On my way to the book corner

I read chapter 7, researching the case study approach to explore the potential of genrefying the library collection, considering the numerous benefits it could bring.

Advantages 
Genrefication, a current trend in most libraries, is a relevant and significant topic that could greatly benefit our library collection. The abundance of literature on this subject provides ample resources for comparison and reference. The data collected through case studies, both qualitative and quantitative, could further enrich our understanding.

Disadvantages
Under the positivist paradigm, the researcher is to remain objective. This could prove difficult if you are leaning towards using the genrefication method of classification. Completing visits to other libraries to see their collection or completing interviews with their staff may be timely and costly. The process of case studies is long, having to complete a well-written report. Is this worth it? Should the library collection be genrefied and see how the students like it. Or would there be another approach that would give us the answer to the question quicker and easier?

For this activity, I needed to look up two articles on Google Scholar about a topic – I choose genrefication – and then compared their content.

I have included my thoughts about what was included from the criteria for evaluating research table in the modules.

Pulsipher, L. (2024) Genrefication in Secondary School Libraries. The Information Warrior Journal Vol. 1 (1), 12. https://digitalcommons.wayne.edu/cgi/viewcontent.cgi?article=1011&context=tiwj 

1. Title is clearly stated 
2. The abstract includes the structure of the paper
3. The problem statement – “The Problem with Traditional Organization of Fiction”
4. Topic area – it is one that is discussed frequently and is of personal interest
5. Research questions – more of an explanation about history and current trend
6. Assumptions – does give challenges
7. Limitations – only discusses high school libraries 
8. Important terms – included 
9. Literature review – there are references to other sources, but no data collection 
10. Research design – is appropriate for the topic
11. Seems appropriate – it is a current topic
12. Data gathering – does not appear to be any data

16. Conclusion – short and concise

Axt, K. (2023). Genrefication: Making Children’s Collections Accessible. Open Educational Resource. https://digitalcommons.odu.edu/cgi/viewcontent.cgi?article=1000&context=k12_languagearts_resources 

1. Title is clearly stated 
2. The abstract – no abstract but long introduction
3. The problem statement – “So what, exactly, is genrefication and, more importantly, why is it such a big deal for younger readers?” 
4. Topic area – it is one that is discussed frequently and is of personal interest
5. Research questions – more of an explanation about current trend
6. Assumptions – lots about the libraries role and jobs
7. Limitations – explains benefits and disadvantages
8. Important terms – included 
9. Literature review – there are references to other sources, but no data collection 
10. Research design – is appropriate for the topic
11. Seems appropriate – it is a current topic
12. Data gathering – does not appear to be any data

     16.  Conclusion – no conclusion

• Which paper was more coherent, consistent and comprehensive in describing the research procedure and finding?

Neither, both were approximately the same, and there were no findings, it was more of an article of the benefits and challenges of genrefication. It was left up to the reader to decide what they should do. 

• Which paper had a more constructive conclusion?

Pulsipher was the only one that had a conclusion. Axt finished the article with Building a community of readers.  

• In general, which paper provided you with a new insight about the topic?

Again, Pulsipher covered the history of genrefication, which I had not read about before.

My final subject begins and I am feeling quite overwhelmed! Learning about research appears to be a huge subject but I do think it will be interesting. Over the course of this degree, I have had to read many articles, so to look into how they are written and their purpose may give further insight and understanding.

As part of the discussion post we were asked to write our understanding of three words:

Research refers to the process of gathering information.

A paradigm is a collection of beliefs or perspectives on the world.

Methodology serves as the framework that directs the research.

There are so many new words that I have to get my head around, which is why it is so overwhelming! But the light is at the end of the tunnel as I near completion of my teacher librarianship degree and head to the book corner!

As I reflect on this module of teacher librarians as leaders, I feel conflicted with feelings of being overwhelmed and also excited as I wonder of all the possibilities that lay ahead when it comes to being in the teacher librarian role. 

1. While assisting a parent in the library, his/her young child is running amok amongst the shelves.

I would excuse myself from talking with the parent and go over to the child by encouraging them to sit with a few books, or activities that may be in the library. I would also encourage them to collect the books that they may have taken off the shelf and put them on the circulation desk (as putting them back may pose to be a more difficult task). Once settled, I would go and address the parent again. This is all in the hope that the young child is willing to listen to someone, it may prove difficult if they respond with ‘no!’ 

2. The class outside the library is noisy and jostling each other whilst the class teacher is talking to a colleague.

I would attend the class and remind them of the expectations that are required when waiting for the teacher. I might nicely suggest that the colleagues plan a later time for their discussion, and they are more than welcome to hold it in the library.  

3. The class in the library is noisy and appears off task – under your supervision OR under a teacher’s supervision. 

Under my supervision, it would be necessary to refocus the class. Maybe the class needs a beak, do they need a reminder of the task? 

It is always tricky with another teacher’s class, as you don’t want to step on their toes. Maybe going over to particular students and engaging in conversation about the task and offering to help out with their work. A gentle reminder that they need to remain on task, rather than being noisy. 

4. It is the middle of report writing and you overhear two teacher colleagues complaining about the light teaching and reporting load of the teacher librarian.

This is a tricky one – rather than try and justify my role, I would offer to help. Was there anything I could do to help them? At my school the library coordinator is required to write report comments for all of the primary school students (they are often very similar) but she certainly has far more than me. 

I was attempting to answer these with a servant leadership style, but on the other hand you don’t want to be a doormat, where all the staff walk all over you, or expect you to step in when they are not in control. 

As a teacher librarian you have a dual role. One that is a librarian and one that is a teacher and being able to be a problem solver, information source and have knowledge of the curriculum, which seems like a huge undertaking. I certainly have hopes and dreams of how I would like the library to be, and what I would like to achieve, but I feel that I could potentially be walking into a mess and will need to pick up the pieces first before I can really delve into the full role of the teacher librarian. Then there might be the rocky road to establish myself as a teacher librarian, collaborating with teachers and leadership. Further investigation into advocacy, I feel is needed. It was a big topic to get my head around, and it may take awhile considering the library is currently running on its own and it will be a big job to update and promote the service that the library can be. What an overwhelming but exciting possibility. 

After completing this module, I am feeling overwhelmed, but I am also looking forward to the challenge of the teacher librarian role.

When I look at the library’s current situation, many elements are missing. The mission statement was completed in 2010, and I can not find an updated version. What the mission statement and rationale explained may have been relevant and used back then, but they need to be updated to reflect the current educational and school strategic policies. The library is doing a disservice to the students and staff, but I must remember that the current library coordinator is not a trained teacher librarian and feels she is doing her best. 

I have created a list of the required planning documents outlined in this module to help keep me on track when I am potentially in the teacher librarian role at the school. These include: 

• Finding and, if necessary, rewriting the policy documents – I can use what I learned in ETL503 to help.
• Create Strategic Planning documents
• Create a Mission Statement
• Create a Vision Statement 
• Documentation—Library Operations Checklist—Using the National Library of NZ checklist (n.d) to help, compile a folder (physical, online, or both) that has all of this documentation easily accessible. 
• Create procedures for how things should be completed. I have been told that these are currently in the coordinator’s head, but if she were to leave tomorrow, it would not be helpful for anyone. 

While this is a start, and I am sure there will be more to complete, it is very eye-opening to see what is required to keep a library together and running. I have always known that it differs from a classroom, but I did not know the exact details needed, especially in an emergency. Again, I have no idea if there is anything in place if something were to happen to the library. Is it a wait-and-see assessment? 

I will have to take one step at a time and gather a few other staff members around me to make taking on the library less overwhelming. Wong (2012) states that a library committee should be established to represent the interests of the stakeholders. Allowing the library to be represented in wider circles and not classed as an island.

I am looking forward to putting what I have been learning into practice, even though it is overwhelming. I don’t understand the extent of the mess that I am walking into. Thankfully, I have a good working relationship with the technician and assistant, and I hope that I will be able to lead them and take the library in a more positive and futuristic direction.  

National Library of New Zealand. (n.d) Getting started in your school library: An operations checklist. https://natlib.govt.nz/schools/school-libraries/library-systems-and-operations/library-operations/getting-started-in-your-school-library-an-operations-checklist

Wong, T. (2012). Strategic long-range planning. Library Media Connection, 31(2), 22-23.

The role of the Teacher Librarian is so vital to the school.

TL’s are there to support the teachers, they should facilitate training – I saw this in action on my placement last year, the teachers would come to the library to hold PD’s. The HOP would like to make changes to the staff room, but why not make changes to the library and hold staff meetings there, this way there is easy access to resources and the library can collaborate and share with the teachers. Our current library structure and layout is well behind the times, and really needs updating and major staff changes to bring it up to the 21st Century.

I don’t feel the library has a loud enough voice. It is classed as a specialist lesson, to give time release to the classroom teachers, but that’s it. It is not providing students with current skills to ensure they are leave school with the current technological skills.

I like this outline from Future Ready Librarians (Ford, 2016) that shows the people involved and the change process that could be followed when I am in the role.