Category: ETL 401 Introduction to Teacher Librarianship

Introduction to Teacher Librarianship

Assessment 3: Reflective Practice

In the beginning, there was an Early Childhood Teacher with a minimal understanding of the role of the Teacher Librarian within the school context. Therefore, when I decided to take on the challenge of this course, I had a limited view and looked only through the ‘literature lens’. I expected to become a literature expert teaching aspects of literacy through shared book experiences and teaching research skills related to non-fiction books.

The librarians (I had never referred to them as Teacher Librarians before this course!) managed the library space and resources. They taught classes across the school, often delivering lessons independently and with no relation to the curriculum context being taught in the classroom. As I reflect on my first ‘assessable blog post’, Little did I know… My understanding of the role of the Teacher Librarian (Gonye, 2022, March 10) I hadn’t anticipated that in a few short months, my understanding of the role and expectation of myself as a future Teacher Librarian would be defined in more detail than I ever imagined.

As the weeks progressed, the course material investigated various meanings of ‘information’ and ‘literacy’. These concepts were abstract ideas that needed further exploring and synthesising. In particular, the idea introduced in Module 2.1 Thinking about Information, The Data Knowledge Continuum (Wideman, 2008). I interpreted the information and devised a table with examples to explain clearly the progression from Chaos to Wisdom (Gonye, 2022, March 4). Then, according to the responses, I synthesised the concept for others to understand and apply to their teaching scenarios.

Next, I began to explore the notion of Information Literacy. As stated in my blog Reflections on Information Literacy, I had a basic understanding of the concept (Gonye, 2022, May 10). The breadth of Information Literacy is determined by the specific learning environment (context) and its function or purpose. Engaging in Information Literacy is a lifelong practice. Students can begin to make sense of information through Inquiry Learning experiences. With explicit guidance from the Teacher Librarian, they are taught how to navigate vast amounts of data by acquiring specific skills to clarify their research and investigations and learn how to interact with, connect with, respond to, and evaluate relevant information appropriately.

Before I started this subject, I was unaware of the many different Information Literacy and Inquiry Learning models. However, when I evaluated models for my unit of inquiry required for this assessment, I noticed many similarities between the models of The Big 6, The 5E model, Herring’s PLUS model, Kuhlthau’s Information Search Process and Kuhlthau’s Guided Inquiry Design Process. Each one has a clearly defined process that allows students to move through information and interpret it in various contexts.

As I examined many of the evidence-based information literacy models, starting with the Guided Inquiry Design (GID) model and the Information Search Process (ISP) as designed by  Kuhlthau, Maniotes and Caspari (2012). I connected with the notion of the research process being differentiated by thoughts (cognitive), feelings (affective), and actions (physical) features that the researcher will experience. This information literacy model gives the teachers and students a step-by-step process of breaking down the inquiry task and supports students’ challenges during the inquiry. This method identifies as a holistic approach to inquiry learning and research.

When I started to read more in-depth Module 3: The Role of the Teacher Librarian, the essential readings of Herring (2007), Lamb (2011), Purcell (2011) and Valenza (2010) highlighted varied aspects of this diverse role. When contributing to discussion 3.2, I noticed two succinct tables from Emma Peacock (Peacock, 2022, March 23) and Kathryn Westwood  (Westwood, 2022, March 26) listing the different views on the role of the Teacher Librarian. One of the apparent commonalities across the readings was that the Teacher Librarian teaches students across the whole school. Lupton (2014) stated that The Teacher Librarian is given a ‘bird’s-eye view’ of the curriculum’s implementation. With this unique perspective, the Teacher Librarian can become a valuable team member in students’ learning.

In a relatively short time, from writing one of my first blog entries, titled Baby Steps (Gonye, 2022, March 10)  to now, my understanding of the Teacher Librarian’s role has expanded beyond what I knew was possible. I now view the role through a ‘wider lens’. One in which my future self as a qualified Teacher Librarian can participate and lead inquiry, influence curriculum implementation and collaborate with other teachers and executives in delivering innovative and creative inquiry-based teaching and learning programs for students preparing to navigate and engage in an ever-changing information landscape.

References

Herring, J. (2007). Teacher librarians and the school library. In S. Ferguson (Ed.) Libraries in the twenty-first century: charting new directions in information. 27-42. https://doi.org/10.1016/B978-1-876938-43-7.50002-8

Kuhlthau, C.C., Maniotes, L.K., & Caspari, A.C. (2012). Guided inquiry design: A framework for inquiry in your school.

Lamb, A. (2011). Bursting with potential: Mixing a media specialist’s palette. TechTrends: Linking Research & Practice To Improve Learning, 55 (4), 27-36. https://web-s-ebscohost-com.ezproxy.csu.edu.au/ehost/pdfviewer/pdfviewer?vid=1&sid=d5663cfb-397a-4c73-9ea4-64fede4b2b2b%40redis

Lupton, M. (2014). Inquiry skills in the Australian Curriculum v6: A birds-eye view. Access 28(4), 8-29. https://web-s-ebscohost-com.ezproxy.csu.edu.au/ehost/pdfviewer/pdfviewer?vid=2&sid=32ed772c-0428-4b25-97a4-d34e3702172a%40redis

Purcell, M. (2010). All librarians do is check out books, right? A look at the roles of the school library media specialist. Library Media Connection, 29(3), 30-33 https://web-p-ebscohost-com.ezproxy.csu.edu.au/ehost/pdfviewer/pdfviewer?vid=0&sid=82a8dbd5-c242-48d7-bc75-51eccc4ca051%40redis

Valenza, J. (2010, December 3). A revised manifesto. Never-ending Search. http://blogs.slj.com/neverendingsearch/2010/12/03/a-revised-manifesto/

Wideman, R.M.(2008). The information hierarchy. [Powerpoint slides]. http://www.maxwideman.com/issacons/iac1013d/sld004.htm

Reflections on Information Literacy

What is Information Literacy?  It is hard to provide only one applicable definition. To me, it is more like an overarching concept. The concept describes the actions or steps an individual recognises and engages with to acquire information for a specific purpose. For example, you are reading a map to plan a road trip.

As I reflect on my first subject’s readings, I begin to clarify that not only is Information Literacy an integral component of a student being able to read and write, but it is so much more than that. Students need to navigate information and literacy to make meaning and become lifelong learners who can independently problem solve and apply their knowledge to real-world scenarios.

The concept of Information Literacy is fluid as the Information Landscape changes constantly. As a future Teacher Librarian, I need to be confident and knowledgeable to teach students how to apply a set of skills and competencies that will support higher learning and future employment.

Inquiry Learning vs. Standardised Testing

Are the acquisition of Twenty-First Century skills and the focus on accountability mutually exclusive?

Can a teacher prepare their students for the Twenty-First-century workplace and instil a love of lifelong learning by ‘testing’ students in a traditional manner? Unfortunately, this question cannot be answered or implemented by individual teachers alone.

With an overcrowded curriculum and expectations from the community for teachers to get back to teaching the basics and proving positive results. Can this, in reality, be done?

Our current education environment expects our students to be able to implement mulitple skills that will make them future-ready for higher learning and employment. The skills of creative and critical thinking require independent reasoning. Information and communication technologies require understanding the ever-expanding information and technological landscapes. These skills can be taught effectively through inquiry-based learning. This learning approach allows the students to pose questions and explore in-depth curriculum content in relevant and engaging ways.

In theory, this is in contrast to the expectations of students learning in a more traditional results-driven environment, where students must reach critical literacy and numeracy goals. The results monitor students’ progress against a state (HSC) or a national measure (NAPLAN). With standardised testing often becoming the focus as its results are easily measurable and interpreted, especially by parents, higher learning institutions and the wider community. Teachers often find themselves ‘teaching the test’ using skills to answer the questions.

What issues might stand in the way of inquiry learning in school?

One issue that might stand in the way of implementing inquiry-based learning in schools is teachers not having experience, understanding or appropriate professional development to plan and scaffold their student’s inquiry learning journey. The importance and relevance of inquiry learning must be advocated for by the executive team, Teacher Librarian and experienced teachers to support other educators. It is often perceived that inquiry-based learning has minimum structure, and students are left to ‘explore’ topics on their own and consequently may lose focus or become discouraged with their learning. All inquiry learning models provide an instructional framework to support students’ information to knowledge journey.

What issues might stand in the way of collaboration between teachers and TLs to carry out inquiry learning?

The Teacher Librarian is in a unique position within any school. They have access to all students across all year groups and ability levels. They are teachers who can resource and implement general capabilities across all the Key Learning Areas in collaboration with classroom and subject-specific teachers. The TLs must advocate for students’ needs and the importance of teaching future-ready skills, not within the segregation of ‘library time’ but in collaboration during planning and implementation with other teachers.

 

 

Collaborating with the School Principal

‘It takes a village’ is a statement often made when raising children. It is true for the school community as well. Each class teacher, specialist teacher, support staff, and executive team cannot provide an optimum learning environment working individually. This is especially true of the Teacher Librarian. Their teaching, support and learning encompass the whole school community. When a Teacher Librarian is supported in their role by the executive team, especially the principal, they can work towards the goal of student achievement.

The Teacher Librarian needs more than a ‘gold star’ or ‘merit award’ from their principal. They need practical support, which is conducive to working together to achieve school goals. Support that is visible, documented and shared with others are more likely to achieve positive results.

Some of the ways in which the School Principal can support the Teacher Librarian can include:

  • Promoting a positive school culture where learning is a supported and shared experience.
  • Providing time within the schedule/timetable for ‘non-teaching’ time to attend to other aspects of the Teacher Librarian’s role.
  • Ensuring adequate resources and time by making them a priority within the school operating budget.
  • Consult with the Teacher Librarian on whole school decision making, including a budget allocation to teaching and learning resources.

Lupton, (2016), states, “The principal’s perception of the role of the Teacher Librarian is crucial to the way that the school library and the Teacher Librarian is supported (or not) in the school.” (p.50). With encouragement and validation from the executive team, especially the principal, the Teacher Librarian becomes a powerful advocate for children’s learning within the school community.

Conversely, it is important that the Teacher Librarian also becomes an advocate for their profession. They are a valuable member of the teaching team as they are uniquely qualified as educators and librarians and implement the curriculum across the whole school. They have a knowledge of resources and an understanding of the curriculum. They can teach students how to research by using critical and creative thinking skills, which can be applied to different learning scenarios and experiences.

Collaboration with the principal provides the Teacher Librarian with the ability and confidence to prepare students for the future.

References

Lupton, M. (2016) Adding Value: Principle’s perceptions of the role of the Teacher-Librarian. School Libraries Worldwide, 22 (1), 49. http://eprints.qut.edu.au/94981/

 

 

 

A profession at the tipping point

The ‘take-home message’ that resonated the most with me is…Teacher Librarians must evolve and redefine what we do within the school community.  Often the role of the Teacher Librarian is seen as invisible. It is up to us to advocate for our profession and redefine our roles to support twenty-first-century learners.

Trump and Kiyosaki’s (2011) ‘five finger plan to success’ is a business model which Karen Bonanno adapted to the success of the Teacher Librarian:

  1. Strength of Character
  2. Focus
  3. Brand
  4. Relationships
  5. Little things you do that count

Karen Bonanno emphasised the active interconnections between each element promoted the Teacher Librarian as a visible and valuable member of the school community.

 

 

The Teacher Librarian and the information landscape.

Vast, like the countryside, is how I would explain the information landscape. As Teacher Librarians, we must explore and navigate the terrain. There is so much information that is bombarding us constantly. Expectations to provide answers instantly and deciphering facts from fiction is now part of our daily information quest.

As Teacher Librarians, it is essential to accept the information landscape constantly shifts. The accessibility to quality information instead of ‘trivia’ is not always equitable. We must employ critical and creative thinking skills to find information and interpret its appropriateness and validity.

As part of the Teacher Librarian’s role, we must teach our students to use their own critical and creative thinking skills to move beyond ‘search engine’ answers and apply the knowledge to their learning and understanding of the world around them.

 

Dive a little deeper… What is the Deep Web?

Wikipedia is often the first stop for many information seekers searching for definitions. This free encyclopedia service is a great platform to start one’s search, but just like the whale, diving in a little deeper leads to a better understanding.

As I type in ‘Deep Web’, I think back to when I would interchange this term with the ‘Dark Web’. I had no idea they were two different sections of the Internet. All I knew was I couldn’t access them using a simple internet search or web address.

According to Wikipedia, the Deep Web is a section of the World Wide Web whose contents is not accessed through standard search engines. Therefore, when accessing content on the Deep Web, a direct URL or IP address may be required, accompanied by login forms and passwords. Such content on the Deep Web includes online banking, online news services and restricted access profiles.

Upon further investigation, according to

https://www.upguard.com/blog/dark-web-vs-deep-web

The Deep Web has two distinct factors: obscurity and authentication. Obscurity refers to the inability to find content in a standard search engine such as Google. Authentication refers to the requirement of proving one’s identity to access the systems or information.

The majority of Internet information is found on the Deep Web. Whether it is to access subject material on Interact2, online banking or catching up on subscription news feeds, each requires a specific process to connect to and authenticate ourselves before accessing the data.

 

Thinking about information – The data – knowledge continuum

Information is used every day; the term is commonplace. However, the definition is varied according to its context. According to the Macmillan Dictionary, information is  ‘knowledge or facts about someone or something.’  This is a simplistic definition of a frequently used term.

One perspective on how to define the attributes of information is the data-knowledge continuum. I devised a table to illustrate the concept.

Chaos Symbols are random and not organised into groups. @, 5, %, t, Q, *, £, S, P, v, s, 8,e,m
Data The meaning of the symbols(in this case, letters) is organised into groups. However, the understanding of the symbols is not essential. S, m, a, f, P, t, l, L, e, t, a,e
Information Symbols (the letters) are making connections. The letters are forming words. Stem, Leaf, Petal
Knowledge The data is organised to convey meaning or context. A stem, leaf and petals are all parts of a plant
Wisdom An individual uses the data for a higher purpose and applies the knowledge to another context. Identify the stem, leaf and petals by labelling the diagram of the plant.

 

Macmillan Education. (2020). Information. In Macmillan dictionary. https://www.macmillandictionary.com/dictionary/american/information

Assessment 1: Little did I know…. My understandings of the role of the Teacher Librarian

 

 

 

 

 

 

 

As an Early Childhood specialist with over twenty-five years of experience, my understandings of a teacher-librarian role within a school setting were somewhat limited. In fact, I only ever referred to them as “Librarians”.

To me, Librarians, especially within the school environment, were the custodians of books and a fountain of knowledge, presumably from reading the books that lined the endless rows of books on metal stacked shelves all ordered according to the Dewey Decimal System, (or more recently, was it from “Googling” the answers like the rest of us?)

Whole classes were shuffled to the library for their allocated library lesson time. Often the class teacher would disappear to catch up on marking homework, lesson preparation or maybe a well-deserved coffee?

In between reading books to classes and helping children search for an interesting book for home borrowing, the librarian would be entrusted with organising a book fair and, of course, the annual book week parade.

When I initially thought about studying to become a Teacher Librarian, I didn’t understand the scope of the role. I have always been interested in young children’s literature and supporting learning through collaborative and inquiry-based learning. Still, as I read through the introductory material, I am becoming more aware of the Teacher Librarian’s role within the school community.

According to the Australian School Library Association (ASLA), the Teacher Librarian takes on three primary roles:

1)      As a curriculum leader

2)      As an information specialist

3)      As an information service manager.

Before starting this degree, I hadn’t considered these three specific aspects of a Teacher Librarian’s role. How will I do all of this when I begin working in a school library? After all, I have over two decades of Early Childhood experience and none within a Primary school environment.

First and foremost, I will draw upon my commitment to collaboration with colleagues. Working within a school community alongside teachers and executive teams will provide valuable insight into how the school delivers the curriculum. I want to become a significant contributor within the school community, not just during book fair fundraisers and running the book week parade, but as an advocate for developing individual students’ ability to become critical and creative thinkers.

My passion for collaborative learning spaces and creative classroom environments lends itself to promoting the physical library as an innovative learning hub. A Teacher Librarian who strives for a library environment that supports literature and provides a creative and collaborative learning space to explore, imagine and think sets students on a positive path, preparing the twenty-first-century learner for the challenges that lay ahead.

Learning about the role of the Teacher Librarian throughout this degree will help me become a positive influence by engaging students in critical and creative thinking and effectively using information and communication technologies to support their learning and understanding of how to engage in the world around them.

 

Australian School Library Association. (2014). What is a Teacher Librarian?https://www.asla.org.au/what-is-a-teacher-librarian