make you happy? Sad? Reinforce? Challenge? Developing self-regulation triggers the reader to seek additional information and reflection to consider the opposite or alternate (Hirt & Markman, 1995; Lord, Lepper, & Preston, 1984; Mussweiler, Strack, & Pfeiffer, 2000). This requires information searchers to reflect on their reactions at each step and consider whether their evaluation of the usefulness or credibility of the source would be the same if it presented the opposing viewpoint. Deliberately considering the opposing viewpoint requires the searcher to consider their bias and the bias of others. This is a powerful strategy in unveiling subconscious or hidden bias. Allan (2017) posits adding an S (Self-examination or Self-awareness) to the beginning of the CRAP test would highlight the importance of identifying and recognising cognitive and confirmation bias.
SCRAP it: Source evaluation process.
The importance of slowing down the information evaluation process by thinking effortfully and deliberately (Kahneman, 2011) and evaluating laterally (Wineburg & McGrew, 2017) is central to 21st century information and digital literacy. Evaluating laterally requires searchers to seek and consider context and perspective, which means they must seek additional information. Slowing down does not simply mean taking longer to read the article and its parts – it means careful and deliberate consideration and slowing your judgement by first taking your bearings and exploring laterally. This may mean to first leave the site or visit the About Us section to find out more about the author or the organisation, before navigating back to the original source (Wineburg & McGrew, 2017). Thinking laterally can occur in multiple stages of the CRAP test, particularly when assessing the reliability and purpose/point of view present in the source. Searchers will need to explore other sites to learn more about the information. While searchers will not always slow down and employ lateral reading, it is important to know when to slow down. High stakes situations where the searcher may possess a strong bias already or where the information may have significant consequences for the searcher or others, or a highly contested issue or topic may require more deliberate reasoning to ensure the searcher is acquiring balanced, truthful information (Maynes, 2015). Considering the opposite is another practical strategy to employ in these situations.
It is clear that information evaluation and digital literacy skills need to evolve with changing demands and issues within the information landscape. Information literacy instructors must stay abreast of these changes and adapt evaluation strategies as needed. A start might be to model and incorporate lateral reading into existing strategies and follow Allan’s (2017) suggestion and put that S at the beginning of CRAP.
References
Allan, M. (2017). Information literacy and confirmation bias: You can lead a person to information, but can you make him think? Informed Librarian Online, 2017(5). Retrieved from https://asu-ir.tdl.org/handle/2346.1/30699
Ashrafi-Amiri, N. & Al-sader, J. (2016). Effects of confirmation bias on web search engine results and a differentiation [Thesis]. Retrieved from https://core.ac.uk/download/pdf/43564372.pdf
Hirt, E.R., & Markman, K.D. (1995). Multiple explanation: A consider-an-alternative strategy for debiasing judgments. Journal of Personality and Social Psychology, 69(6), 1069– 1086.
Kahneman, D. (2011). Thinking, fast and slow. New York: Farrar, Straus and Giroux
Lord, C. G., Lepper, M. R., & Preston, E. (1984). Considering the opposite: A corrective strategy for social judgment. Journal of Personality & Social Psychology, 47(6), 1231-1243.
Mussweiler, T., Strack, F., & Pfeiffer, T. (2000). Overcoming the inevitable anchoring effect: Considering the opposite compensates for selective accessibility. Personality and Social Psychology Bulletin, 26(9),1142–1150.
I had the opportunity this week to work with Year 10 HPE students for their “Risky Behaviours” unit. In groups, students are to select one area of interest, analyse the topic and statistics, develop guidelines, and produce a presentation. The students had previously visited the library to unpack their assignment by identifying instruction words, key terms, and limiters and to identify and practice effective search skills. The second lesson they had with a TL was to check-in during their exploration stage. This gave me the opportunity to guide students through and out of the dip. I asked questions to gauge their knowledge, interest areas, and chosen avenues. We talked about potential pathways to narrow their topics, Boolean Operators to assist in searching, and helpful databases and websites. While these were all discussed during their first lesson, when students are in the exploration stage they require reminders and guidance to refocus their thoughts and actions. Through these conversations, the students had many light bulb moments by connecting their chosen topic to events they had seen or read in the news. This piqued their interest and was the beginning of the students entering the Third Space. Students went on to discuss, in their groups, their personal experiences and viewpoints on the topic and how it relates to their lives. This session allowed me to remind students to refer back to the task to ensure their research and responses were relevant and would meet task requirements and it allowed me to engage in their research process as a guide and fellow learner. This zone of intervention allows TLs to help students get from exploration to formulation. This practice equips students with the skills to put information into some kind of order to better make sense of what they are finding.
Moving from Explore to Identify. GID Framework by Kuhlthau, C., Maniotes, L. K., & Caspari, A. K. (2012). Light bulb pixabay image by jambulboy https://pixabay.com/en/question-questions-man-head-2519654/ modified under a Creative Commons (0 1.0) license
“DIP sign as mountain seen from the visitor centre in evening” flickr photo by daveynin https://www.flickr.com/photos/daveynin/37451356472 shared under a Creative Commons (BY) license
Reflecting on the need for an evidenced-based inquiry process to support 21st century inquiry, I have come to revisit Kuhlthau’s ISP and GID Framework once more. Currently, the TL programs running at my college include a variety of sessions all intended to enhance the learning outcomes of students while also supporting teachers. A monopoly of reading comprehension and writing sessions has been commonplace this year. While the value of this is unquestionable, the team has realised we also need to refocus to ensure all facets of our role are equally met; curriculum leader, information specialist, and information services manager. While these have not been entirely neglected, they have dipped out of the spotlight. Not only can we support the college in developing effective literacy practices and metalanguage surrounding this, we must also support the information needs of our clients through digital and information literacy programs.
This got me thinking about our recent lessons with Year 7 HPE students. The TL team held interactive lessons with all classes to develop their search and retrieval skills, as students are about to embark on several small research activities throughout the term. These lessons were buzzing with student and teacher engagement. Students learnt, first-hand, the power of key words and Boolean phrases. Now, as I think back to Kuhlthau’s Information Search Process [ISP], I see it would be highly beneficial to revisit each class while they’re in the exploration stage and perhaps feeling the sudden and stabbing pangs of uncertainty and research anxiety (Kuhlthau, 2004). I experienced this myself during my last assignment for this semester. I had never felt such anxiety or uncertainty around a topic and my thinking. I was overwhelmed with the information and could not see a way out. I was in the dip and it was quickly becoming an abyss. With a moment of clarity, I sought intervention. The information barrier had led to a total cognitive and affective meltdown but, with intervention, I regained my certainty and refocused my thinking (Kuhlthau & Cole, 2013). If that is not ISP in action I don’t know what is. If this was my extreme, how are the Year 7s currently coping with only infantile inquiry capabilities?
Well, the Year 7 HPE students are approaching the danger zone (Kuhlthau & Cole, 2013). So, how can I, as a TL, support them? Kuhlthau and Cole (2013) suggest tapping into the Third Space. It is now, in this space of uncertainty, that students need reminding to tap into their prior knowledge. As a true constructivist approach, GID reminds students to build on and reflect on their knowledge and belief systems. We must revisit the search process, collaborate and share findings and thinking, relate the new information to old, and engage with the wider community to expand understanding and connect the new information to the world. Students must first be encouraged to relax, slow down, read without distraction and reflect on the information (Kuhlthau, Maniotes, & Caspari, 2012). There are many stages of intervention throughout the ISP; however, the dip requires particular attention because it could make or break knowledge construction and task engagement. A series of reflective questions helps at this stage. Kuhlthau, Maniotes and Caspari (2012) recommend asking students what they have found interesting thus far, what they’d like to share with others, and what questions they have. Engaging with others provides students with an opportunity to further tap into the Third Space, to connect the academic world to their world. The Third Space allows students to connect to their world to construct new ideas and perspectives (Kuhlthau, Maniotes & Caspari, 2007). Providing students with these opportunities will be more important than ever, as the revised senior curriculum will require students to develop unique inquiries and responses. Not only does it support expectations from QCAA, it also aligns with the social and personalised learning preferences of Gen Z (Gudowski, 2018; Zozinsky, 2017). The GID Framework is flexible enough to support 21st century students and their ways of learning.
I realise, on reflection, the Year 7 HPE unit could have been an excellent opportunity to engage the department in using the full GID Framework and work with the teachers and students throughout the entire process – not just sporadically. This is something I will endeavour to do next year, as GID is students’ GPS through the information search process.
Kuhlthau, C. C. (2004). Seeking meaning: A process approach to library and information services (2nd ed). Westport, Connecticut: Libraries Unlimited.
Kuhlthau, C. & Cole, C. (2013). Third space as an information system and services intervention methodology for engaging the user’s deepest levels of information need. American Society for Information Science and Technology, 49(1), 1-6. doi: 10.1002/meet.14504901074
Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2007). Guided inquiry: Learning in the 21st century. Retrieved from EBSCOhost
Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2012). Guided inquiry design: A framework for inquiry in your school. Retrieved from ProQuest Ebook Central
This subject has highlighted the importance of effective teamwork and leadership in schools. While servant leadership is characteristic of teacher librarians (TLs), I have come to understand my own leadership style as much broader. The combination of instructional and transformational leadership, known as leadership for learning (Dempster et al., 2017), resonates with me as TLs are first and foremost teachers who work with others to drive teaching and learning improvement (Herring, 2007). This leadership style is often associated with principalship; however, it has strong connections with the roles of a TL. TLs easily address each of the dimensions of leadership for learning through their participation in; ongoing professional development of self and others, networking opportunities, teaching and learning, and evidenced-based practice.
The middle leadership position of a TL enables them to be both a leader and constituent. This dichotomy develops trust and collegiality through reciprocal relationships and mutual respect (Harrison, 2018a). This reminded me of the adage “I must follow them, for I am their leader” (Rosthorn, 2016). I feel this neatly encompasses the humility and reciprocity needed of effective teams and leaders. This sets the precedent for leadership of a shared moral purpose and demonstrates the dynamic nature of middle leadership.
Through the case study work, collaboration was challenging due to conflicting commitments and levels of participation. At times, I lead the group response, while other times I stepped back to let others take a leadership role. Collaboration is integral to successful teamwork; therefore, I attempted to inspire collaboration through questioning to engage the conversation and team. While this was not always successful, I believe it demonstrated my intention to create a sense of collegiality. Collaboration between colleagues is crucial in schools, as it breaks down barriers that isolate teachers, increases visibility of leaders (particularly TLs), and opens dialogue to test theories and draw on a range of expertise (Griffin, Bui, & Care, 2013; Harrison, 2018b). This sharing also leads to enhanced student outcomes through team commitment and motivation (Rajhans, 2012). The teamwork skills required of the group work were also reflected in the case studies themselves. Throughout the case studies, it was clear the Director of Information Services required teamwork and leadership skills to improve the department dynamic and performance outcomes of the libraries (Group 4, 2018a; Group 4, 2018b). Foremost, effective communication was consistently needed to enable a collaborative culture and improve conflict management. This positive workplace environment leads to enhanced efficiency and productivity (Aramyan, 2015), which is integral to the service nature of school libraries.
The difficulties experienced during the case studies, while at times unique to the online environment, mirror communication difficulties or passiveness and complacency in the workplace. There is much evidence to suggest complacency is the enemy of success, particularly in the changing education landscape (Ballantyne, 2016). Technology and growing information landscapes can threaten job security if complacency reigns. TLs as leaders must be at the forefront of innovation in education to contribute to the development of lifelong learners. This requires a plethora of knowledge, skills, behaviours, and dispositions to demonstrate leadership, grit and perseverance (Moreillon, 2018). Leadership for learning acutely encompasses these characteristics while inspiring commitment and action through the formation of shared purpose and strong professional relationships.
References
Aramyan, P. (2015, October 8). 5 ways workplace communication effectiveness can increase productivity [Blog post]. Retrieved from https://explore.easyprojects.net/blog/5-ways-workplace-communication-effectiveness-can-increase-productivity
Ballantyne, R. (2016, June 30). Complacency ‘killing Australian education’. The Educator Australia. Retrieved from https://www.theeducatoronline.com/au/news/complacency-killing-australian-education/218721
Dempster, N., Townsend, T., Johnson, G., Bayetto, A., Lovett, S., & Stevens, E. (2017). Leadership and literacy: Principals, partnerships and pathways to improvement. Retrieved from Proquest Ebook Central.
Griffin, P., Bui, M., & Care, E. (2013). Understanding and analysing 21st-century skills learning outcomes using assessments. In R. Luckin, S. Puntambekar, P. Goodyear, B. L. Grabowski, J. Underwood, & N. Winters (Eds.), Handbook of design in educational technology (pp. 53-64). Retrieved from Proquest Ebook Central.
Group 4. (2018a, August 3). Group 4 case study 3 [Online forum comment]. Retrieved from https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_32450_1&nav=discussion_board_entry&conf_id=_58831_1&forum_id=_130876_1&message_id=_1928007_1
Group 4. (2018b, September 8). Group 4 case study 4 [Online forum comment]. Retrieved from https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_32450_1&nav=discussion_board_entry&conf_id=_58831_1&forum_id=_130879_1&message_id=_1980778_1
Harrison, N. (2018a, July 28). Reflection: Module 2.3 [Blog post]. Retrieved from https://thinkspace.csu.edu.au/nharrison/2018/07/28/module-2-3-reflection/
Harrison, N. (2018b, September 1). Reflection: Module 4.2 [Blog post]. Retrieved from https://thinkspace.csu.edu.au/nharrison/?s=constituent#.W7LOkBMzbOQ
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). Retrieved from Elsevier ScienceDirect Books Complete.
Moreillon, J. (2018, February 26). Grit, complacency, and passion [Blog post]. Retrieved from http://www.schoollibrarianleadership.com/2018/02/26/grit-complacency-and-passion/
Rajhans, K. (2012). Effective organizational communication: A key to employee motivation and performance. Interscience Management Review, 2(2), 81-85. Retrieved from https://pdfs.semanticscholar.org/d74f/ce848669ba68f7a8929a9ec1a108758a98b9.pdf
Rosthorn, A. (2016, December 15). There go the people. I must follow them. Tribune magazine. Retrieved from http://www.tribunemagazine.org/2016/12/i-must-follow-them-for-i-am-their-leader/
The design and the goings-on of an effective 21st century library go hand-in-hand. 21st century future-proof libraries must be equipped with furnishings and resources that reflect and enable these learnings to occur. Having said that, what happens in the space is of utmost importance.
The following webpages provide examples of 21st century library spaces and how to plan for spaces that meet form and function:
Also, Steven Johnson’s (2010) TED Talk Where Do Good Ideas Come From?reminds us of the ideas banks of times gone by and the power of the coffee shop design. Libraries are for the people to gather, collaborate, share, exchange, examine, explore, so should be designed for such activities to happen.
References
Holland, B. (2015). 21st-century libraries: The learning commons. Retrieved from https://www.edutopia.org/blog/21st-century-libraries-learning-commons-beth-holland
Johnson, S. (2010, July). Where do good ideas come from? [Video]. Retrieved from https://www.ted.com/talks/steven_johnson_where_good_ideas_come_from#t-148163
Lippincott, J. (2018). The link to content in 21st-century libraries. Retrieved from https://er.educause.edu/articles/2018/1/the-link-to-content-in-21st-century-libraries
Smith System. (2016). Learning commons: How technology is changing 21st century library design. Retrieved from https://smithsystem.com/smithfiles/2016/01/06/learning-commons-how-technology-is-changing-21st-century-library-design/#
Wisken, A. (2012). Library learning spaces: One school library’s initial design brief. Synergy, 10(2). Retrieved https://www.slav.vic.edu.au/synergy/volume-10-number-2-2012/learning-landscapes/258-library-learning-spaces-one-school-librarys-initial-design-brief.html
21st century skills can be defined in what seems to be an infinite number of ways. Ultimately, what the definitions have in common are specific skills, process or traits learners require to work and live effectively now and into the future. These include learning skills (4 Cs), literacy skills, and life skills (Thoughtful Learning, 2017). 21st century skills, specifically the 4 C’s, are crucial in the current education climate. Rather than outcomes-based, content-driven curriculum, we see the majority of senior syllabus documents reference and require students to work through inquiry processes, while a minority require a problem-based process. Either way, these processes require students to commit to and utilise the 4 C’s – communication, collaboration, critical thinking, and creativity (Partnership for 21st Century Learning, 2017a). The stages of the inquiry process as outlined by Queensland Curriculum and Assessment Authority (2018) identify reflection as a central cog, constantly interacting with the processes of forming, finding, analysing, and evaluating. Within the overarching inquiry process, students can collaborate to form their inquiry and find valid and reliable evidence, critically analyse, interpret and evaluate their findings, while communicating their ideas. Throughout the entire process students must reflect creatively to try new approaches and revise their process. TLs also work with the general capabilities and cross-curriculum priorities to meet national requirements and embed these practices into learning experiences.
The role of the library in this 21st century space
TLs and school libraries can play a key role in supporting schools in their 21st century endeavours. Taking insight from Partnership for 21st Century Learning’s (2017b) framework, planning for 21st century learning environments involves the following considerations, assessment and accountability, leadership and culture, learning, teaching and professional learning, and infrastructure. TLs provide leadership in learning and professional development and provide environments that nurture 21st learning activities. Furthermore, through collaboration TLs can work across the school network to ensure high-quality assessment is offered and the school program is meeting accountability measures. Currently, with the incoming senior curriculum, our library is supporting the Deputy of Teaching and Learning to map the cognitive verbs across all year levels. The intent is to upskill students in these cognitive processes and ingrain the metalanguage in all years in preparation for the skills required of the senior program. We are using software to record the skills across subject areas and year levels and will then assess gaps and opportunities. Additionally, through our work with Assignment Help Pages and curation of assignment support material, we collaborate with teachers on the development of assessment items. We assist teachers to ensure the assessment aligns with the required achievement outcomes, standard elaborations, and cognitive verbs and where appropriate through a process of inquiry. We support the Centre for Learning Enrichment to develop formative and summative tasks suitable for a variety of learning needs and curate resources to support these specific learning needs. The library environment can also work as a place for this learning, collaboration and assessment to occur. Library spaces should be flexible, engaging, and conducive to 21st century learning. The availability of a range of resources including staff, technology, print resources, and flexible seating areas allows students and teachers to work in more dynamic ways than a traditional classroom. Elliott (2010) describes this type of library as a Learning Commons, whereby students can enquire, create, collaborate and explore. But what’s in a name? Does the name need to be the defining factor? A library can be a learning commons, a place for staff and students to come together and further their learning experiences, without the need for a name change. It’s far more important for the principles and vision to be clear and enacted than for a new name and no action. After all, we want students to go out into the world and engage with libraries beyond the school setting. They need to know that libraries are learning commons and neither are exclusive or separate entities. Nevertheless, sometimes a name change automatically changes perceptions – but there must be substance behind this. The Standards of Practice for School Library Learning Commons in Canada provide a clear framework to guide libraries in the change toward a school-wide learning commons environment (Koechlin, & Sykes, 2014). These standards also clearly reflect 21st century skills. To cater to the needs of the community and future-proof the library space and services, a learning commons approach should be adopted. This way, the library “encourages participatory learning and allows for co-construction of understanding from a variety of sources” (Holland, 2015, para. 3). Schools and classrooms are still isolated spaces where teachers work in isolation. In contrast, a learning commons approach makes teaching and learning visible and collaborative. It’s not about teaching in a fish bowl, rather it is about everyone diving in.
References
Elliott, C. (2010). School library to learning commons: Planning the journey. Synergy, 8(2). Retrieved from http://www.slav.vic.edu.au/synergy/volume-8-number-2-2010/learning-landscapes/82-school-library-to-learning-commons-planning-the-journey.html
Holland, B. (2015). 21st-century libraries: The learning commons. Retrieved from https://www.edutopia.org/blog/21st-century-libraries-learning-commons-beth-holland
Koechlin, C & Sykes, J. (2014). Canadian school libraries leading learning. Synergy, 12(2). Retrieved from http://www.slav.vic.edu.au/synergy/volume-12-number-2-2014/perspectives-global/426-canadian-school-libraries-leading-learning.html
Partnership for 21st Century Learning. (2017a). Above and beyond [Infographic]. Retrieved from http://www.p21.org/storage/documents/4csposter.pdf
Partnership for 21st Century Learning. (2017b). Building your roadmap for 21st century learning environments. Retrieved from http://www.roadmap21.org/
Queensland Curriculum and Assessment Authority. (2018). Senior secondary: A–Z senior subject list. Retrieved from https://www.qcaa.qld.edu.au/senior/a-z-subject-list
Thoughtful Learning. (2017). What are 21st century skills? [FAQ]. Retrieved from https://k12.thoughtfullearning.com/FAQ/what-are-21st-century-skills
To assist teachers in their PD and to overcomes these barriers (particularly in terms of limited budgets), we in the library have offered afternoon PD sessions usually for ICTs, and we’re including links to professional reading and journals in our monthly e-news for staff. We could also present short sessions during department meetings related to pedagogy, literacy instruction or research skills for current needs. We are also putting our hand up to support the implementation of our new LMS in 2019 by providing staff support and PD. Through our network meetings, we can also bring back to the school valuable insight to share with the wider staff group. In this way, we can tip Cole’s (2012) funnel of professional learning transference on its head. We can dissect what is delivered during external PD, make it applicable to our school setting, assist staff in resource curation and creation to apply and trail the new practice, assist staff in reflection and feedback, help those early-adopters to add the high-quality practice to their arsenal, help others to adopt the practice also, all the while garnering support and participation along the way.
Reference
Cole, P. (2012). Linking effective professional learning with effective teaching practice. Retrieved from http://ptrconsulting.com.au/sites/default/files/linking_effective_professional_learning_with_effective_teaching_practice_-_cole.pdf
TLs as leaders initiate change, guide schools through change, and support staff and students through the process. There are several areas by which TLs can empower learners, both staff and students. A collective sense of trust is integral to successful leadership. Collegiality and strong professional relationships are paramount in garnering support in the pursuit of enhanced capacity (American Association of School Librarians (AASL), 2013). As mentioned in my first assignment for ETL504, I see the leadership areas of a TL as including leadership of curriculum (knowing content, syllabus requirements, and assessment modes), “pedagogy (leading quality teaching and learning processes including professional development and instruction), strategy (leadership that drives the moral purpose, school culture and other ethical considerations including learning needs), and literacy (including leadership for 21st century skills)” (Harrison, 2018). AASL (2013) suggest these strengths enhance the professional relationships of TLs, as these areas of effective leadership must be visible to the community, require active participation in various committees and networks within and outside the school environment, and ensure the practices of the TL are relevant and reflective of 21st century skills. A middle leader TL with professional autonomy, visibility within the school and respect from peers becomes a useful tool in navigating change necessary to respond to 21st century demands.
Specifically, elearning ecologies are changing and will continue to change the way teaching and learning occurs in schools. The integration of digital technologies in all facets of teaching and learning have the potential to increase the level of learning and scope and quality of teaching practices. This embedded use of digital technology must be accompanied by a clear vision and goals, high expectations, identified desired outcomes, culture of risk-taking that is encouraged by the leadership team, empowerment of teachers, and collaboration between the whole school community including families (Lee, 2015). School libraries are situated to lead schools in this form of academic and pedagogical risk-taking, to support the school in technology integration, and provide expert modelling of technology in teaching practice. As Carr identifies, collaboration is key to enhancing TL visibility, respect, and trust within a school (2008). Collaboration is not only an important skill for students in the 21st century, it is also integral for teachers to adopt and model. Collaboration helps alleviate professional burden, fosters inclusivity and provides teachers and families with a sense of worth or value during decision-making processes. Collaboration can also increase motivation and job satisfaction.
A summary of Carr’s (2008) six factors of successful collaboration are presented in the table below.
Factor
Explanation
Environmental
Does the school now and historically support collaboration? What are the previous experiences and opinions of collaboration?
Membership
Who is needed to be part of the collaboration?
Process
Do members have roles, understand their positions, and understand the decision-making process?
Communication
Is open communication established through formal and informal means or a combination?
Purpose
Is there a common purpose and shared objectives?
Resources
What resources are required and available?
Similarly, Bell, Van Roekel and Weimar (2013) use the REACH acronym to outline successful collaboration; respect your counterparts, educate yourself regarding the role of the individual with whom you want to build a bridge, assume responsibility as the one to reach out, communicate and collaborate, help one another to provide the very best instruction and experiences for students. Collaboration should be at the core of the TL’s practice and can be done in a myriad of ways. Collaborative learning through professional development initiatives or opportunities is one area whereby TLs can both lead constituents and follow. As with supporting student needs, TLs must provide professional development opportunities just in time rather than just in case. Effective professional development focuses on learning that improves teaching practice by enhancing teachers’ understanding of their subject area and equipping teachers with skills to enhance student learning through strategies that teach and assess deep understanding (Cole, 2012). Ultimately, it must enhance teacher capacity in a way that enhances student achievement through the application of best practice. TLs can help to develop an effective professional learning culture by supporting teachers in delivering professional development through resourcing, organisation and facilitations, and can assist those that have participated in professional learning to transfer that learning to classroom practice through collaborative planning and interpretation of new learnings. TLs can also, themselves, offer and deliver professional development, whether that be through the facilitation of external providers sourced through networking opportunities or through the TL’s delivery of information. Collaboration in professional learning helps to de-privatise teaching practice, which supports the development of collegiality and highlights the importance of a school culture that values life-long learning not only for students but also staff.
References
American Association of School Librarians (AASL). (2013). Empowering learners: Guidelines for school library programs. Retrieved from https://ebookcentral-proquest-com.ezproxy.csu.edu.au
Bell, M. A., Van Roekel, J. L., & Weimar, H. (2013). School librarians and the technology department: A practical guide to successful collaboration [Linworth version]. Retrieved from EBSCOhost.
Carr, J. (Ed.). (2008). Leadership for excellence: Insights of the national school library media program of the year award winners. Retrieved from https://portal-igpublish-com.ezproxy.csu.edu.au/
Cole, P. (2012). Linking effective professional learning with effective teaching practice. Retrieved from http://ptrconsulting.com.au/sites/default/files/linking_effective_professional_learning_with_effective_teaching_practice_-_cole.pdf
Harrison, N. (2018, September 1). Assessment 1: School leadership structure concept map and critical analysis [Blog post]. Retrieved from https://thinkspace.csu.edu.au/nharrison/2018/09/01/assessment-1-school-leadership-structure-concept-map-and-critical-analysis
Lee, M. (2015). Digital technology and student learning: The impact of the ecology – Part 1. Retrieved from https://educationtechnologysolutions.com.au/2015/11/digital-technology-and-student-learning-the-impact-of-the-ecology-part-1/
