On my way to the book corner

Reflective Practice

May 19, 2021 Nicole Bolden ETL401 0 Comments

During this semester of learning, reading and analysing the role of the teacher librarian my initial thoughts have certainly been impacted and changed. As I outlined in my post the role of the teacher librarian (Bolden, 2021, March 10), I initially felt the roles purpose was to provide the classroom teachers with non-contact time, teach the students about the Dewey Decimal System and allow them to return and borrow new books. I now believe a teacher librarian is a wealth of knowledge and information, a leader, a specialist and so much more.

When it comes to information in today’s society, there is so much available at our fingertips that it can become overwhelming. In my post about Information (Bolden, 2021, March 19), I explain my thoughts on the two-fold analogy between the information available today compared to some 20-30 years ago. In a discussion post in module 2.1 about the definition of information, I was challenged with the quote “knowledge is a prerequisite to wisdom, we always want more data and information” (FODOC, 2007). This is generally the case; the more knowledge we have, the better decisions we can make. Nevertheless, are we wanting to teach our students to have more knowledge or to think more deeply about the knowledge they want to have?

Information literacy is a term that I was introduced to this semester. My understanding or definition is the ability to read, write and communicate across a range of digital and non-digital platforms. The concept of Information literacy can be somewhat overwhelming, with varied definitions in regards to its place and purpose within an educational setting. (IL, Bolden, 2021, April 28).

While I grapple with the subject of information literacy in Convergence (Bolden, 2021, May 5) I question how well versed schools in general are with this term. I am unaware of any information literacy policy currently available at the school in which I teach. Information literacy is a concept that requires continual investigation as technology continues to change the skills we require to effectively obtain information.

The topic of inquiry learning was interesting, raising my enthusiasm for teaching and allowing students to be involved in the learning process. I recognised that this process already occurs in a similar way within another Integrated unit taught. I now plan to take the unit that I have created for our assessment to the current teacher-librarian to see if we could collaborate in teaching the unit. Such collaboration may help reduce time restraints caused by an overcrowded curriculum, an issue I discuss in my blog post Inquiry Learning (Bolden, 2021, April 21). Many different models encourage inquiry learning. When looking for a suitable model, I found it more challenging to choose one for lower primary. There is a risk if we just let the students go without some modelling and scaffolds. I am not sure if the result of the process would be a success or a total failure. Consideration would have to be given to students who usually require support to ensure their opportunity for success. I have never used any of these models, especially not in the library context, but I am motivated to try as a way to develop and improve my teaching.

For inquiry learning to be successful in helping students to be critical thinkers and participants in their learning, the teacher-librarians must work with and alongside other teachers. However, as mentioned in a discussion post on module 5.3b if you were going to implement this approach, it would need to be done across the whole school and completed at various times so that the teacher-librarian is not overburdened. Teacher librarians are crucial for their role in the inquiry and need to be included and collaborated with despite the challenges that may be faced, as I outlined in discussion 4.2. But in reality, we must consider how much responsibility can be placed on teacher librarians. Inquiry lessons should not prevent the librarian from being available to assist with tasks such as returning and borrowing books, I question this further in the module discussion 6.2.

When we look at the importance of the role of the teacher librarian it is disappointing that some schools do not employ one. As I outline in my blog The Principal and The TL (Bolden, 2021, March 24) communication and information are crucial. As we continue to expand the vast amount of information available to students, I can only hope that the staffing of the library will change.

Convergence

May 5, 2021 Nicole Bolden ETL401 0 Comments

Information literacy is a new term that I am coming to grips with. As far as I am aware the school that I am currently working at hasn’t developed an information literacy policy. I don’t recall reading a document with that name when I went through the induction process but it might be worth digging to find out.

It seems as if we are own our own when it comes to information literacy. Maybe because I am in the lower years of primary that the focus is on teaching students to read, write and the basics of Maths. There is the basics of IT thrown in once a fortnight, but as to what that covers I am not sure as I don’t teach it. As we work as a team we each are responsible for a certain area of the curriculum to plan and prepare resources.This year it has been my responsibility to plan Maths. It would be good to have an overarching approach that all teachers could follow and know that this is what we do, this is how we teach it and why.

Being in the lower years we monitor what the children are doing when it comes to online activities. The apps that are being used on the ipads are ones that have been approved by the IT department and I would say that the students use the ipads 2-3 times a week. I would think that students are being taught how to behave online and to be careful what they do when online, but I am not overly sure.

Transliteracy is a relatively new term and is going to be a work in progress. I am not sure if it will apply to all teaching levels especially lower primary. But then again I grew up in the technology era and have self taught myself a lot of computer skills, am still learning and I can see that my students can have a higher knowledge and understanding than what I do. It really is just something that we are going to have to be constantly adapting to as changes occur. As we head further into the 21st century we are going to have to teach students the basics and also how to deal with more and more things being online, how to be social online and how to critically think about what they read considering some things online are just a person’s opinion.

Information Literacy

April 28, 2021 Nicole Bolden ETL401 0 Comments

Information Literacy. It can at times be a very overwhelming topic considering there is so much information regarding its definition, what it is (a skill or process) and how it relates to life in the sense of its use in the workplace and things we do.

As I think about my current class, a lot of my teaching is telling them about the topic and then expecting them to complete a worksheet, produce a writing piece or display what they have learnt – it doesn’t allow them to think or learn for themselves. My classroom is basically running under the Content Frame as outlined by Bruce, Edwards & Lupton (2006) where I teach and then the students are required to recall what they have learnt by completing a test. While this serves a purpose, in the long run are my students going to be able to have the skills for information literacy and be able to process what they are required to do on their own? Or by being a teacher in the lower years is it our job just to teach the 3R’s (reading, writing and arithmetic) as their foundation and then as they move through school they will continue on their learning journey with the help of other teachers and the teacher librarian.

Reading is such an important concept as it is something that is needed for life. Reading doesn’t come naturally, it is something that is taught and is something that can be very tough as the English language is full of many conventions and rules. But as much as we can be preoccupied with children progressing through the reading levels and meeting benchmarks, it is important that eventually students will want to read something of interest to them but also criticise what they are reading and relate it to their own personal experiences.

So what do I need to do now? Have a think about how I can change my practises to allow my students to engage in information literacy that is not just, teach and recall.

Bruce, C., Edwards, S., Lupton, M. (2006). Six frames for information literacy education: A conceptual framework for interpreting the relationship between theory and practice. ITALICS, 5(1).

Inquiry Learning

April 21, 2021 Nicole Bolden ETL401 0 Comments

When reading about the topic of Inquiry Learning my thoughts were this sounds great, we should be doing more of this, but they then turned to but how can we focus this in the lower primary area. Upon further reflection I realised we do use this approach in lower primary once a year, but it is still very structured, where we teach the content and then allow the students to research.

It is a hard topic to fully incorporate into all aspects of teaching because there is still some relevance in teaching and then expecting students to complete a test. This test can then be used as our own evidence to ensure we are completing the standards but also to show to parents what their child has achieved and how they are progressing. Our expectations and time is also another factor that stands in the way of inquiry learning. We don’t have the time to allow this all the time. And what about the students that require our help or guidance and may just ride on the coattails of other students because they really aren’t sure of what they need to be completing. Or is this idea just my picture of needing to be in control?

Time is a big issue that stands in the way of teachers and teacher librarians being able to collaborate. Our afternoons are taken up with meetings and paperwork and marking and preparing for the next day that we aren’t able to meet and plan units for inquiry learning. Is one Teacher Librarian working in a P-12 school being stretched too thin to be expected to work with all years levels to undertake this process as well?

It is an interesting topic that challenges me to do further research and collaborate with the other teachers in the team to see where else we could possibly incorporate inquiry learning into our current curriculum.

The Principal and the TL

March 24, 2021 Nicole Bolden ETL401 0 Comments

Communication… Communication is vital in the ways in which Principals can enable the teacher librarian. And the same will be for how TL’s might enable the role of the principal. The Principal should be clear about what his visions are and the same should be said about the teacher librarian. But no one is going to get anywhere if it is just one way. I was a part of a few meetings with the principal regarding building the new library, but the motto was “you can have your say but not get your way.” From my readings this week I can see how important it is for this communication to take place so that both are on the same page, supporting each other and asking what you can do for the other person. It is like a partnership between a vital resource and the person leading the ship.

But not every school is able to have this partnership when a lot of it comes down to the monetary benefit. I did a little bit of research and I find it interesting that in NSW it is mandatory for a government school to have a teacher librarian as mentioned by Carmody, (2019). It is considered to be an aging profession but is it possibly on the rise, if it is becoming mandatory? Staffing is predominately up to the Principal but they require a teacher who is able to cover lots of areas and able to keep up with changes. According to Hughes (2013) Principals can see what the role of a teacher librarian is but some of the things that are needed include resources available, updated spaces, more staffing and an awareness of the library to the other teachers and back to monetary benefit. Overall, this then becomes a whole school approach and should hopefully aid the partnership between the Principal and the library.

Communication and partnership between Principals and teacher librarians are essential to enable each other’s roles.

References

Carmody, R. (2019) School libraries hit by the loss of a dying breed as teacher librarians enter ‘survival mode’ ABC News . https://www.abc.net.au/news/2019-09-15/research-reveals-alarming-loss-in-teacher-librarians-in-schools/11494022

Hughes, H. (2013). Findings about Gold Coast Principal’s views of school libraries and teacher librarians. School Library Association of Queensland Queensland University of Technology: Research Report. http://eprints.qut.edu.au/60260/38/60260b.pdf

Are school librarians an endangered species?

March 24, 2021 Nicole Bolden ETL401 0 Comments

School librarians should not be an endangered species because they are vital teachers that support and encourage other teachers. I think that they have almost become this way because of an aging profession and some schools don’t see the benefit of replacing them. Some schools may not have the funds to support this vital role instead using the funds to support other aspects or they expect teacher librarians to have a range of skills so that they are getting their money’s worth for that role. Teacher librarians need to work hard to have a plan for success in teaching, supporting and working in their role.

Information

March 19, 2021 Nicole Bolden ETL401 0 Comments

The term ‘Information’ has just become something that I am finding is now very broad and can cover a multitude of definitions, facts and data. I have never thought of it in this context but I think it is twofold – where there is a giver and a receiver and then it depends on what you do with that information – whether you keep it or pass it on. It can be said that the more information you have the better decisions you can make in the process of becoming wise, but when does it get to a point that there is an overload of information and a decision can’t be made and you certainly don’t feel wise?

In the digital information realm, there is so much information at our fingertips or even in our fingers that it is eye opening how many people are accessing the varying facets of the internet. It was really interesting to read the history of the internet and I had no idea how many years ago it actually started. Even reading about the aspects of the internet and what is stored and hidden is fascinating. I think about what technology was available when I was growing up and how different it is now for my own children growing up in today’s society. I was teaching an IT lesson with my students this week and I was explaining how more portable technology has become. There was no way that you would be wanting to move your computer from home to work with all the cables and hardware. Today we are instantly connected to the internet whereas you had to connect and listen to the dialling and beeping of the modem connecting through the phone line.

As a future TL it is important to be up to date with information to be able to inform, support and teach students and teachers. I need to widen my scope of information to stay informed with the right amount of information. It will be important to remember not to get into the state of an information overload.

The role of the teacher librarian

March 10, 2021 Nicole Bolden ETL401 1 Comment

My understanding of the role of the teacher librarian in schools were there seemed to be a few requirements of the role based in the library, working alongside the library manager. When I first started teaching in the classroom we were lucky to have a teacher librarian (TL) and my understanding comes from my observations of her role.

The TL took each primary class for library and IT lessons once a week. I thought this was great because it gave me non contact time that was certainly invaluable to getting things done. So part of me believed the role was to provide planning and organisation time to classroom teachers. What I thought this role entailed during those lessons was reading books to the students to engage them in the excitement of all types of picture books and novels. The TL would help students to choose books that they would like to borrow for the week to continue the excitement of reading at home with their family. Being able to scan the books for borrowing and returning and then placing the books back on the shelf was certainly part of the job. They are also responsible for issuing the slips of paper to inform the students that they had an overdue book that classroom teachers would hand out.

I figured the teacher librarian would teach the students the difference between fiction and nonfiction, where these books belong in the library and how and what the Dewey Decimal system was in order to find the books you were looking for. I hoped that the TL would find out the interests of the students to be able to guide them in the books that they might enjoy or require for particular projects.

If I needed help I could go to the library and ask the TL where a particular book was and I was shown its location. I never received any further help or interest so I was left on my own to decide whether the book would help or not. If I had more questions they would get answered but that was about it. The TL was just the first point of contact in the library space.

During lunch times the library would be open so that it was a space students could go instead of playing outside. The TL would supervise the students and make sure books were put back after reading and allow high school students to play chess. If students were too noisy or not behaving the TL could ask them to leave.

There was a library manager that would order books and deal with the budgets so there was no need for the TL to undertake any of these jobs, I recognised that the role of TL was to teach the classes and help maintain the library space.

What I thought previously is that the teacher librarian was just a teacher who would allow classroom teachers non-contact time, help students and classroom teachers to navigate the library, manage books being put away and supervise the library during lunchtimes but I realise now that there is a wider range of skills and knowledge that is the role of the teacher librarian.

My teacher librarian journey

March 3, 2021 Nicole Bolden ETL401 0 Comments

Many years ago, it was my second year of full time teaching that I was in the role of a library and IT teacher. I didn’t have any qualifications but after seeing that my grade five students couldn’t make columns in a word document, I wanted the position to ensure that students could have a basic navigation of office and that’s what I did! I also taught them a basic knowledge of the Dewey Decimal System, read lots of books – I had the grade six students engaged in ‘Goodnight Mr Tom’ by Michelle Magorian and helped students with the accelerated reader program. I had nothing to go off and basically planned all the lessons from scratch.

In 2021, here I am embarking on my journey to becoming a teacher librarian. Back in 2017, I had enrolled in another course with a QLD uni but when we moved states a few principals said to be don’t bother, there is no money going into libraries because the money is being spent on literacy and helping students read. Whilst I was in my role as a library teacher, I attended another school to see what they were planning and the teacher librarian said that in the next 10 years we would see a decline in the amount of teacher librarians because they would be retiring and not replaced. It is a sad reality that this is the case in some schools.

After reading ‘What is a Teacher Librarian?’ I am shocked that there aren’t more teacher librarians considering their knowledge and contribution to learning. Yes, books are being put into library because it is important for students to read but a library should be the hub of the school and the teacher librarian should be involved in planning, teaching and learning. It is a role that is not widely promoted as a resource that should be incorporated and worked with. I wonder if we as teachers get into our own little bubble and do what we know and don’t venture out of our comfort zone. I know that I don’t utilise or include the teacher librarian enough and this will certainly be changing to more than just ‘can you gather these books for our integrated topic.’

With all of that said, thankfully I am able to be on my way to the book corner…..