Monthly Archives: August 2019

Meeting AITSL Standards

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The Australian Institute for Teaching and School Leadership (AITSL) published a set of professional standards for teachers in 2011. ALIA Schools (2014) published a document detailing the features of excellent teacher librarian practice, showing how teacher librarians might interpret the Professional Standards in their particular context and the sorts of evidence that might be available to demonstrate how the teacher librarian has met the Standards. ASLA (2014) also published its evidence guides for the Proficient and Highly Accomplished career stages.

Professional Standard 4.1 calls for teachers and teacher librarians to support student participation by “Establish[ing] and implement[ing] inclusive and positive interactions to engage
and support all students in classroom activities. ” (ALIA Schools 2014, p8).  within Standard 4.1, AITSL requires teacher librarians to establish and implement inclusive and positive interactions to engage and support all students in classroom activities. I do this by considering the special needs and interests of the students in the classes I teach. One example is a young man in Year 1, lets call him John. John displays many of the characteristics of high functioning autism but does not yet have a diagnosis of such. He responds well to lots of positive praise, explicit one step instructions with his name in the sentence, hand gestures to complement verbal cues and visual supports. John has a special interest in military history and weaponry. During one lesson in mid Term 3 of 2019 his class were learning to place an image into a PowerPoint presentation. I read Heads and Tails: Insects (Canty 2018) to his class to support their recent class work on using prediction as a reading strategy. I asked the students to copy and paste an image of their favourite insect from a bank provided onto their own slide. John expressed that he was not interested in insects. As I knew of his special interest, I suggested that he could select his favourite model of tank to include on his slide instead. Once he had a picture of a tank on the slide, he was then happy to copy and paste a dragonfly onto the side of the tank and told me a story about a dragonfly seeking the protection of the tank to avoid the enemy. While he did not complete the same task as the other students in his class, John did achieve the stated learning intention (copy and paste an image in PowerPoint). This small exchange demonstrates the importance of modifying tasks to suit the particular needs of students in order to create a learning environment that is inclusive and in which all students can be successful and access the learning content.

Standard 4.2 requires that teacher librarians “use effective strategies to create well-managed learning environments in the school library” and Standard 4.3 requires teacher librarians to  manage behaviour in their workplace (ASLA 2014, p.14). If I am being completely honest, this is something I am still working hard to improve. Many of my classroom management techniques translate well to the library setting. I can call student’s attention to something, manage groups, use prevention strategies, modify the physical environment to suit certain activities. I can modify learning activities, roam, use voice variation and humour and adjust management techniques to suit different age groups. However, I find the physical layout of the library at the moment to be challenging. The long, tall shelves of the non-fiction section invite students to hide and misbehave as they think they can’t be seen or heard. The bank of PCs sits behind the non-fiction shelves and can not be easily seen from other areas of the library and so students take advantage and are sometimes off task or misusing them particularly at browsing time. During this time many students need attention for their circulation needs and text selection questions and I find it difficult to manage the behaviour and attend to the circulation tasks simultaneously. I am seeking to address this by changing the layout of the library to put the tall shelving around the perimeter of the room and move the computers out into the middle of the room, or better yet, replace them with Chromebooks. Setting independent work tasks first for students and then inviting only the students who are borrowing to move off to browse the collection does seem to lessen the behaviour issues, however circulation rates drop significantly especially among those students who can least afford to avoid reading. This concerns me and I think this is not as useful a strategy as one would wish.

Standard 4.4 requires teacher librarians to be “aware of relevant current school curriculum and legislative requirements and implement these documents in library management and teaching practice”(ASLA 2014, p. 14). The introduction of the new Science and Technology syllabus (NESA 2017) in NSW schools has prompted our school staff to reflect on our teaching of digital technologies and ICT capabilities. The school’s scope and sequence for this area of study is under review. We are developing new cybersafety units of work and resources to support them. When complete, these will be suitable to demonstrate meeting this standard. In addition, the emergency procedure posters and maps that detail procedures in the case of a lock down, lock out or evacuation are displayed next to both exits from the library. Student medical information and first aid kit is displayed near the circulation desk and in the workroom. Rules for safe use of the library space are displayed and referred to in each lesson. The school’s PBEL visual prompts are displayed in prominent places. All of these features could be photographed and used as evidence of meeting this standard.

References

The Australian School Library Association (2014) Evidence guide for teacher librarians in the proficient career stage : Australian professional standards for teachers retrieved from https://www.alia.org.au/sites/default/files/AITSL%20Standards%20for%20teacher%20librarian%20practice%202014.pdf

ALIA Schools (2014) AITSL Standards for teacher librarian practice retrieved from https://www.alia.org.au/sites/default/files/AITSL%20Standards%20for%20teacher%20librarian%20practice%202014.pdf

Canty, J. (2017) Heads and tails: Insects. Kew East, Victoria: Berbay Publishing

NSW Education Standards Authority (NESA). (2017). Science and Technology K-6 Syllabus. Retrieved from https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/science/science-and-technology-k-6-new-syllabus

 

ETL401 Module 3.3

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Collaboration

Haycock (2007) identifies collaboration as a key priority for teacher librarians. He discusses non-monetary expectations that principals set that impact on school culture, citing Tallman and Van Deusen (1994) who found that collaborative planning among teachers and teacher librarians was more likely to occur when the principal expected team planning. Haycock further argues that those teachers who collaborate with the teacher librarian develop a keener appreciation for the role and are more likely to do so again, contributing to the tradition of collaboration within the school. Haycock points to communication, mutual trust and respect, shared vision for leadership and favourable structures such as flexible scheduling as vital features of successful collaboration between teachers and the teacher librarian.

Haycock (2007) suggests that a shared vision for the school between the teacher librarian and the principal will enhance the success of the library program. Kachel (2017) agrees, arguing that a favourable opinion of the library program held by the principal is important to ensure the longevity of the program. Kachel further argues that this favourable opinion might be encouraged by the teacher librarian by demonstrating to the principal that the library program in contributing to the principal’s goals and vision for the school as a whole.

The school principal can influence the library program by offering sufficient funding for resources, staff and materials, by setting expectations of collaborative practice and by allowing and facilitating administrative structures such as flexible scheduling. The teacher librarian can support the vision of the school principal by contributing to the educational program positively and collaboratively, working with teachers and students to deliver quality information literacy, critical thinking and wide reading programs and ensuring the school has high quality, relevant resources available to teachers and that teachers are aware of the resources and how they might be used with students.

References

Haycock, K. (2007). Collaboration: Critical success factors for student learning. School Libraries Worldwide, 13(1), 25.

Kachel, D. (2017). The principal and the librarian: Positioning the school library program. Teacher Librarian, 45(1), 50-63.

Tallman, J., & van Deusen, J. D. (1994). Collaborative unit planning-Schedule, time, and participants: The 1993-94 AASL/Highsmith Research Award Study Part Three. School Library Media Quarterly, 23, 33-37. Cited in Haycock, K. (2007). Collaboration: Critical success factors for student learning. School Libraries Worldwide, 13(1), 25.

ETL401 Module 3.2

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Module 3.2

Are School librarians and endangered species?

Karen Bonanno (Australian School Library Association, 2011) argues that teacher librarians are more valuable than ever, yet they are somewhat invisible. She argues that TLs need to differentiate themselves in the school community. They must identify what it is that they can do or offer that others don’t. Make it visible, necessary. Follow a focus area through until successful. Establish relationships with students, staff and leadership. Show how the work of the TL enhances and develops the general capabilities. In her follow up article, A profession at the tipping point (revisited) (Bonanno 2015) Bonanno adds that TLs must keep abreast of developments in curriculum and pedagogy to ensure that the curriculum is effectively and efficiently resourced, and they can share their knowledge, advocacy and solutions with their colleagues.

 

Compare and contrast the works of Purcell, Herring and Lamb

Dr Purcell (2010) argues that many school staff do not have a clear understanding of the role of the TL and therefore role clarification is necessary. She recommends a time study to provide hard evidence of what the TL is actually doing during the day, and where changes might be made in order to spend more time actively engaging with students and therefore, hopefully having an effect on student learning outcomes. This data, Purcell argues can me used when advocating for the school library program and keeping the Principal and leadership of the school informed about the necessity and impact of the program. Purcell breaks the TL role down into 5 distinct yet interconnected areas: leader, program administrator, instructional partner, information specialist and teacher. She argues that these roles are interconnected – one can not be achieved without the other. Purcell recommends TLs engage in ongoing professional development to ensure their skill set remains up-to-date.

Herring (2007) draws together industry documents from around the world to compare and contrast the mission statements and role statements regarding school libraries and teacher librarians. He states that the learning that happens in the school library should be an extension of that learning that happens in the classroom. He argues that the use of ICTs allows teachers to encourage more active and collaborative learning. Herring suggests that the mission of the school library should be primarily in the development of teaching and learning in the school and secondarily about the provision of resources for that teaching and learning. He describes reading for pleasure as a “small part of the school curriculum” (p29) that is given unnecessary prominence in library mission statements. Herring describes 5 elements of school library mission statements:

  1. Develop effective teaching and learning across the school
  2. Resourcing the curriculum
  3. Provide a suitable learning environment
  4. Promote reading for pleasure and life-long learning
  5. Develop information literate students.

Herring describes the many and varied roles of the TL in schools and suggests that it is not possible to fulfil all of them concurrently, therefore TLs must prioritise according to the needs of the school community. He suggests that the teacher part of the TL’s job is to promote information literacy, promote resource based education and promote reading for understanding and for pleasure. The Librarian part of the job is to organise information for easy access, interpret information systems in the context of curriculum, ensure students are able to use learning resources both within and outside the school and promote independent use of the library for learning. He argues that as library managers, teacher librarians should evaluate the needs of the students and staff, evaluate and develop the collection and related policies, manage the information services and provide a ‘stimulating and helpful environment (ASLA 2003, p62 in Herring 2007, p31).

Herring (2007) discusses the various information literacy models available in the literature. He considers Kuhlthau’s (2004) Information Search Process, Capra and Ryan’s (2001) Information Literacy Planning Overview, Eisenberg and Berkowitz’s (1990) Big 6, Herring’s (2004) PLUS. He suggests that, while there is evidence that teaching information literacy skills using these models does lead to improved student performance (Ryan & Hudson, 2003; Wolf 2003; Herring, 2006), new strategies that include mobile and connected devices will need to be developed.

Herring (2007) discusses the features of a high quality collection development policy. He cites Dillon et al. (2001) who recommend the policy cover:

  • Acquisition policy (not procedure)
  • Criteria for resource selection
  • Evaluation policy and
  • Disputed material policy

Herring (2007) describes the provision of information to students and staff as including reference interviews, selective dissemination of information, development of pathfinders, use of interesting and informative displays. He briefly mentions the importance of collaboration between class teachers and the teacher librarian in developing and effective library website and stresses the importance of on-going professional development, encouraging teacher librarians to remain abreast of changes in technology and pedagogy and act as leaders in their schools in helping teachers to implement change.

Lamb (2011) uses the mnemonic PALETTE to describe the varied roles of the teacher librarian: People, Administration, Learning Electronic information, Technology, Teaching and Environments.  She stresses the importance of forming productive, collaborative relationships with a range of people including teachers, administrators, students and the wider community. These relationships may increasingly be fostered in online environments. Lamb agrees with Herring (2007) that one of the keys to productive, collaborative relationships is in selective dissemination of information. Filtering and targeting information for the particular needs of individuals and communicating that information in a way that is accessible and appealing to that individual. She recommends developing students to be critical thinkers and producers of information rather than merely consumers. While she sees developments in technology as a vital and game-changing advent in the information and education landscapes, she stresses the importance of using that technology as a tool to address other, subject specific knowledge, rather than ICT skills themselves being the goal.

Lamb (2007), Purcell (2010), Valenza (2010) and Herring (2007) all agree on the importance of teacher librarians engaging in ongoing professional development to ensure they remain on the front foot in relation to developments in the information and education landscapes, emerging technologies and pedagogies and innovation. They also agree on the importance of advocacy for the library program with administrators and school leaders who are contending with shrinking budgets and pressure to produce increased student performance.

Herring (2007), Purcell (2010) and Valenza (2010) comment on the many and varied roles of the teacher librarian. Purcell suggests that the roles are interconnected and often misunderstood and so role definition is required. Herring suggests that, as the roles are so varied and numerous, it is not possible to fulfil them all given the resources most school librarian have at their disposal. Prioritisation is therefore required, and that that prioritisation should take account of the needs and goals of the school community. Lamb agrees that the roles are varied and suggests that collaboration with class teachers and the school community is the most important aspect.

Lamb (2007), Purcell (2010), Valenza (2010) and Herring (2007) all comment on the changing information landscape with the advent and continual evolution of digital technologies in schools. They recommend that teacher librarians should be a driving and educating force for both students and teachers in how these new technologies can be used to enhance the educational outcomes of students. Lamb describes a required shift in strategy due to changes in ICT and how these changes affect every part of the teacher librarian’s role. Valenza describes a number of tools that might be utilized to meet the changing and growing demand for digital literacy. While a number of the tools she suggests are somewhat common place now, nine years later, her point is that the teacher librarian, more than any other member of the school community is responsible for seeking out, using and teaching technological developments as they occur.

 

References

Australian School Library Association (ASLA) (2011). A profession at the tipping point: Time to change the game plan. Keynote presentation, Karen Bonanno. Retrieved from https://vimeo.com/31003940

Bonanno , K. (2015). A profession at the tipping point (revisited). Access, March, 14-21

Herring, J. (2007). “Teacher librarians and the school library.” Libraries in the twenty-first century: charting new directions in information: 27-42.

Lamb, A. (2011). “Bursting with potential: Mixing a media specialist’s palette.” TechTrends 55(4): 27-36.

Purcell, M. (2010). “All Librarians Do Is Check out Books, Right? A Look at the Roles of a School Library Media Specialist.” Library Media Connection 29(3): 30-33.

Valenza , J. (2010). A revised manifesto. Retrieved from http :// blogs . slj .com/ neverendingsearch /2010/12/03/a-revised-manifesto/