Category: ETL401

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ETL401 Assignment 3 – Part C Reflective Practices

When it comes to this reflective practice blog post, I feel that I will fall short and not be truly effective. I have struggled with being reflective publicly during this semester, and therefore have not posted much in the way of weekly forums or blog posts. This is something that I hope to improve on as I continue my study.

Information Literacy is defined by the Chartered Institute of Library and Information Professionals as “Information literacy is the ability to think critically and make balanced judgements about any information we find and use. It empowers us as citizens to reach and express informed views and to engage fully with society” (2016). To generalise it, this means that we look at the information in front of us and decide not just how we should use it but how we can do so with the wider community (whether that be the workplace, school or family) in mind. One thing that needs to be kept in mind, is how students access the information. Those with dyslexia or dysgraphia, in particular, can struggle to comprehend the information adequately due to struggles with their level of literacy comprehension. A Teacher Librarian can assist the students by working with the subject teachers to locate resources that are literacy level appropriate, subject appropriate and engaging for the students. They can also work with teachers to help students to scaffold their learning. This leads one to different Information Literacy Models.

It should be made clear that Information Literacy Models do not refer to programs that concentrate on merely teaching the Information Literacy skills. The Models are meant to take the skills to the next level and produce high quality work that show creativity and thought.

There are many different Information Literacy Models, however the New South Wales Information Search Process (NSW ISP) and Guided Inquiry Design Process (GIDP) are the ones I’ll be commenting on here. NSW ISP utilises the different stages of inquiry learning; “defining, locating, selecting, organising, presenting and assessing” (New South Wales Department of Education, 2019), in order to help students increase their Information Literacy skills to a high level. Students are encouraged to move back and forth between stages as their research and inquiry progress. The GIDP, in comparison, has the stages of “open, immerse, explore, identify, gather, create, share and evaluate” (Caspari, Kuhlthau & Maniotes, 2019). This too, helps students to bring their Information Literacy skills to a high level; however, I feel that it (GIDP) opens students to the idea of it in a more gentle manner. I feel that the GIDP allows students more freedom to begin their inquiry by immersing themselves in the topic before identifying what they require in the way of research. NSW ISP, on the other hand, seems to “throw” the students in the deep end by asking of them in the first stages of the process what they require in the way of information.

The Teacher Librarian role within Inquiry learning is varied. They are a support person for the teacher and for the student when it comes to research and resource acquisition. They can help both parties gain access to areas that they otherwise could not. They can help scaffold learning and make the Inquiry process more accessible for students that have learning disabilities or other factors that impact their ability to fully participate in the Inquiry learning.

I have learnt a lot over this semester in ETL401 and while my reflective practice my not necessarily reflect it; I hope that I am able to somewhat convey my understanding of the subjects content.

 

References

Caspari, A., Kuhlthau, C., & Maniotes, L. (2019). GID – Guided Inquiry Design. Retrieved from https://guidedinquirydesign.com/gid/

CILIP Information Literacy Group. (2016). Definitions & models – Information Literacy Website. Retrieved from https://infolit.org.uk/definitions-models/

New South Wales Department of Education. (2019) Information Search – North Sydney Public School. Retrieved from https://nthsyddem-p.schools.nsw.gov.au/learning-at-our-school/library/information-process.html

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Internal versus Online (Or why this semester has kicked my ass)

Two blog posts in one night, lucky people! I’m a night owl and have decided to get these typed up and posted so I don’t stress out about them any more than what I already have.

For the record, I do not advocate swearing or foul language in something to go online (especially if it could potentially be assessed – sorry Judy and Lori!) but the title fits this post.

This semester has kicked my ass.

I’ve just finished my four-year undergraduate degree which was completed internally. I was face-to-face with classmates and tutors every week. I was hounded every week, constantly reminded about homework and what was due the following week. I had a routine of a one-hour bus trip, coffee, class, lunch, class, one-hour bus trip home. Work, prepare for the next class, repeat.

Now, I’m a Master’s student, studying online for the first time and well on the way to earning that make-believe gold in procrastination.  I’ve struggled to find a routine that works, I’ve struggled with keeping up and I’ve found that emails are fairly easy to ignore (before typing this up, I cleared out my emails, ninety unread in my inbox and I’m not willing to admit how many were CSU … oops!).

I have, however, worked out that I am still good at all-nighters and at cramming. I’ve found that I HATE timezones with a passion and that I’m being pushed in new ways to actually get work done.

In amongst all of this, I’m enjoying it. I’m glad that I have only two subjects, I’m slowly getting a routine that works and while it still means I drink way too much coffee to wake up properly (night owl over here); I’m getting caught up. I’m starting assignments (still miss the one thousand word ones of my undergrad!), before they’re due and I actually (kinda!) know what I am doing!

I guess what I am trying to say is that I’m learning more than just being a Teacher Librarian. I’m learning that my partner can easily bribe me with Krispy Kreme doughnuts to get my work done. I’m learning my new routine and that cleaning the entire house does not get work done.

And I’m also learning that I should not be drafting blog posts at 11: 11pm on a Tuesday night. Time for sleep folks!

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Pen and Paper (or the reason for no blog posts)

I’m someone who hates putting things into writing on a laptop/device – especially if it is something like a blog. I mean, who wants to read the vitriol that inevitably comes out of my mouth?

Even with my study, first, in my Bachelor’s degree (officially a Flinders grad now!) and, today in my Master’s degree, I still print off stuff then scribble all over it; rather than annotating it online or in a Word document.

During my Professional Experience Placements (or Prof. Ex.), I had two different experiences. My first required hand-written drafts. The students would type them up them print them off and I would start drafting by hand. I loved it, I thrived with the handwritten drafting. Generally, I would use either a blue or red pen in order to make my annotations and thoughts more visible. My second placement required that all drafts were completed on the computer. My mentor teacher gave me the proforma to use and I followed that fairly well. I did learn quite a bit while using it too; but I felt that doing it all online, in a Word document, was impersonal. I could churn out two or three in around an hour depending on the number of errors, clarity and length of the piece. I also found myself struggling to stay focused on the screen while drafting assignments. As a Pre-Service Teacher, I struggled with drafting online and as a student, I hate it.

I still now, will type up my assignment, put it in 1.5-2.0 spacing and print it off and draft it. This blog post is being written at 10.45pm on the 7th of May 2019 in a notebook. I’ll type it up tomorrow (8th May) and post it.

(Quick side note here: I had full intentions of typing it up then but then got sidetracked by assignments. Assignments won out over typing up the blog posts.)

I find with reflective pieces of writing, that pen and paper is the way to go for me. It’s tactile and I can formulate my thoughts better because I’m not stopping to double check myself. I’m not being distracted by Facebook or Instagram (however, you can bet whatever you like that when the Duke and Duchess of Sussex announce the name of their son, I’ll be looking on social media!). It’s just me, my thoughts, pen and paper.

So why the little blog posts? Partly, life is nuts. Two jobs, study, plus other commitments. But also my thoughts on the modules aren’t on the computer; they’re on paper. In a notebook which  I will type up and share but they’re not drafted and polished which annoys me; but I guess it helps with the reflection, right? Raw, unedited, real and (hopefully!) show what I have learnt.

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Why become a Teacher Librarian?

This is indeed the question! Why become a Teacher Librarian? For me, it was a combination of things.

In Year Ten I undertook the Personal Learning Plan subject within SACE and I underwent a  one week Work Experience Placement at Tea Tree Gully Library. I loved it, I really did but I felt it was lacking something in terms of a career. Most of the work was becoming automated or happened behind the scenes with very little contact with the public. Outside of the Work Experience Placement, I frequented that library often. I loved going through the shelves, looking for something new to read but felt that the workers didn’t really have the time for young adults. This feeling was magnified during my Work Experience Placement, most of the contact was with young children or adults. Now, as a twenty-two-year-old, I feel that this feeling of disconnect with a public library makes Teacher Librarians even more important.

During my time in high school, I lived in the school library, especially during Stage One and Two. I was a regular library monitor and I loved helping the Teacher Librarians with either restocking shelves, finding books for other students, processing new books or whatever else they needed to be done. Here, I felt that young adults were welcomed and valued.

When I was looking to commence post-high school study, I decided upon Bachelor of Education (Middle and Secondary Schooling)/Bachelor of Arts as my undergraduate degrees and then made the choice to continue straight into my postgraduate degree rather than take a break. During my undergraduate study, I loved the connection that we were able to form with the campus librarians. It is a very similar feeling to that of the secondary Teacher Librarian.

Teacher Librarians are vital to schools and students. They are not just the people who know where that obscure book on science is, or the ones who can sprout quotes from books at the drop of a hat. They’re the ones who encourage discovery. The ones who suggest a book not just for an assignment but to read in their own time. They’re the ones who can bail you out of a referencing disaster in the Research Project.

But they’re also the ones who can lend an ear when you need it. They’re the ones who give you a chance to contribute to your school community. They’re the ones who’ll put the new book you’ve been nagging them about to the side so you can borrow it first. They’re the ones who have a stash of gummy snakes or Freddo Frogs hidden in a drawer – and look to the side when you pinch one as you leave to go back to class.

Teacher Librarians are amazing people – and I hope I can be one of those amazing people for my future students.

 

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