Tag: collaboration

Collaborative Learning and Digital Literacy

noniharrison on

REFLECTION

As a High-Impact Teaching Strategy (State of Victoria, 2017), this collaborative project not only extended my understanding of the content, it importantly expanded my Personal Learning Network (PLN) and Personal Learning Environment (PLE) by working with new colleagues across a range of new platforms. Our group worked within a connectivist learning framework to adapt to challenges, grow our networks, and learn from our diversity.

The three intertwined elements of online collaborative learning [OCL] were certainly at play throughout this assessment piece; tasks, teams, and time [see image below] (Persico & Pozzi, 2011). The provided content scheme allowed flexibility with interpretation, execution and mode of output. Additionally, the autonomy in group formation enabled us to work with like-minded people with different skills and experiences. Our diversity (primary teacher, middle school teacher, and teacher librarians within Australia and in the United Arab Emirates) and ability to collaborate in a digital learning environment [DLE] afforded us the opportunity to share, teach, and learn from one another in a deep and unique way.

Task, team and time are intertwined dimensions of structuring online collaborative learning. This image show the three dimensions as connected nodes and an arrow indicates that each dimension can be emphasised at different times depending on the collaborative task.
The Three T’s. Note that the emphasis on dimension changes depending on the nature of the collaborative task.

Our modes of communication included Zoom and Microsoft Teams, which allowed synchronous and asynchronous interaction and removed the barriers of working within three different time-zones. Synchronous communication allowed real-time collaboration, while asynchronous communication allowed each group member extended think-time to develop deep reasoning (Aviv, 2000; Duderstadt, Atkins, & Van Houweling, 2002). We used Zoom meetings to prepare for the task and clarify our purpose and roles, while Teams’ Conversation and OneNote were used to discuss progress and share findings. This ensured our communication was transparent and reviewable. This was particularly helpful for me, as I was able to revisit our discussion to clarify my perceptions and it enabled group connection even as our level of synchronous communication dwindled.

While the group established set phases and schedule, our timing was flexible to allow each group member to work around their other commitments. This worked well for us; however we experienced some difficulties when unintentionally editing the Wix site simultaneously. Luckily, we used Teams’ Conversation to overcome this. We also used Tasks-in-a-Box to assign tasks and due dates. In future, I would use this more effectively by collaboratively breaking the assessment task up into more stages earlier in the planning process. This would enhance the clarity and consistency of our approach. Scheduling another Zoom meeting may have also helped us to realign with our initial goals in real-time to ensure clear perception.

  • Synchronous communication through Zoom. Zoom meetings were held twice to collaborate and clarify.

 

Reimann (2018) identifies three challenges of group work; unequal participation, lack of awareness, and stratified learning zones. While I believe our group avoided these through effective use of online communication and collaboration tools, these are common scenarios I experience with students in school learning environments. Unequal participation is the most common challenge among my students, as collaboration competes with their preference for individualistic reward (Dool, 2010). I believe a shared vision and group roles can be established through the OCL norm of “purpose” to motivate and empower learners. I will ensure the design of future OCL activities include a clear purpose and direct students to establish goals and roles before starting. Strengthening this area will build student capacity to work collaboratively in DLEs.

Having students co-create a digital product and collaborate online with others in their school and beyond, in a similar manner to this task, redefines the parameters of learning through transformative use of technology. This higher end of the SAMR spectrum strengthens connections to students’ third-space, which increases relevancy and learning. The ability of OCL projects to span curriculum areas, address multiple general capabilities, and provide real-world experiences highlights their value. To incorporate global OCL into my teaching, I will take advantage of Asia-Europe Foundation’s yearly school collaborations.

 

RESOURCES

This experience has enabled me to create a range of resources that will be useful independently and within the full learning module. I wanted to challenge myself and use a range of tools to produce a high-quality, interactive and participatory product. I used the following tools to create my artefact and embedded resources:

 

EMBEDDED RESOURCES

Below are the visual resources I created using Canva.

  • A poster showing the SCRAP test.
    The SCRAP test provides prompting questions to consider when evaluating sources of information.

 

The screencast tutorial I created to provide instruction on tagging and annotating in Diigo (as seen below) was made using A Powersoft Free Online Screen Recorder, Adobe After Effects and Adobe Premiere Pro, and music from BenSound. 

 

ARTEFACT

The above resources are all embedded in the artefact that I created for the online learning module using WireWax, (as seen below).

 

 

 

References

Asia-Europe Foundation. (2019). 2019 school collaborations. Retrieved from http://www.asef.org/index.php/projects/themes/education/4600-asef-classnet-online-collaborations-2019

Aviv, R. (2000). Educational Performance of ALN via Content Analysis. Journal of Asynchronous Learning Network, 4(2). doi:10.24059/olj.v4i2.1901

Dool, R. (2010). Teaming across borders. In Ubell, R. (Ed.), Virtual teamwork: Mastering the art and practice of online learning and corporate collaboration (pp. 161-192). Retrieved from ProQuest Ebook Central

Duderstadt, J. J., Atkins, D. E., & Van Houweling, D. (2002). Higher education in the digital age: Technology issues and strategies for American colleges and universities. Westport, CT: Greenwood Publishing Group.

General capabilities in Australian curriculum: Version 7.5. (2018). Retrieved from the Australian Curriculum and Assessment Authority website: https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/

H.L. (2017, October 30). SAMR model: A practical guide for edtech integration [Blog post]. https://www.schoology.com/blog/samr-model-practical-guide-edtech-integration

Lindsay, J. (2015). Norms of online global collaboration [PowerPoint slides]. Retrieved from https://www.slideshare.net/julielindsay/norms-of-online-global-collaboration

Persico, D. & Pozzi, F. (2011). Tasks, teams and time: Three T’s to structure CSCL processes. In Pozzi, F., & Persico, D. (Eds), Techniques for fostering collaboration in online learning communities: Theoretical and practical perspectives (pp. 1-14). doi:10.4018/978-1-61692-898-8

Reimann, P. (2018). Making online group-work work: Scripts, group awareness and facilitation. Retrieved from https://research.acer.edu.au/cgi/viewcontent.cgi?article=1338&context=research_conference

State of Victoria. (2017). High Impact Teaching Strategies: Excellence in teaching and learning. Retrieved from http://www.education.vic.gov.au/Documents/school/teachers/support/highimpactteachstrat.docx

 

[Assessment 2 Part C Reflective Blog Post]

The Evidence-based TL

noniharrison on

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.

A table, which shows Todd's three categories of evidence-based practice. 1. Evidence FOR Practice - FOUNDATION Informational: Existing formal research provides the essential building blocks for professional practice. 2. Evidence IN Practice - Applications/Actions PROCESS Transformational: Locally produced evidence—data generated by practice (librarian-observed evidence)—is meshed with research-based evidence to provide a dynamic decision-making environment. 3. Evidence OF Practice - Results—impacts and outcomes; evidence of closing of gap OUTCOMES Formational User-reported evidence shows that the learner changes as a result of inputs, interventions, activities, and processes.
Figure 1: Holistic model of evidence-based practice for school librarians (Todd, 2015).

 

Infographic showing: Action Research for Teacher Librarians: A brief introduction and overview to Action Research as a tool for evidence based practice for teacher librarians.
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.

Title page of Study Skills report. The pages states: "Study Skills, 6-monthly report 2018 Semester one.
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.

 

 

References

Gillespie, A. (2013). Untangling the evidence: Teacher librarians and evidence based practice [Thesis]. Retrieved from https://eprints.qut.edu.au/61742/2/Ann_Gillespie_Thesis.pdf

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

Oddone, K. (2017). Action research for teacher librarians [Infographic]. Retrieved from https://my.visme.co/projects/jwvj7ogk-action-research-for-teacher-librarians#s1

Renshaw, P., Baroutsis, A., van Kraayenoord, C., Goos, M., and Dole, S. (2013).  Teachers using classroom data well:  Identifying key features of effective practices. Final report. Retrieved from https://www.aitsl.edu.au/docs/default-source/default-document-library/teachers-using-classroom-data-well.pdf

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

Todd, R., Kuhlthau, C. & Heinström, J. (2005). School library impact measure SLIM: A toolkit and handbook for tracking and assessing student learning outcomes of guided inquiry through the school library. Retrieved from https://cissl.rutgers.edu/sites/default/files/inline-files/slimtoolkit.pdf

Teacher Librarianship: Leadership and Collaboration

noniharrison on

Reflection

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/

 

[Assessment 2 Part B: Reflective Practice]

21st century learning and inquiry

noniharrison on

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

 

[Reflection: Module 4.3]

TLs as leaders through collaboration and professional learning

noniharrison on

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/

 

[Reflection: Module 4.2]

Protected: Assessment 1: School Leadership Structure Concept Map and Critical Analysis

noniharrison on

This content is password protected. To view it please enter your password below:

School libraries and school success

noniharrison on

The school library has the potential to contribute greatly to the success of a school. A library and qualified teacher librarian can support teachers and students to enhance their practice and learning through interventions, specialist programs, and collaboration. Brown and Malenfant (2017) identify five key areas that can enhance student success: library instruction, library use, collaboration, literacy instruction, and research consultation. Scholastic (2016) presents similar themes that enhance student learning: a credentialed school librarian, collaboration and co-teaching, technology access, and collection size. Even though these results are from America, there are similar findings across Australia. ALIA and Freedom of Access to Information and Resources The impact of great school libraries report 2016 outlines three crucial drivers that underpin school library practices and that also underpin the Australian Curriculum. These drivers include; reading, digital literacy, and critical thinking and research (ALIA, 2016).

School libraries are in a position to assist schools in enhancing various education outcomes necessitated by the Australian Curriculum. Of the General Capabilities, school libraries can address: Literacy, ICT Capability, Critical and Creative Thinking, Ethical Understanding, and even Intercultural Understanding through the material delivered and curated, and Personal and Social Capability through the teaching of self-management and goal setting while working through inquiry tasks. Additionally, the Cross-Curriculum Priorities can be addressed through the careful and intentional selection of resources that meet various organising ideas. I recently completed ETL503 whereby I was required to curate a selection of resources that meet a wide range of organising ideas within the Asia and Australia’s Engagement with Asia priority. This is a relevant and easy way to meet these requirements while alleviating the pressure from classroom teachers. I recently used this concept to present a range of novels to the Head of English for his consideration when selecting appropriate texts for the Year 8 Literature Circles assessment.

Despite substantial evidence identifying the positive impact a qualified teacher librarian has on student achievement, D’agata (2016) outlines many teacher librarians feel unsupported and frustrated due to a lack of professional collaboration with various stakeholders or groups within the school structure. D’agata (2016) specifically identifies the barriers some teacher librarians have encountered when attempting to collaborate with teaching staff; including, attitudes, roles and schedules. These barriers need to be overcome through advocacy and leadership. Schools must be able to see the teacher librarian at work and be present and active in the school community. Kemp (2017) suggests ten ways to promote the position and includes enhancing student literacy outcomes as a top priority. As experts in this area, teacher librarians can work to develop staff and student confidence in their literacy skills and to enhance these skills. Embedding an Academic Reading program is one such way to promote the importance of literacy and comprehension skills and to encourage co-teaching and collaboration with teaching staff. Embedding literacy programs across the school by ensuring the skills and texts are relevant and timely rather than bolt-on programs that simply teach the skills without context have been found to be most effective.

A school structure can both help and hinder the success of a school library. If outdated structures or perceptions of the library are in place, then school libraries will encounter many barriers preventing them from engaging effectively with the school community. While Cascio (2003) suggests 21st workplace organisation is shifting from “vertically integrated hierarchies to networks of specialists”, a school structure is a complex combination of a vertical hierarchy with elements of a web-like network. This makes illustrating or mapping a school structure difficult. There are many ways to go about this. The structure could be mapped in terms of big-picture decision-making and leadership or impact on learning. Below, I have chosen to illustrate how the library hugs the different elements of the school structure. The library and librarian lead from the side and from within by supporting the entire school community. I have also demonstrated a simplified illustration of the hierarchical levels in terms of impact on other levels. In this instance, the Executive Team sit above the Middle Leaders but also infiltrate all levels of the school structure, as do all other elements.

School structure demonstrating how the library "hugs" all levels or elements.
School structure demonstrating how the library “hugs” all levels or elements.

 

References

Australian Library and Information Association. (2016). The impact of great school libraries report 2016. Retrieved from https://fair.alia.org.au/sites/fair.alia.org.au/files/u3/Great%20Australian%20School%20Libraries%20Impact%20Report.pdf

Brown, K., & Malenfant, K. J. (2017). Academic library impact on student learning and success: Findings from assessment in action team projects. Retrieved from http://www.ala.org/acrl/sites/ala.org.acrl/files/content/issues/value/findings_y3.pdf

Cascio, W. F. (2003). Changes in work, workers and organizations. In W. C. Borman, D. R. Ilgen & R. J. Klimoski  (Eds.), Handbook of psychology: Industrial and organizational psychology (pp. 401-422). Retrieved from Proquest Ebook Central.

D’agata, G. (2016). Teachers + School Librarians = Student Achievement: When Will We Believe It? UNLV Theses, Dissertations, Professional Papers, and Capstones. 2659. http://digitalscholarship.unlv.edu/thesesdissertations/2659

Kemp, J. (2017). Ten ways to advocate for your role as a teacher librarian. Connections, 103(4), 6-7. Retrieved from https://www.scisdata.com/connections

Scholastic. (2016). School libraries work: A compendium of research supporting the effectiveness of school libraries. 2016 edition. Retrieved from http://www.scholastic.com.au/assets/pdfs/school-libraries-work.pdf

 

[Reflection: Module 2.1b]

Collaborative Acquisition

noniharrison on

The role of the Teacher Librarian and expertise required is different to that required by all teachers. Teacher Librarians are required to possess additional skills in curriculum leadership, as well as expertise in literacy in all its forms; traditional, information and digital. According to the Australian School Library Association, as well as being trained teachers, Teacher Librarians are curriculum leaders, information specialists, and information service managers (2012). A Teacher Librarian also requires mentoring skills needed to support both students and teachers. As well as having a bird’s eye view of the curriculum and school, Teacher Librarians are educators of information literacy, organisers and creators of resources, and advocates and innovators of technology and social learning (Herring, 2017). The Education Directorate concludes, “Teacher librarians combine a command of 21st century pedagogies and curricula with expertise in information science: the analysis, collection, classification, manipulation, storage, retrieval, movement, dissemination, and protection of information” (2016, p.3). This differs from that of the expertise of other teachers, as the focus of classroom teachers is perhaps narrower, and they do not necessarily have the skills or time to manage resources on a large scale or assist students and others in the development of a range of literacy skills.

Teacher Librarians must also be masters in collaboration to support teachers and students. To successfully support library clients, Teacher Librarians must stay abreast of changes in curriculum and delivery methods across the school. Effective ways to collaborate across the school community include; participation in departmental meetings, presentation of Professional Development opportunities, and participation in active networking across the school community. Without being seen in the school community, Teacher Librarians will find it very difficult to develop and maintain a relevant and useful collection suited to the needs of staff and students. Specific ways to open the collection acquisition process include; inviting staff to peruse resources prior to purchasing, working with staff to develop Assignment Help Pages and identify gaps in the collection related to specific tasks and units of work, and informing staff of the changes occurring within the collection including acquisition and weeding. Ultimately, the school community should be involved and have a voice in the process of collection development, as an integral part of the role of the Teacher Librarian is to support the teaching and learning activities that occur within schools.

Furthermore, to develop a collection that is engaging and useful, students must be involved in the selection of resources. According to Evans, when considering resources, students’ Normative needs, Felt needs, and Comparative needs must be met (2008). In particular, Felt needs refer to what students want to read. If this need is met, a school library will be able to better cater for their clientele and will likely be more successful (Evans, 2008). Students may have the opportunity to select books for purchase during book fairs, submit requests, speak directly and informally with library staff or vote for the acquisition of specific books. Additionally, libraries may undertake a needs analysis of the student cohort (Isebe, 2015).

Ultimately, the final decision to acquire resources may lie with either the Head Teacher Librarian or if a contentious resource that may provide controversial viewpoints or perspectives that go against school ethos or values, the decision should lie with the Deputy of Teaching and Learning or the Headmaster. Additionally, if the resource is to support specific teaching and learning activities for an assessment task or learning experience, the decision may lie with the Head of Department or teacher who requires the resource. Teacher Librarians are in an advantageous position to offer support and advice for specific resources and are in the position to approve the purchase of resources; however, they are not an island and must work in collaboration and support of the whole school community. Thus, it is clear that the decision to acquire certain resources is a shared process.

 

References

Australian School Library Association. (2018). What is a teacher librarian? Retrieved from http://www.asla.org.au/advocacy/what-is-a-teacher-librarian.aspx

Education Directorate. (2016). School libraries: The heart of 21st century learning. Retrieved from https://www.education.act.gov.au/__data/assets/pdf_file/0020/916301/School-Libraries-21st-Century.pdf

Evans, G. E. (2008). Reflections on creating information service collections. In K. Haycock & B. Sheldon (Eds.), The portable MLIS (pp. 87 –97). Westport, Connecticut: Libraries Unlimited.

Herring, J. (2017). The future role of the teacher librarian. Connections, 100, 10-11. Retrieved from http://www2.curriculum.edu.au/scis/connections/issue_100/print_complete_issue/print_issue_100.html

Isebe, M. (2015). Effective selection and organization of information resources in school library. International Journal of Library and Information Science Studies, 1(1), 27-33. Retrieved from http://www.eajournals.org/journals/international-journal-library-information-science-studies-ijliss/vol-1-issue-1june-2015/

 

[Forum Reflection: Module 2.2]

Reflection: Opportunities for collaboration

noniharrison on

I have recently come across Eschler’s (2016) study of the collaboration behaviours of Finnish teachers – I found it was a great read. Eschler’s (2016) findings support the ascertain that the quality and effectiveness of Finnish teachers has greatly contributed to Finland’s educational success (p. 14). Ultimately, he found that Finnish teachers have two common principles that have contributed to their success; collaboration and autonomy. Regarding collaboration, Finnish teachers demonstrate three collaboration behaviours; sharing information and knowledge, planning, and problem-solving (Eschler, 2016). Out of his study, 95% of teachers indicated that they engaged in all three of these behaviours and teachers believed these to be interconnected (Eschler, 2016). His conclusions indicate that teachers engage in both formal and informal collaboration structures and collaborate in a variety of ways for different purposes. Teachers are also not confined to collaboration just within their departments. Effective collaboration occurs across the school and with and between most teachers.

Many other articles have also posited the importance of student and teacher autonomy in enhancing outcomes and education systems.

The Guardian: How Finnish schools shine

Forbes: Finland offers lessons for building student, teacher autonomy

 

So, my thoughts on collaboration:

What possibilities could arise for collaboration between teachers and teacher librarian?

  • The need for PD and shared learning to stay abreast of new pedagogical approaches and/or technology.
  • Planning and reflecting on programs.
  • Setting short and long-term goals for departments and wider school community.
  • Organising school events e.g. Literature Festival and/or book fare.
  • Organising guest speakers and other events.

In what ways could I begin to develop collaboration with teachers in my school?

  • Work with teachers to develop inquiry units of work.
  • Work with teachers to develop teaching and assessment material; including, Assignment Help Pages, source sheets, collaborative group work activities.
  • Offer PD opportunities for teachers.
  • Work with Learning Enrichment teachers to develop strategies that assist student learning; including digital support such as, text-to-speech software and Learning Tools in OneNote.

 

Reference

Eschler, B. H. (2016). Finnish teacher collaboration: The behaviors, learning, and formality of teacher collaboration. Retrieved from https://search-proquest-com.ezproxy.csu.edu.au