Category Archives: ETL401

Assessment Item 3 ETL401

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Reflection on learning

Before beginning this learning journey, I spent considerable time considering the ways in which a good TL could contribute to and enhance the learning that happens in schools. In my post Assessment Item 1 I identified the development of information literacy as a key responsibility of teacher librarians. ETL401 has provided opportunities to explore the nature, value and teaching involved in developing quality information literacy programs.

In my initial post, I noted that, while information literacy was a key focus for Teacher Librarians, I did not know exactly what it is. This could be because the precise definition is yet to be developed. Indeed, the exact nature of literacy itself is under debate. One of the areas under discussion is whether information literacy is a process or a product (Combes, Fitzgerald & O’Connell, 2019). In their definition of information literacy, The Association of College and Research Libraries (2015) indicates that it is a product – the complex ability to discover, value, use and reflect on information and to participate ethically in learning communities. The Australian Library and Information Association (2001), Rader (2004), Bundy (2005) and Secker and Coonan (2012) agree. Others use the term “information fluency” to describe the outcome of instruction in information literacy. In my Thinkspace reflection on information literacy theory, I stated my developing opinion that it is a set of skills that can be taught but that the ability of students to learn, in a primary school setting, to take account of the context of an information search and how this effects the outcome, was unclear.

Lupton (2014) describes the unfortunate mis-alignment of inquiry skills in the Australian Curriculum. This is problematic when approaching information literacy teaching from a subject-specific viewpoint and indicates that a whole-school approach to the teaching and learning of inquiry skills is needed. Bonanno (2014) addresses this by providing a scope and sequence of inquiry skills. Teacher librarians are in the fortunate position of being involved in all subjects at all levels and can assist other staff to learn about and implement inquiry learning strategies. The leadership dimension of this is something that I had not considered, yet it is a vital part of the role. I discussed this in my discussion post in module 5.4a, describing the need for principals to be supportive of collaborative strategies between the teacher librarian and other staff members. This view is aligned with those of Kutner and Armstrong (2012), which I discuss in my Thinkspace reflection on information literacy theory. An Information Literacy model describes the ways in which a person moves from ignorance to understanding (Combes, Fitzgerald & O’Connell, 2019). Of the five models presented in module 5.3, I found Kuhlthau’s (2007) Information Search Process to be the most thorough and intuitive (though my employer would prefer I use the NSW Information Search Process).

Part of the role of teacher librarians is to engage students in inquiry learning. This is an area that, in my initial post, I had not even considered. Collaboration with class teachers is an important feature of inquiry learning. In my discussion post for module 4.2, I noted that Langford’s (2008) assertion that teachers collaborate most readily in connected and supportive environments, has been borne out in my experience. This reinforces the importance of forming strong, positive relationships with colleagues. The complementary roles of class teacher, concerned with the acquisition of subject specific skills and knowledge, and teacher librarian, concerned with information literacy skills, combine to provide a rich learning environment for students to explore what and how to learn. One of the advantageous features of the Guided Inquiry Design protocol (Kuhlthau, Caspari, and Maniotes, 2015) is the time spent exploring background information before students have the opportunity to develop questions. This was quite a shift in thinking for me and I am so glad to have had the opportunity to explore it in depth while writing assignment 3. I had spent many a frustrated evening trying to work out why my students were having such difficulty designing questions and were so very disengaged in a format that is so highly regarded. Of course, it was because they didn’t know what they didn’t know. By giving them time to become curious, showing them the surface level information, they could then use the investigation tasks to delve deeper, rather than just skimming the surface. I have come to the understanding that it is the role of the TL to develop in students the skills they will need to for lifelong learning. Managing, organising and analysing information is just as important, if not more so, than the location of it. I believe this is going to be the key to eliminating or at least minimising “copy and paste syndrome” (FitzGerald, 2015).

References

Bonanno, K. with Fitzgerald, L. (2014) F-10 inquiry skills scope and sequence, and F-10 core skills and tools. Eduwebinar Pty Ltd.

Bundy, A (2005). The Australian and New Zealand Information Literacy Framework: principles, standards and practice (ANZIIL)-Appendix B. Retrieved from https://www-sciencedirect-com.ezproxy.csu.edu.au/science/article/pii/B9781843340652500175?via%3Dihub

Combes, B., Fitzgerald, L. and O’Connell, J. (2019). Information Literacy Theories. In ETL401: Introduction to Teacher Librarianship. Retrieved from https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899468_1

FitzGerald, L. (2015). Guided inquiry in practice. Scan: The Journal for Educators, 34(4), 16.

Kuhlthau, C. C., Caspari, A. K., & Maniotes, L. K. (2015). Guided Inquiry: Learning in the 21st Century, 2nd Edition. Santa Barbara, California: Libraries Unlimited.

Kutner, L. & Armstrong, A. (2012). Rethinking information literacy in a globalised world. Communications in Information Literacy, 6(1), 24-33. CSU Library

Langford, L. (2008). Collaboration: Force or forced, Part 2. Scan, 27/1, 31-37. Retrieved from http://search.informit.com.au.ezproxy.csu.edu.au/fullText;dn=166077;res=AEIPT

Lupton, M. (2014). Inquiry skills in the Australian Curriculum v6: A bird’s-eye view. Access, 28(4), 8-29.

Rader, H. B. (2004). Building faculty-librarian partnerships to prepare students for information fluency. College and research libraries news, 65(2), 74-77.

Secker, J., & Coonan, E. (Eds.). (2012). Rethinig information literacy : A practical framework for supporting learning. Retrieved from https://ebookcentral.proquest.com

Literacy in the 21st Century

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The redefinition of literacy in the 21st century has seen a move away from the traditional view of decoding and encoding text and now considers a vast array of skills, contexts, forms and media. It is, at its heart, though, still about gleaning,, understanding, communicating and relating information. We do need to adapt the ways we teach. Print based materials that formed the curriculum resources of the past have a certain structure to them that needs to be taught. Students need to learn about chapters, contents pages, indexes, imprint information and so on. The new media forms also have structural features that need to be taught. They are just different structures. Where in the past we might have taught students about appropriate subjects for books, as opposed to newspapers, personal letters or business documents, the 21st century media requires students to learn about appropriate content, forms and features of many different types of information delivery systems. But they are still learning about the organisation, purpose and audience of the thing they are ‘reading’ (viewing/constructing/interacting with…). The proliferation of media items that purport to be something they are not (eg an advert disguised as an informative text) requires students to criticially reflect on everything they read or view and connect it to what they know about the topic from other sources. This is not a new skill, however dealing with and synthesising the sheer amount of information and the constant bombardment in every day life is a learned skill that is more important now than at any time in the past. It is vital to ensure that sifting through the barrage of twaddle is a skill taught and taught well in schools and in the wider community.

Information literacy theories

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Bruce, Edwards and Lupton (2007) describe six approaches to teaching information literacy. Each has its own focus and related skills and assessments. This is useful for teacher librarians who are interested in developing the information literacy skills of their students because they can assess which skills the students are strong in and which need further instruction. Teacher librarians can then work with class teachers to design tasks that fall within that frame.

While Six Frames (bruce, Edwards & Lupton, 2007) seems to be advocating the use of a particular piece of software , ROSS, the concept behind it is useful in so far as it demonstrates a method of ensuring students have the opportunity to engage in different search techniques and to reflect of the success or otherwise of each one. This also has the advantage to encouraging students to be cognisant of the strategies they employ and to apply different techniques in different situations as appropriate. The authors describe four categories of information search “lenses”, increasing in complexity with the increased focus on planning and reflecting on the information search process. If teacher librarians recognise the lens that students are using most often, they can tailor teaching and learning activities to encourage students to be using more sophisticated methods.

Kutner and Armstrong (2012) argue that information literacy teaching must be incorporated into discipline based teaching and learning activities in order to give an authentic purpose to the learning. This requires a high level of collaboration with class and subject teachers. While the authors were writing specifically about the higher education environment, their argument is equally applicable to the school environment. In order to keep information literacy instruction relevant and engaging for students, an authentic purpose for the learning is required. Bruce, Edwards and Lupton (2007) recommend that this might be accomplished through the use of assignments that require students to engage with the information skills they are learning in order to meet the standards of the assessment.

There is much debate in the literature regarding the nature of information literacy: whether it is a learning process or the outcome of a learning process (Combes, Fitzgerald & O’Connell, 2019). At this early stage in my studies, I agree with the notion that information literacy is a set of skills which can be taught and assessed. There is always context, growing global context, social context, for these skills and any search for, analysis, synthesis or use of information sought and found must take account of that context. This is also, in my view, a skill that can be taught. The extent to which it can be taught in a primary school situation, or even a high school situation, is less clear.

References

Bruce, C., Edwards, C., & Lupton, M. (2007). Six frames for information literacy education. In S. Andretta (Ed.). Change and challenge: Information literacy for the 21st century. Blackwood, SA: Auslib Press. eBook, CSU Library Reserve.

Combes, B., Fitzgerald, L. and O’Connell, J. (2019). Information Literacy Theories. In ETL401: Introduction to Teacher Librarianship. Retrieved from https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899468_1

Kutner, L. & Armstrong, A. (2012). Rethinking information literacy in a globalised world. Communications in Information Literacy, 6(1), 24-33. CSU Library.

What is literacy?

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So many definitions of the term literacy exist that it would be a much larger task than this post to list and categorise them. CILIP has assembled a broad collection. My own understanding of the term is that it has evolved over time and continues to be adapted and modified to suit new technologies, contexts and purposes. In its current use, the term seems to indicate capability, understanding, command of a skill or set of skills, ability to use and understand a particular process or concept. By way of an example, “digital literacy” indicates an ability to use  and understand digital technologies and environments. The ability to operate the technology and turn it efficiently and effectively to one’s own purpose. The term will continue to be adapted to suit the ever changing fields of human endeavour but I believe it will remain used to refer to the making and expressing of meaning and understanding in any and all forms.

ETL401 Module 5.1

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Defining Information Literacy

Information literacy is the bread and butter of the teacher librarian. There are many definitions of information literacy. They fall into two broad categories: the behaviourists and the socioculturalists. The behaviourists believe that information literacy is a set of observable skills that can be learned and assessed. The socioculturalists believe that the most important aspect is the context of the information need and that the actual behaviours utilised will vary depending on the social context in which the information need arises. (Combes, Fitzgerald, & O’Connell, 2019).

Behrens (1994) explains that understanding of information literacy developed from the 1970s, when it was described merely as knowing the techniques and skills for using information tools to solve problems (IIA 1979), through the 1980s when the actual skills were defined and described as recognising a need for information, locating it, evaluating it, organising it and using it effectively to solve problems or make decisions, and into the early 1990s where it became seen as part of a broader definition of literacy, and the importance of a co-operative approach to the teaching of information literacy between librarians and teachers was established. The following is a summary of her article: Behrens, S. J. (1994). A conceptual analysis and historical overview of information literacy. College & Research Libraries, 55(4), 309-322. All references are cited therein.

1970s

Zurkowski (1974) says that people who are information literate have learned the skills for using a wide range of information tools and primary sources in developing information-solutions to problems.

Burchinal (1976) introduces the idea that efficiency and effectiveness in the use of information is important for information literacy and states that there is a set of skills required in locating and using information for problem solving and decision making. However, he stops short of describing what those skills actually are.

Hamelink (1976) focuses on critical thinking and individual interpretation of news events, describing the need for citizens to draw their own conclusions about current events rather than rely on the explanations given by “Institutionalised public media”

IIA (1979) removed the idea that information literacy only applied in the workplace, describing an information literate as a “Person who knows the techniques and skills for using information tools in molding solutions to problems.”

1980s

IIA (1982) linked the ability and willingness of people to use new technologies with the ability to access information, arguing that the “information naïve” (those unable or unwilling to use the technology) had limited access to information.

Horton (1982) described computer literacy as understanding the abilities and limitations of the new technology, but wrote that information literacy goes beyond computer literacy. It involves increasing awareness of the knowledge explosion and the ways in which computer aided handling technologies might help to identify, access and obtain sources of information.

Demo (1986) stated that information literacy forms the common pre-requisite for life-long learning.

Tessmer (1985) argued that information literacy extends beyond locating information to include understanding and evaluating the information located.

Kuhlthau (1987) wrote that information literacy involves recognising a need for information, locating that information, managing large amounts of information and keeping uptodate with new developments in technology as they became available.

Olsen and Coons (1989) described information literacy as having the ability to locate, retrieve, generate, manipulate and use information in decision making, utilizing electronic processes.

Breivik (1987) included references to developing information technologies in her description of information literacy as acquiring, evaluating, storing, manipulating and producing information.

Breivik and Gee (1989) believe that the library has a vital role to play in developing life long learners within the undergraduate cohort, arguing that the library and librarians provides the opportunity and skills for specialised, field-specific knowledge to be generalised and applied to real-world problems and contexts. They considered that the teaching of information literacy was a whole community responsibility; including the library, whole university and wider community under this umbrella.

ALA Presidential Committee on Information Literacy (1989) produced perhaps the most widely acknowledged definition of information literacy, stating that “In order to be information literate, a person must recognise that information is needed and have the ability to locate, evaluate and use effectively the needed information.” They added organising the needed information once it is found.

1990s

Campbell (1990) describes literacy as the “integration of listening, speaking, reading, writing and critical thinking”. She includes in her description numeracy and the cultural knowledge that allows a literate person to choose and understand language appropriate to a particular situation. She argues that literacy allows people to use language to enhance their ability to think, create and question.

Breivik (1991) argues that a partnership between librarians and teachers can allow for complementary assistance in providing resource-based learning

References

Behrens, S. J. (1994). A conceptual analysis and historical overview of information literacy. College & Research Libraries, 55(4), 309-322.

Combes, B., Fitzgerald, L. and O’Connell, J. (2019). Information Literacy. In ETL401: Introduction to Teacher Librarianship. Retrieved from https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899468_1

Australian Teaching Standards and the TL

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Evidence based practice. I have been hearing this term for many years now around schools and I thought I understood what it meant. I believed that it meant choosing elements and characteristics to add to your teaching practice from the available research and literature in the educational information landscape. That the reference to evidence referred to a study that had shown this technique or that resource type to be effective. This week, upon reading reading the work of Todd (2015), I have come to see that it is actually about collecting evidence about the effectiveness of one’s practice – ultimately evidence of impact on student learning. So many more things make sense now.

The Evidence Guides for Teacher Librarians (ASLA 2014, 2015) reveal themselves in this new light to be illustrations of how a teacher librarian might have an impact on student learning. This is, of course, the ultimate goal of all educators. They show the types of evidence the TL should be looking for in order to determine whether they are having the desired impact. They also serve as a guide to how a TL might modify their practice if they are not seeing the impact on student learning that they would like to have; they provide a description of quality practice that one might measure oneself against; a guide to evaluating ones practice and to demonstrate to oneself and also to the leadership of the school that the TL and the school library is a beneficial entity that should enjoy the support of management.

References

Australian School Library Association (ASLA)  (2014). Evidence guide for teacher librarians in the highly accomplished career stage.  Retrieved from: http://www.asla.org.au/site/DefaultSite/filesystem/documents/evidence-guide_ha.pdf

Australian School Library Association (2015). Evidence guide for teacher librarians in the proficient career stage. Retrieved from http://www.asla.org.au/site/DefaultSite/filesystem/documents/evidence_guide_prof.pdf

Todd, R. J. (2015). Evidence-Based Practice and School Libraries: Interconnections of Evidence, Advocacy, and Actions. Knowledge Quest, 43(3), 8-15.

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/

 

 

ETL401 Module 2.5

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One of the main roles of the teacher librarian is to help students and colleagues learn to safely, efficiently and ethically navigate the information landscape. TLs need to know about the state and evolution of the landscape in order to keep abreast of the developments that will inevitably affect the ways in which it is used.

In her webinar, Information, change and issues, Dr Combes refers to the myth of the ‘digital native’. Certainly, experience in NSW DET Primary schools in recent years would tend to support her view that, while teachers may hold the view that students know how to use computer technology safely, efficiently and ethically, this is a learned skill that many students are still developing. Many students learn to use the applications and peripherals quickly; it is the critical evaluation, ethical understandings and digital citizenship that must be a particular focus of instruction. The actual applications and devices the students use do, and will continue to, change rapidly so it is the underlying understandings that teachers must convey.  Being able to identify the difference between information, misinformation, malinformation and commentary will be vital skills for students to learn.

References

Combes, B (Producer) accessed 25.07.2019. Information, change and issues [Webinar] retrieved from https://connect.csu.edu.au/p46nev0a746/