Tag: role of the TL

Changing Education Paradigms

When navigating school systems, it’s essential to consider the myriad factors that impact the school, its faculty, and its students. These influences span structural, cultural, and societal realms. For instance, considerations include the school’s organisational layout, leadership dynamics, and educational approach—is it age- or stage-based? Moreover, cultural influences shape the school’s identity, whether it’s a government, independent, or Catholic institution, and the predominant cultural groups among its student body. However, it’s the societal influences that are particularly pertinent in the current educational landscape. These include the role of social media in education, the economic landscape of the 21st century, and how these factors shape the concept of 21st-century learning within the school. Staying abreast of these societal influences is crucial for practical educational analysis.

Each school, even those within the same educational sector, possesses its unique identity, akin to living entities within their respective environments. While they may share common characteristics, such as belonging to the government sector and catering to primary and secondary students, their individuality extends beyond these surface similarities. For a teacher librarian, it’s essential to acknowledge this ever-evolving nature of the school environment while embracing the capacity to influence and shape it. To me, “leading from the middle” encapsulates the notion of occupying a dual role as a follower and a leader within this dynamic ecosystem.

Upon viewing Ken Robinson’s presentation, “Changing Education Paradigms,” the significance of collaboration in educational settings became evident. It underscored that individuals cannot thrive in isolation, collective effort drives school advancement. Collaboration serves as the cornerstone of growth and learning within schools. For a teacher librarian, integration into the school’s framework involves collaborating within their team and fostering partnerships across various teams, including teachers. While teachers specialise in specific subjects, librarians possess comprehensive insights into cross-curricular priorities and actively engage across the curriculum landscape.

Collaborative teaching initiatives involving the teacher librarian (TL) and classroom teachers signify a notable cultural transition in the TL’s role. No longer confined to traditional tasks like book borrowing and shelf organisation, today’s TLs actively engage in curriculum development. They spearhead initiatives such as team-teaching Guided Inquiry processes alongside subject teachers. Additionally, they take on the responsibility of ensuring that the library catalogue precisely reflects the school’s demographic and caters to its evolving needs and interests.

Finally, for students to effectively integrate into the contemporary job markets of the 21st century, schools must prioritise acquiring skills relevant to this era. Consequently, libraries acknowledge the pivotal role played by libraries in both school and public settings, serving as catalysts for students’ academic success. The role of a teacher librarian extends beyond conventional boundaries, encompassing the cultivation of critical thinking, research capabilities, information literacy, and a passion for literature. These competencies collectively empower students to excel academically and socially within and beyond the school environment and to securely navigate the vast and ever-evolving landscape of the internet and information domains.

References
Robinson, K. [RSA Animate]. (2010, October 14). Changing education paradigms [Video]. YouTube. https://www.youtube.com/watch?v=zDZFcDGpL4U

The Teacher Librarian as a Leader

 

As I begin my final subject, ‘Teacher Librarian as Leader’, I reflect on the essence of leadership even before delving deep into the course material. What immediately comes to mind is what leadership isn’t. It isn’t about assuming you possess all the solutions. It isn’t about needing to dictate every action and oversee every detail. It certainly isn’t about believing your voice is the only one that matters within the team, with your directives being unquestionable. I have had experience as a leader within the Early Childhood sector. I know that my knowledge and skills will be drawn upon as I become a Teacher Librarian within a primary school community.

As I embark on this course, my curiosity about the essence of effective leadership is piqued. I believe exemplary leaders inspire their peers, leading by example rather than mere words. Their actions align seamlessly with their words, embodying the principle of ‘do as I do, not just as I say.’ They foster a collaborative environment where every voice is heard and valued. They possess a forward-thinking mindset, envisioning the school’s trajectory in the 21st century. They don’t settle for past achievements but also recognise and commend the hard work of teachers, support staff, and fellow leaders.

Even though I am at the beginning of my teacher librarian career, I recognise the pivotal role I can play in guiding staff toward embracing 21st-century curriculum practices. I look forward to balancing responsibilities and bridging between providing curriculum support and classroom instruction while also navigating emerging learning technologies, literacies, and resources. Effective leadership entails staying rooted in the present while keeping a keen eye on current and future trends to remain attuned and pertinent in an ever-evolving landscape.

INF 506 Personal Reflection

Prior to engaging in the INF506 – Social Networking for Information Professionals, I identified as a modest user of social media platforms. Routinely perusing my Facebook feed, viewing YouTube content, and browsing through Pinterest posts constituted part of my daily routine for personal purposes. The impetus behind enrolling in this elective subject was cultivating a more substantial engagement with social media, particularly for professional knowledge and networking.

The surge in social media usage for professional purposes has led numerous libraries to embrace a social media presence for marketing and communication purposes with their user base (AlAwadhi & Al-Daihani, 2019, p.228). Establishing a presence on platforms like Facebook and Instagram can stimulate engagement and facilitate content sharing, effectively connecting with their library user community.

The content explored in INF506 has allowed me to thoroughly examine and comprehend social networking technologies’ principles, theories, and applications within the context of information professionals. This holds particular relevance to my prospective position as a Teacher Librarian with a primary school library, where before starting Assessment One: Social Media Proposal, I had not considered the necessity of promoting the school library through social media channels.

Over the past decade, the profound impact of our reliance on technology and social media has transformed information acquisition and communication. When reading the blog entries of my peers for OLJ 2: The Influence of Technology on Society, two distinct perspectives emerged, reflecting variations in general experiences with technology. Esnouf articulated her perspective from the Generation X paradigm, a viewpoint I identify with, as stated in my response (Gonye, 2024, Jan 3). Her narrative resonates with shared encounters of an analog childhood, demonstrating a receptivity to and embrace the swiftly evolving technological landscape. (Esnouf, 2023, Nov 25).

In contrast, Souflias examines the evolving technological landscape, delineating its advantages and implications through a Millennial user perspective (Souflias, 2023, Nov 21). In my reply, I recognised the adept integration of technology into learning and professional interactions by tech-savvy millennials, illustrating a seamless incorporation into their experiences (Gonye, 2024, Jan 11).

Irrespective of one’s generational affiliation, all information professionals must adopt and engage in the digital era. As described in my blog post titled, Defining the information professional in the digital era (Gonye, 2023c, Dec 26) information professionals go beyond granting access, guiding users through vast information landscapes. Proficiency demands diverse skills for organisational relevance. Adaptability is crucial in the rapidly evolving information milieu.

As I read through other students’ blog entries on defining the information professional, I resonated with Serobian’s summation of patron-driven skills such as solid communication, management and collaboration skills in addition to traditional library skills and their enhanced application through technology for increased efficiency (Serobian, 2023, Dec 26). In my feedback (Gonye, 2024, Jan 11) I added that, theoretically, this provides additional time for adaptation to technological progress and engagement in creating, sharing, and consuming information.

Adding another dimension to the information professional’s skill set, Kaigorodova focused on human capabilities such as higher-order thinking and social and emotional abilities in the light of research indicating that the Fourth Industrial Revolution may result in the displacement of certain professionals by machines (Kaigorodova, 2023, Dec 20). I, too, acknowledged (Gonye, 2024, Jan 11) in my comments that machines, at least in the foreseeable future, cannot substitute for skills that make us human.

Dodd (2019) accentuates the necessity for teacher-librarians to embrace lifelong learning. This commitment to continuous learning and adaptability enriches their capabilities and greatly benefits those they assist. Staying abreast of the newest technologies and advancements in library services is equally advantageous for any knowledge specialist, especially teacher librarians.

Integrating the attributes mentioned above of the information professional and underscoring the patron-driven nature of the library, from a professional standpoint, has emphasised the importance of social networking.  Before reading Utecht’s (2018) Personal Learning Network (PLN) theory, I had not considered the value of social networking for individualised professional development, initially participating as consumers of knowledge and transitioning to creators of content (Gonye, 2023b, Dec 23).

In my blog post, Embracing a Library 2.0 ethos (Gonye, 2023a, Dec 20), I explored some concepts defining Library 2.0 after viewing Cole (2106). The reimagined library- where will it find you? The concept of the Biblio-Tech as an all-digital library was fascinating to me. At first, the idea of no physical resources sounded unakin to a library space I was familiar with. As I listened to the TED talk a second time, I began to understand the reimagined library space. I asked myself if the definition of Library 2.0 is a customer-focused approach to library services; patrons need more than reading material from a community space. The notion of prioritising service over collections is one that I will keep at the forefront when I begin my career as a teacher librarian.

Chun (2018) noted that libraries and teacher librarians are uniquely positioned to create an enduring impact for all students. We can influence student learning, innovation, and achievement through school libraries more than ever before. Rethinking the information professional’s role as complementary to the central student learning event – the teacher librarian can serve as a facilitator, cultivator, and navigator (Cole, 2016, p.4). I now feel I can confidently leverage my experience in social networking and new technologies to fulfil this vision.

Enrolling in INF506 surpassed my expectations, providing a comprehensive understanding of how social networking enriches my role as an information professional. The course illuminated the diverse opportunities inherent in this communication medium, fostering connections to information, resources, and diverse perspectives. As a teacher librarian, I now plan to integrate these insights, adapting to the evolving needs of students in the digital age. The experience underscored the importance of embracing peer contributions and instilling confidence in navigating new platforms. INF506 has expanded my comprehension of social networking and laid a robust foundation for my future as a proficient social networking information professional.

References

AlAwadhi, S., & Al-Daihani, S. M. (2019). Marketing academic library information services using social media. Library Management, 40(3/4), 228-239. https://doi.org/10.1108/lm-12-2017-0132

Chun, T. (2018). Brave before perfect: A new approach for future-ready librarians. Teacher Librarian, 45(5), 35-37.

Cole, L. (2016). BiblioTech as the re-imagined public library: Where will it find you? [Presented conference paper]. IFLA WLIC 2016 – Columbus, OH – Connections. Collaboration. Community, Session 213 – Metropolitan Libraries, http://library.ifla.org/1418/1/213-cole-en.pdf

Cole, L. (2016, April 15). The reimagined library – where will it find you?. TEDx San Antonio. https://tedxsanantonio.com/2016-spring-speakers/laura-cole/

Dodd, J. (2019). Competency or capacity: Measuring librarians’ potential for success. Journal of Library Administration, 59(6), 684-692. https://doi.org/10.1080/01930826.2019.1626648

Esnouf, M. (2023, November 25). OLJ Task 2: The influence of technology on society [Blog Post] https://thinkspace.csu.edu.au/onlinelearningjournalinf506me/2023/11/25/olj-task-2-the-influence-of-technology-on-society/#comments – MARIANA’S ONLINE LEARNING JOURNAL FOR INF506 (csu.edu.au)

Gonye, S. (2023a, December 20). Embracing a library ethos 2.0 [Blog Post] https://thinkspace.csu.edu.au/schoolofthought/2023/12/20/embracing-a-library-2-0-ethos/

Gonye, S. (2023b, December 23). Personal Learning Network Adoption [Blog Post] https://thinkspace.csu.edu.au/schoolofthought/2023/12/24/personal-learning-network-adoption/

Gonye, S. (2023c, December 26). Defining the information professional in the digital era [Blog Post] https://thinkspace.csu.edu.au/schoolofthought/2023/12/26/defining-the-information-professional-in-the-digital-era/

Kaigorodova, I. (2023, December 20). OLJTask 8: Defining information professional in the digital era [Blog Post] https://thinkspace.csu.edu.au/inna/2023/12/20/oljtask-8-defining-information-professional-in-the-digital-era/

Serobian, K. (2023, December 26). OLJ Task 2: Defining information professional in the digital era [Blog Post] https://thinkspace.csu.edu.au/kristina/2023/12/26/olj-task-8-defining-information-professional-in-the-digital-era/

Souflias, V. (2023, November 21). OLJ 2: The influence of technology on society [Blog Post] https://thinkspace.csu.edu.au/souf/2023/11/21/the-influence-of-technology-on-society/

Utecht, J. (2008). Stages of PLN adoption. The Thinking Stick. https://www.thethinkingstick.com/stages-of-pln-adoption

Embracing a Library 2.0 Ethos

‘Library 2.0’ is a customer-focused approach to library services aiming to enhance the library community by consistently incorporating valuable changes informed by user input and requirements (Casey & Savastinuk, 2006, p.40). Embracing the ethos of Library 2.0 can significantly broaden a library’s impact, exemplified by BiblioTech – the inaugural all-digital library in the USA! Laura Cole, BiblioTech’s Administrator, presents four essential considerations for information organisations intending to embrace the Library 2.0 model:

 

Library 2.0 alters our understanding of the role of the library and the librarian: Library 2.0 transforms our perception of both the library’s function and the librarian’s role (Cole, 2016). By embracing digital collections, the library evolves from merely the custodian of information to a liberator. At the same time, librarians transition away from being mere custodians and assume a more proactive stance in their roles.

Transforming Library Environments: While school libraries embody adaptable spaces (Spear, 2018), the shift away from the library’s daily presence necessitates transitioning from a fixed asset to a dynamic communal resource (Cole, 2016). Leveraging digital resources becomes imperative to extend the library’s reach directly to users, regardless of location.

Redefining Libraries as Essential Community Hubs: In the realm of School Libraries 2.0, access to educational resources extends around the clock, catering to students unable to partake in conventional in-person classes, as was the case during the extended lockdown periods in 2020 and 2021. The ongoing pandemic has underscored the communal significance of digital access and literacy. Beyond their educational roles, teachers and school librarians contribute to the well-being of their communities. The libraries themselves are pivotal social hubs, termed ‘third spaces’, fostering a secure and supportive environment. This nurturing environment aids in bridging the academic divide for underprivileged children, minority groups, and those with disabilities (Merga, 2020).

Prioritising Service Over Collections: The evolution of collections isn’t the only shift; the librarian’s role has expanded significantly. It now encompasses fostering reading and literacy, ICT proficiency, collaborating with educators, and assuming a leadership role within the educational sphere. Besides curating collections, teacher librarians serve as resource curators, supporting teachers and students in navigating an overload of information and misinformation. They also act as managers, overseeing teaching and supervising individuals, collections, and spaces (Spear, 2028, p.518).

References

Casey, M. E., & Savastinuk, L. C. (2006). Library 2.0 (cover story). Library Journal, 131(14), 40-42.

Cole, L. (2016, April 15). The reimagined library – where will it find you?. TEDx San Antonio. https://tedxsanantonio.com/2016-spring-speakers/laura-cole/

Merga, M. K. (2020). How can school libraries support student wellbeing? Evidence and implications for further research. Journal of Library Administration. 60. 660-673. https://doi.org/10.1080/01930826.2020.1773718

Spear, M. J. (2018). Reflections on managing a school library. Journal of Library Administration, 58(5), 503–518. https://www-tandfonline-com.ezproxy.csu.edu.au/doi/full/10.1080/01930826.2018.1468672

Assessment 2 Part B: Final Reflections on Collections

At the beginning of this subject, ‘Resourcing the Curriculum,’ I was unsure what the subject content entailed. It has been challenging because I have never worked within a school context. Consequently, I never used the Australian Curriculum or any other curriculum relating to children’s formal learning. Therefore, I hadn’t anticipated how comprehensive the process of resourcing the curriculum could be.

As I complete my first session in this degree, I reflect upon how my perceptions of the role have changed from a few months ago. Referring to my first Thinkspace blog post for subject ETL 401, ‘Little Did I Know.’ (Gonye, 2022, March 20) I hadn’t considered the three specific aspects of the Teacher Librarian’s role according to the  Australian School Library Association (ASLA):

  • As a curriculum leader.
  • As an information specialist.
  • As an information manager.

This subject explored in detail many facets of the ‘curriculum leader’. As the Teacher Librarian is a qualified professional who supports the delivery of the curriculum. The Teacher Librarian is not the ‘custodian’ of the books and all knowledge housed within the library. The Teacher Librarian is responsible for curating a collection beyond printed books and journals and includes up-to-date digital materials such as eBooks, movies, websites, apps, music, and other resources accessible on the school network.

Referring to my blog entry titled, ‘My First Annotated Resource List’ (Gonye, 2022, April 26) I was able to research and compile a selection of ten resources relating directly to the Cross Curriculum Priority of Sustainability. The practical application of this first assessment gave me some insight into the depth and breadth of a school library collection.

As with the Annotated Bibliography for Assessment One, the school library collection as a whole needs to be presented as a balanced collection, this is achieved by reviewing the school’s context and acknowledging the needs of the learners in collaboration with other teachers to meet curriculum outcomes successfully.

Building and maintaining a balanced collection is not the same for each school. A one size fits all approach does not apply. The school philosophy, governing curriculum, teaching requirements and students’ learning needs must be considered.

As I read through the entries for Forum 6.1, ‘Editing a Collection Development Policy,’ (CDP), I was surprised to find that many students who worked in a school library could not locate or did not have a written CDP. Cassandra Wall (2022, May 5) pointed out that the obligations, expectations and responsibilities of the Teacher Librarian and the transparency of the library should be documented. Wall was preparing to draft a CDP in collaboration with the school principal and previous Teacher Librarian. Shauna Pollard (2022, May 6) also commented on the lack of CDP but has taken the opportunity to draft and develop a policy that will ‘bring the school library in question into the heart of the school’.

Lauren Halse (2022, May 6) noted that the school library she worked in has a CDP that needed updating to address digital content, selection criteria, selection aids, subscription management, licensing issues, budgeting, access to digital collections and the addition of STEM resources. Halse’s list was comprehensive, as a well-documented CDP should be.

I had never contemplated the CDP as a strategic document. However, according to Braxton (2018) it provides the Teacher Librarian with a blueprint of the vision and mission of the school library. It is a living document that outlines a plan for the Teacher Librarian to implement and manage a course of action for the library collection.

The information provided becomes the basis on which a CDP is written. It is a document that underpins the practices and decisions made concerning the library collection. According to Johnson (2009) the CDP is a multipurpose document that outlines details for planning, allocation of resources, and information for professional training and administration (p.73).

Valenza (2019) promotes using the CDP for strategic planning as it provides a criterion and evidence of how you follow and apply specific library practices. In addition, it relates directly to the school’s mission statement, vision and goals and articulates that the library is part of its overall strategic improvement plan.

It is a document that is made available to the public; it is to be referred to not just by the Teacher Librarian but made available to advise others about how the library and its collection are an integral part of the school’s learning culture. With informed, collaborative decision making as part of the review process for the CDP, the ability to future proof the school library collection will become part of the process of continual growth. Acknowledgment of the continual, rapid changes in the digital information landscape requires various resources to be available within the library. With the infinite expansion of electronic resources available such as eBooks, web-based information and online subscriptions, considerations must be made for accessibility, censorship and copyright restrictions.

In my blog post ‘Referencing Smartcopying for Music Related Copyright Clarification’ (Gonye, 2022, April 26) I was able to refer to the Smartcopy website as the authority for school copyright concerns. However, I was unaware that a specific site was developed for such situations. With these resources documented within the CDP, the Teacher Librarian can refer to the appropriate information when challenged with uncertain copyright protocol.

As the collection grows, it often is physically and digitally located in multiple areas. It is rare for the Twenty-first-century school library to house all of their collection under one roof. The amalgamation of all available resources needs to be viewed as one coherent collection that can be applied for current and future students’ varied learning methods, information seeking and reading for pleasure.

For the collection to flourish in the future, the CDP, as stated by Johnson (2009, p.72) dedicated planning will measure some degree of control over the future. Collaborative, ongoing reviews, assessment, evaluation and implementation of the collection will provide strong measures to safeguard the appropriateness and validity for future teaching and learning scenarios.

During my first semester of this degree, the challenge was conceptualising how I would resource the curriculum as a future Teacher Librarian.

I look forward to implementing my knowledge of collection development practically as a Teacher Librarian working collaboratively with teachers, executives, and other Teacher Librarians to enrich the school’s teaching and learning programs to meet the student population’s needs now and for many more years to come.

 

References

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

Braxton, B. (n.d). 500 Hats: The teacher librarian in the 21st Century. https://500hats.edublogs.org/policies/

Johnson, P. (2009). Fundamentals of collection development and management. https://web-s-ebscohost-com.ezproxy.csu.edu.au/ehost/ebookviewer/ebook/bmxlYmtfXzI2Nzc1Nl9fQU41?sid=4d39e7f7-b706-462b-9424-fe228ffc284b@redis&vid=0&format=EB&rid=1

Valenza, J. (2019, December 31). The case for strategic planning. [Blog comment]. School Library Journal.    The case for strategic planning (slj.com)

 

 

 

 

 

 

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

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.

 

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