Delving head first into the land of information and literacy has become a very daunting yet exciting task. I very quickly abandoned my prior believe of a teacher librarian being a fluffy job filled with pretty pictures and calm voices to adopt the concept of the real life teacher librarian as being a, passionate, multi-skilled, innovative,  sharer and creator who juggles information and tasks whilst seeking, sharing and using information. (Mentimeter 2021) The teacher librarian is someone who is a busy mentor, leader and facilitator making connections with everyone in the school, greater community and the global community. It was clear by the fast entering words flashing on my screen in our first lecture that everyone else was very aware. I had (have) a lot to learn.

So as I embark on this journey I am faced with the numerous definitions of information and start questioning myself and my knowledge. What is information? I find myself turning to my 6 year who I knew would give me an amazingly simple, yet well thought out answer to the question, What is information? I was met with the answer of ‘information is something you use to know things about lots of stuff’. The same question was asked of the older member of my house who deliberated quite a lot more but added ‘making the stuff relevant to you at the time. These both fit into the information hierocracy that Wideman set in 2008. So I now have a clear understanding of information literacy – knowing stuff and using it. As a teacher librarian we cannot merely teach to know but to be literate in our knowledge, to create wisdom from it and use it to be an activity, intelligent and creative 21^st century thinker.

So how can we create these wonderful 21^st century learners? We as teachers and teacher librarians just throw information at them and expect them to learn it. When I first stepped into the teacher librarian role I made a window display: in this library we learn, create, explore, imagine. Working through this course I think I need a bigger window; I need to add question and collaborate. We need to teach students to use scaffolds to find purpose in their learning, teach them to locate relevant and useful information, use it effectively and evaluate their learning, skills and knowledge. (Herring n.d).

I thought that inquiry based learning was tedious and difficult to use. However after watching Spencers you tube clip and relating inquiry based learning back to the much loved Harry Potter,  I realised that even though there are many models, scaffolds and frameworks, inquiry based learning is guiding the students to investigate, solve problems and investigate topics of interest. Guido clearly outlines benefits of Inquiry based learning

• extending and reinforcing  curriculum content
• “warms up’ the brain for learning
• promotes a deeper understanding of content
• helps make learning rewards
• Builds initiative and self confidence
• works in most learning environments
• offers differentiated instruction

Looking at all these frameworks raises the import role of the teacher librarian. A teacher librarian is wealth of knowledge, skill and information as many of my online colleagues’ state. But we all came to a fast realise that we, teacher librarians cannot implement this leaning and guide students into the 21^st century alone. I referred to myself in discussions as an island, a standalone entity which some staff members find very difficult to get to or have no desire to. I feel it’s important to really work together as a team with colleagues and community members. We really encourage students to work collaboratively and now I have to work collaboratively with all staff member. The AITLS has very clear standards to work together and to create personal goals. By sharing these with staff members, they may be more willing to work more collaboratively. Inquiry based learning is a whole school initiative to benefit the students and the staff. The teacher librarian should initiate the use of a learning inquiry framework that can be implemented across the school in many areas. New frameworks and teaching skills need to be introduced gradually and be easy to use. Through extensive reading I have realised that it is important to obtain the support from the principal and the executive team to ensure the students have the very best learning opportunities you can give them.

Even though I find this all very overwhelming with so much information to absorb, I realise the very exciting role of the teacher librarian is one of the most important and should be the heart, the brain and the soul of any school.

References

Mentimeter. (2021). https://www.mentimeter.com/

 Shearer, A. (2021). https://thinkspace.csu.edu.au/nosila/2021/03/07/the-world-of-information/

Wideman, R.M. (2008). The Information Hierarchy. [Powerpoint slides]

Herring, J.E. (n.d) james Herrings Plus model. https://farrer.csu.edu.au/PLUS/

Spencer, J (2017) What is Inquiry based learning? (Video) YouTube.

            https://youtu.be/QlwkerwaV2E

Shearer, A (2021) https://thinkspace.csu.edu.au/nosila/2021/05/02/guided-inquiry/

Guido, M (2017). What Is Inquiry-Based Learning: 7 Benefits & Strategies You Need to Know. Prodigy.

https://www.prodigygame.com/main-en/blog/inquiry-based-learning-definition-benefits-strategies/

Aitsl (2017). Australian Professional Standards for teachers

https://www.aitsl.edu.au/teach/standards

It’s been a huge question on my mind, one that  i often find myself asking when  rocking in the corner ( mostly figuratively but sometimes literally). How can i keep all the balls in the air? I used to be so good at managing my time. I was always on time if not early to work and events and knew exactly where i had to be not only today but every day from today to christmas. Then i became a solo mum, picked up looking after my sick elderly wonderful mother, decided to take on a new role which included study and work full time. Is there any time for me? wilson poses the question, What should we be giving 100% to in our lives? Am i  still effective as a mother, daughter, carer, teacher, TL, colleague, student, friend, sister if i don’t give 100% to everything. I think i have shown in this course maybe not so effective .  Wilson refers splitting your time in to distinct zones. These zones should be efficient and effective for the time given and the left behind when the next zone is entred.   Zone 1 – structured work time

Zone 2 – unstructured work time

zone 3  – me time

I find it difficult at the moment to make these zones very separate, i really feel like they should not overlap.

Colleagues who i see who appear unstressed and relaxed seem to be able compartmentalise their day,. Allocated zones in their mind and switch off at the end of each zone. Oh such a talent.

Moving from classroom teacher to TL  with the school i have been in for over a decade i have been viewed in many lights. I am now an island and not part of a stage group. Staff members have always viewed the TL as an island and not the information expertise that they should be with a wealth of knowledge, leadership skills and support.

Gilman in the 4 habits of a good librarian states that the 4 qualities that are essential to be a good TL is to be 1. open to staff, students and community. To always have an open door and welcome all people and ideas. 2, responsive to new ideas, research , resources and all members of staff student body and community. 3. It is important to work collaboratively to enhance, develop and expand the teaching learning programs across the school, showing continuity and unity. 4. A high level of communication with all staff, students, executive and community is imperative to effective in the library. However it is important to have strong communication across the school to, once again show continuity and unity not to mention wellbeing for all involved. To be a greater TL i could enhance these elements and getting off my island everyday.

I could also show staff that i have a skills that enhance the teaching and learning programs and the students skills and knowledge.

Pewhairangi states in ‘How to boost your digital literacy confidence’ that we have 6 super powers. She refers to having these powers in the digital world but i feel they apply to all areas of my teaching . Having confidence in my own abilities, to take risks and make decisions allows me to utilse my time more effectively in the all areas of TL world. She states that our exiting super powers are  adaptability, critical thinking, curiosity, empathy, patience, and problem-solving – I am  already 21st Century learners and digital citizens. I need to allow myself to believe in myself and in my own abilities to be the very best TL. The students, staff and community with then believe it to.  I can do anything.

I think i went off track a little .

REFERENCES

https://www.time-management-success.com/time-management-for-teachers.html

https://www.scisdata.com/connections/issue-106/how-to-boost-your-digital-literacy-confidence/

https://www.chronicle.com/article/the-four-habits-of-highly-effective-librarians/

Inquiry based learning was once used predominantly in subjects such as science and maths. subjects where distinct question could be asked and  hypothesis could be made.  Science inquiry Teaching and learning progresses through five phases: Engage, Explore, Explain, Elaborate and Evaluate. The 5 E’s ( as seen above) are an engaging way for students to learn and teachers to teach. This framework, even though it has been around for may decades has extended into the language arts, history and geography using the following elements.  The framework allows students and teachers to work through the elements listed below: Open, Immerse, Explore, Identify, Gather, Crreate, Share and Evaluate.Using the guided inquiry framework has distinct advantages and disadvantages

ADVANTAGES ‘

• collaboration is encourages and developed for Classroom teacher and teacher librarian
• encourages high expectations and high engagement from studetns
• allows students to make meaning from the world to suit them, their interests and learning abilities
• Students can work at their own pace
• encourages students to remain curious

Marus Guido (2017) in What Is Inquiry-Based Learning: 7 Benefits & Strategies You Need to Know benefits extend to

Inquiry based learning

• extending and reinforcing  curriculum content
• “warms up’ the brain for learning
• promotes a deeper understanding of content
• helps make learning rewards
• Builds initiative and self confidence
• works in most learning environments
• offers differentiated instruction

DISADVANTAGES

• students need an element of background knowledge prior to create key questions. Background knowledge on the subject, how to work independently and how to create questions to expand their learning and knowledge.
• the whole school ideally needs to be on board for students to obtain the most out of the framework.
• if students are not immerse and skills are developed slowly then they may not benefit from the framework.

Guided inquiry is a great framework and should create a more engage classroom, curious and enthusiastic students who are more willing to strives toward high expectations set.

REFERENCES

https://www.australiancurriculum.edu.au/media/1360/lutheran-education-queensland-inquiry-based-learning.pdf

https://standards.aasl.org/wp-content/uploads/2018/08/180206-AASL-framework-for-learners-2.pdf

https://primaryconnections.org.au/resources-and-pedagogies/pedagogies/5e-model-framework-guided-inquiry

https://theconversation.com/explainer-what-is-inquiry-based-learning-and-how-does-it-help-prepare-children-for-the-real-world-115299

https://www.prodigygame.com/main-en/blog/inquiry-based-learning-definition-benefits-strategies/

https://education.nsw.gov.au/teaching-and-learning/professional-learning/scan/past-issues/vol-38–2019/a-conversation-about-guided-inquiry

Are we important if we do not have physical evidence that we have taught something, students have learnt something, school community has been helped. I think yes as the evidence is usually in increased borrowing, increased engagement, student confidence and enjoyment in your learning environment. However we need something tangible, something to discuss, something to refer back to, something to proof that our role of the TL and our learning spaces in needed and important. We need to be accountable for turning up every day.

Valeza outlines some simple ways to prove the validity of the Tl and the library space. she gives digital suggestions like exit tickets, flipgrids and digital surveys. these are great ideas but is difficult to  implement some with out digital technology access and or knowledge of the tool by the students. A work sample is equally valid or photographs of students working, engaging and producing.

https://search-proquest-com.ezproxy.csu.edu.au/docview/1643157720?rfr_id=info%3Axri%2Fsid%3Aprimo

Developing standards for teachers is an amazing concepts. Everyone working towards a common goal providing domains in professional knowledge, practice and engagement.

Using these standards is a great way to develop a wonderful teaching and learning program that is  unique to the teacher librarian role. It can be used to guide you through your planning making sure that you are covering all learning areas. It is a great guide to achieve personal goals  in PDPS and assess my teaching and learning program ensuring that i meet all criteria and domains. I have never used the assessment tool but I think i will in the future to keep me on track . The overview is a very helpful document as it is very lengthy. I like the focus area , practice and evidence set out out very clearly to highlight or tick off as you go along. All teachers are always time poor so this document an can draw my teaching and planning back. It allows me to cover all areas of the library learning and information landscape whilst seeing how i fit into the school community.

Words defining words. Information was once just a word to me that i took for granted. It just was. It was just there and shared and accepted. I never realised the indepth complexities of  such a  simple word….until now. Being very overwhelmed by the amount of information about information, I did what all good educators should do (in my opinion) turn to the youth and the well matured in years people in your world. Using the subjective (knowledge of family and friends)  selection process over the objective (proven truth) avenue at this point in time.

What is information?

The 6 year old stated, after curiously asking about  the purpose of my question, ‘information is something you use to know things about lots of stuff’. This  further challenged me about information being a commodity, it is ‘something’. Information is not like any other trade or goods. It is not consumable,  It does not disappear. It can not be divided but if  all the information is not given it can change and morph into something new ( at times). It is not transferable, unfortunately you can’t unknow or delete information once you have it, it doesn’t matter how many people you tell and it is accumulative, it grows and develops and is used when useful. However, it is something you have just like other goods.

Turning to the slightly older, by 75ish years,  I was told that  ” information is transferring facts, making them  and interpreting them to make them  relevant to what you need at the time”

This lead to the discussion of my peers. Information is semantic – meaningful or classic –  measurable. It sits on the data knowledge continuum. It is one point between chaos and wisdom – a very fine line in my brain at times. Information has meaning but it must be measured or categorised into usefulness at that single moment in time to make it useful. The information hierarchy table shows that the information seeker must ‘do something with the information to make it information to the individual.

I’m not too sure if the idea of information is any clearer in my head but i feel i have knowledge and data to develop meaning and this will be/ is very useful when needed.

I have been in my current school for 17 years this year and I have seen 4 Teacher librarians come through our school. I often walked into the library, which was in various states of organisation ( depending on the person), to see the teacher librarian scanning some books, chatting with kids and  reading stories. They were always so welcoming and would stop what they were doing to accommodate my teaching, learning, academic and personal needs.  Every person who took on the role was relaxed, friendly, comfortable and accommodating, They always had so much time off class, away from the kids according to the timetable. What did they do with all that time? I thought that they tidied a few shelves, read a few stories and everyone was happy. They showed the students a few websites and made a few pictures for displays.  What a wonderful place to be. The students loved going to the library, there were no reports, no parent teacher interviews and just time to read and hang out with kids. Oh how lovely. Even though the library space seemed wonderful it had to have some things that weren’t so great.  I knew timetabling was always an issue and it seemed that the classroom teachers would really dictate what extra subjects they would teach. Even though I truly believed that being the teacher librarian consisted of being in an amazing. positive, happy and relaxing space, would I really want to do it? probably not. I was happy with classroom teaching.  I was/ am a great classroom teacher and i loved connecting with kids for a whole year. I never thought being a teacher librarian was an option.

Over time, our school library was developing into a space that the students didn’t want to go, the school community didn’t want to use for forums and meetings and teachers could not find resources. This is the space I now wanted to go into, change and develop and make a space that was friendly, inviting, happy and a positive work space again.  As my life changed ( positively) so did  my work needs and the school staff changed. The library was now a space I wanted to be.

Stepping into the role, with very little handover I quickly realised the this new found role was going to be amazing. It was going to challenge me as a teacher, learner and person and i could truly make a difference in this role, teaching students to read, write, image, love, laugh, question, inform and  research. It’s not all rainbows and picture books. I never saw the collection management and sourcing, accessioning, sorting, locating, developing, whole school collaboration and individual attention for all the staff, students and community. It is though ( once again) a wonderful, safe, happy and friendly space that students, staff and community members  like being in.

My understanding s of the role of TL in schools was not a misconception, I feel it was correct but i just wasn’t seeing the whole picture.

I was speaking to my principal today about embarking on my new studies. She is wonderfully supportive and has every confidence in me and my abilities to help lead the school through the 21st century of education. I am a big fan of  turning a page, feeling the different texture of each page between my fingers and creating excitement, laughter, anticipation with each word I read allowed to children of all ages. I look forward to reproducing these emotions through digital text, technology and information,

Im testing my ability to post in my new Blog as im very new to this sharing platform.