ETL 504: Part B – Reflection
Over the course of this unit, one question has remained constant in my mind: How will I use leadership and the tools learned in this unit?
With the extraordinary circumstances of Covid-19, my learning has been thrown off balance. Blog posting, weekly forums, have fallen to the wayside to try and prepare my own students for these uncertain times. With light just at the end of the tunnel, thoughts swirling with concept mapping and readings, I still find exhibiting leadership qualities and methodologies challenging but attainable.
Leadership is all about experience, observation, and reflective practice. Sheninger (2013) describes through leadership, educators are catalysts for change (para. 1). Van Brugge (2013) describes a similar effect, examining the ‘chameleon’ ability teachers have in adapting to new circumstances, in order to collaborate with learners and peers (p. 249). Through Covid-19, I too learned how adaptable learners and educators can be.
Not currently teaching at school, the case studies and group work tasks were a lifeline for me to take the theory and apply it in practice. Adapting each case study for both general and Covid-19 situations, meant collaboration with my group was challenging, but we strived together to try and have something by the due date. The deeper issues that ran through our case studies mimicked the situations we all were going through; time management, communication, relationships and experiences.
“A good team knows why they exist” (Aguilar, 2012). Our research in Case Study 3 (2020a) had us all collaborating together, adopting principles from distributed leadership; working independently and coming together in order for success to be instigated (Harris, 2014). What I found after going through case studies 4 and 5, was that the group dynamic changed, and we tended to adopt a situational leadership approach: a “no one size” fits all methodology to leadership (Ayyad, 2015, 0:15). I learned that we all need to be adaptable as teacher librarians, in order for learning to thrive.
The readings from Module 5 (2020) established how having an arsenal of different leadership styles can make for effective planning and action. Preparing for different eventualities and circumstances show effective leadership and learning can run as smooth as possible with SWOT, GAP analysis and, SMART objectives (Bales, 2020). The Strategic Management Process specifically helped me visualise how this implementation and adaptability of planning can be achieved (Robbins, et al, 2006). While I am still trying to grasp the deeper issues within my own life of Covid-19 living and work, the tools of planning, adopting situational and distributed leadership have helped me survive my current work situation.
Working at a small tutoring company, needing to transition all learning to online, my team has faced many hardships. A team of three, trying to instigate school theory for year seven to twelve, assign help from other staff members has tested not just our work ethic, but mental health and wellbeing. Talking with my team about leadership and the theory I have learnt, we have been able to adopt situational, instructional, and transformational leadership to help our students learn, for staff to get the work completed, and plan ahead for the future.
How will I use leadership and the tools learned in this unit? Reflect on what has happened, communicate effectively, and plan for the future (Group 6b, 2020).
References:
Aguilar, E. (2012, November 28). Effective teams: The key to transforming schools? Edutopia. http://www.edutopia.org/blog/teacher-teams-transform-schools-elena-aguilar
Ayyad, F. [Julien Kouame]. (2015, October 4) Situational leadership approach [Video]. YouTube. https://www.youtube.com [2.40 mins]
Group 6 (2020a, April 4). Forum: Case Study 3 [Online discussion thread]. Interact 2 ETL 504 https://interact2.csu.edu.au
Group 6 (2020b, May 15). Forum: Case Study 5 [Online discussion thread]. Interact 2 ETL 504 https://interact2.csu.edu.au
Harris, A. (2014, September 29). Distributed leadership. Teacher Magazine, ACER. https://www.teachermagazine.com.au/article/distributed-leadership
Bales, J. (2020, March 14-25). 5. Strategic Planning [Online learning module]. Interact 2 ETL504. https://interact2.csu.edu.au
Robbins, S.P., Bergman, R., Stagg, I., & Coulter, M. (2006). Foundations of management. Frenchs Forest, NSW: Pearson Education.
Sheninger, E. (2013). Eight leadership essentials. A Principal’s Reflections: Reflections on teaching, learning, and leadership. https://esheninger.blogspot.com/2013/09/eight-leadership-essentials.html
Reflective Blog Post – ETL402
After completing ETL 402, I can definitively say that the world of literature is complex. While I already knew that literature and its inclusion within education is crucial, the various approaches to its teaching and adaptability still surprised me. While this may be because of my lack of experience within a library context, I find it important to recognise the limitless potential literary learning and its application has within education.
Literary learning is a term that even after completing this unit I feel excited and nervous about using within my pedagogy. It is a new concept I feel I have still not fully mastered. The way one can enact different literary learning styles is very diverse. I have focused only on digital learning and discussions – to consider the range of other literacy types beyond this is profound. The book: Teaching literacy in the digital age (Gura, 2014) alone explores how to use digital mediums within the classroom to analyse, discuss, persuade and inspire educators. With so many possibilities for digital literacy, it is no wonder that librarians really need to be aware of new learning models and teaching standards.
This understanding of digital literacy was really present in the discussion forums of the unit. Atatreh’s (2020) post on book trailers really struck a chord. They outlined a different approach to literary learning, and it allowed for a collaboration of other users to open up about their understanding and approaches, even including other forms of literary learning such as literature circles. This form of collaborative learning helped guide my understanding of literary learning.
Literature circles were also a new form of learning that I did not know. It looked so similar to Socratic Seminars (Education Victoria, 2019) that I had almost dismissed it. It was only through the lecture material and class discussions that I realised how easy it was to implement and beneficial for student interaction and engagement. Literary learning is still something that will confuse me, but the potential it has will always outweigh the challenges it pertains.
There was an article that I read which described teacher librarians as educators and leaders (Herring, 2007). This article elaborates by discussing how they are also the encourager of social interaction and how they devote their time to challenge the school community, teacher and student alike (Herring, 2007, p. 36). This sentiment reminds me of the power and importance that teacher librarians have within the school community. Students and teachers can utilise literary learning to further their own boundaries, encourage curiosity, and see literature as more than just a story to be read – to see emotions and feelings that lie behind the text, and appreciate how the context of the literature goes on to influence new contexts. Through new applications of learning we are better able to unlock our own potential and better understand our own story.
With this sentiment I find myself at the midway point of my studies. While I have learned many complex ideas, theories and literacies, there is still more to learn. So like Herring (2007) suggests, it is time for me to dedicate myself to further the curiosity of the academic that resides in me (p. 36) and look forward to the application of literary learning beyond the lecture and into the classroom and beyond.
References
Atatreh, H. (2020, February). One Response Strategy. Retrieved from Module Six Discussion Forum: https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_38049_1&nav=discussion_board_entry&conf_id=_74552_1&forum_id=_177197_1&message_id=_2632074_1
Education Victoria. (2019, December 17). Socratic discussions. Retrieved from Education and Training: https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/speakinglistening/Pages/examplesocratic.aspx
Gura, M. (2014). Teaching literacy in the digital age : inspiration for all levels and literacies. Oregon: International Society for Technology in Education.
Herring, J. (2007). Teacher librarians and the school library. In S. Ferguson (Ed.) Libraries in the twenty-first century: charting new directions in information, (pp.27-42).
Protected: Reflection of ETL503
IL and Reflective Practice
Guided-inquiry learning (GI) aims to promote learning through student research and investigation. (CEEBL, 2010). While a relatively simple construct, GI learning can have various challenges and advantages in its application (Kuhlthau, 2012). Inquiry learning can provide more opportunities for students to engage in classroom content and gain a sense of ownership. Teachers can encourage students to become efficient researchers and prepare them for life outside of school grounds. This is why in my personal opinion that applying GI learning can be effective in all aspects of school education, especially with teacher librarians (TL).
A TL’s role in helping students access and interpret information by themselves is crucial to the student’s learning and education experience. Time, planning and research are central in determining the structuring of teaching content, and passing onto students their own ability to navigate the content themselves. This is especially important considering the immense collection of resources available for both students and teachers. (Oddone, 2016)
With growing importance to learning in the Australian curriculum, the role of a TL in educating students and teachers alike in inquiry learning is essential. (Lupton, 2012). With growing need for students to navigate the increasingly digital and print world around them, the need to educate about accessing information is critical. Especially with other sources quoting the rapid changes in technology and information access (Oddone, 2016), (Southworth, 2013).
Navigating the world of education has personally been a challenge for myself. Most of my education experiences from the perspective of a teacher have been limited to a practicum and the occasional casual position held for up to a Term at a time in different schools. And this was more than 3 years ago.
While my main workplace position has allowed me to create content based on the Australian Curriculum guidelines for academic tutoring, the content I create has to be outcome based leaning in order to monitor student learning and be able to explain content quickly and efficiently (D2L, 2016). With my limited time frame to teach a class in a school context, it can be difficult to plan ahead to allow students to find the answers themselves and adopt approaches of GI learning.
Even from a student’s perspective, the thought of inquiry learning made a lot of students feel on edge. It personally felt like we were being let loose without a clear direction. While GI learning can provide a sense of self-worth and motivation towards learning, without correct application, the navigation of diverse content can leave students feeling overwhelmed.
Lupton (2013, p. 10) highlights these feeling of inexperience and fear for both students and teachers when applying inquiry based learning as an information model. The risks can be high. Inquiry learning can lead to more questions than answers. Students may not find one clear concrete answer. The control of learning is left to students. Teachers are left unknowing if students have retained/learned the essential skills required. (Lupton, 2013, p. 10)
I believe that while there may be some challenges in applying GI learning into classroom practice, the pros outweigh the cons. The role of a TL is a diverse position. They are responsible for being curriculum leaders, information specialists and information service managers (ASLA, 2014). They are to me individuals who help bridge the gap between finding and learning knowledge.
TL’s can foster students’ abilities to function and navigate a 21st century world with the help of GI learning. The combination of utilising print and digital forums for student centred learning with information access and interpretation I believe further proves the argument that TL’s are essential in any school environment.
While there are a variety of models used in education to empower students with information, GI learning allows research and learning completed in a flow pattern. With one concept naturally leading onto the next phase and can be used back and forth in the learning process (Maniotes, 2017). While GI learning is just one idea of learning, it is an effective tool in facilitating student centred learning.
The one main experience I have with effective GI learning within the library was a mini unit program targeted at Year 7 students. The lessons were held during student’s pastoral care and went for the course of 5 lessons. These lessons were run by the librarians at the school and the lessons were to guide students with using the library; not seeing it as a place for reading, but for learning and education.
Students were given a small booklet which went through different activities. These tasks were sometimes group work, individual searching, or whole class centred work. The librarians had given students a task to complete and it was their job to utilise the libraries resources and information to come to their own conclusions.
While some elements of the activities were Project Based Learning (Buck Institute for Education, 2017), the majority of the tasks required students to work together or individually to answer a single question as the theme of the lesson. The librarians and pastoral care teacher were there if students had questions. Most students if not all responded well with the task. It helped teachers identify strengths and weaknesses amongst students and those who struggled were able to ask for assistance from both their teachers and their peers. They were more likely to retain the information after the unit was complete, and students were able to keep the workbooks to help them as a reference point when they had to complete projects of their own.
While I have not been regularly updating my blog, I have been enjoying reading some of the other members of the group writing and sharing their own experiences in teaching and applying different methods to engage students. Whether it be success or failure, their passion for applying theory into practice makes for strong motivation to stick it out till the end. Perhaps I need to employ my own GI learning model to ensure that I stay on task for the rest of my degree.
References:
ASLA. (2014, March 2). What is a teacher librarian? Retrieved from Australian School Library Association: http://www.asla.org.au/advocacy/what-is-a-teacher-librarian.aspx
Becker, N. J. (2017, August 20). “Information access” computer sciences. Retrieved from Encyclopedia.com: http://www.encyclopedia.com/computing/news-wires-white-papers-and-books/information-access
CEEBL. (2010, 6 30). What is enquiry-based learning? Retrieved from The university of manchester: http://www.ceebl.manchester.ac.uk/ebl/
D2L. (2016, September 26). Unboxing outcomes-based dducation. Retrieved from D2L: https://www.d2l.com/en-apac/blog/whats-outcomes-based-education/
Education, B. I. (2017). What is project based learning (PBL)? Retrieved from Buck Institute for Education: http://www.bie.org/about/what_pbl
Hamilton, B. J. (2011). Creating conversations for learning: school libraries as sites of participatory culture. School Library Monthly, 27(8), 41-43.
Kuhlthau, C. M. (2012). The research behind the design, in guided inquiry design: A framework for inquiry in your school. Santa Barbara, CA: Libraries Unlimited.
Lupton, M. (2012). Inquiry skills in the australian curriculum. Access. Vol. 26, no. 2, 12–18.
Lupton, M. (2013). Teacher librarians’ understandings of inquiry learning. Access (10300155). Vol. 29, Issue 4, 12.
Maniotes, L. K. (2017). Why GID? Retrieved from Guided Inquiry Design: http://guidedinquirydesign.com/gid/
Oddone, K. (2016). “The importance of school libraries in the Google Age” Connections. Retrieved from SCIS: http://www2.curriculum.edu.au/scis/connections/issue_98/feature_article/importance_of_school_libraries_in_google_age.html
Southworth, A. J. (2013). speaking my mind: poised to partner: the 21st-century school librarian. The English Journal, Vol. 102, No. 5, 94-96.
Woolfolk, A., & Margetts, K. (2007). Motivation in Learning and Teaching. In A. Woolfolk, & K. Margetts, Educational Psychology 2nd Edition (pp. 372-418). Frenchs Forest: Pearson Education Australia.
Interested in Gamification?
For those interested in reading about game mechanics and how they can be applied in the workplace or education, this book is a great read!
It is currently available through ProQuest Ebook Central and is very simple to read. I really do recommend this!
EER 500 – How do you Gamify Education?
I figured to motivate myself for both my first two units of university I would use the thinkspace blog to gather my thoughts about the Modules and Readings completed. I usually am prone to completing things at the last minute, but this time I am trying to make a positive step towards research.
Thus, this post about my first assignment for EER500.
As an avid gamer I love the challenge and fun of playing new games. Regardless of the console it exists on (though the Playstation will always hold a special place in my heart). As an educator I have always found the act of ‘playing’ can really motivate students into competing tasks at school.
I remember one lesson where a year 8 English class had to complete a personal research task introducing them to Mythology and Legends. Instead of asking students to just pull out their laptops and assign the questions I changed things up. I made the PowerPoint all students have interactive. Taking them to different slides/websites all in the theme of “The Hero’s Journey” and making them a distant traveller, ready to fulfill a quest/destiny/adventure. The Game of Thrones soundtrack would beat through their ears, as they navigated the realm of heroes and quests for magical fleece or daring to defy the Gods of Greek Mythology. The students were immersed.
I think as we get older, education games and applying game mechanics to education seems to falter after primary school. Why is it not utilised more in high school years, where most students have to complete research and tasks for assessments? Why do we fall short on games and playing/learning for fun?
A channel I subscribe to Youtube.com – Extra Credits, explains in small parts how education systems can be heightened by incorporating play and education. If you love games and history I highly recommend their channel.
It’s time I think to try and combine my two passions and see where the yellow brick road takes me.
What makes a teacher librarian?
As part of the Online Reflective Journal Assignment.
My first clear memory of school libraries involved myself carrying a small colourful tote bag over my shoulder, gazing in the somewhat dark room, with shelves filled with books as tall as trees. The librarian could be seen in the center back of the room, perched on her desk with her eagle eyes peering through her clear glasses at anyone, who would run amok in her library.
While this ‘idealised’ vision of a teacher librarian was more than 20 years ago, I believe there is still this stereotype of a teacher librarian (TL). Full of wisdom and sitting above everyone in their room.
As a provisional high school educator I have worked in collaboration with librarians for students learning and compulsory wide-reading lessons. Yet comparing my experiences as a student with that of a teacher, the role of a TL is so much more than that woman sitting at her desk shushing all that make too much noise in her domain.
The ALIA describes the various roles of a TL, including but not limited to “learning and teaching, management, leadership as well as collaboration and community engagement.” (ALIA, 2014). While an expansive list I do agree that a TL is not only limited to these roles. I believe that the role of a TL is more than what is expected. In order to expand the minds of the students they encounter, the teachers they collaborate with, and the schools in which they contribute to.
This ideal of a limitless librarian is reverberated in Oddone, K. (2016), highlighting the importance of TL’s in the school. With the impact and alterations in education, upgrades in technology and the need for information faster than ever, schools need a place where students can thrive under these fantastical changes.
Without an educator specifically trained in the field of a TL, the ability for both students and teachers to find quality information and resources becomes a near impossible task. Not only are TL’s an asset to a schools community, but vital to its survival. Lagarde, J., & Johnson, D. (2014) touches on this need to adapt to changing environments both digitally and physically. There is a constant need for TL’s to accommodate all kind of learners in order to provide the best information.
Finally, I believe that the role of a TL is not just a supporting role in education, but a leader. They are first and foremost an educator. They are a researcher. They dedicate themselves to further the curiosity of the academic. They act as an encourager of social interaction. More importantly, they devote their time to challenge the school community, teacher and student alike. (Herring, 2007, p 36) really encompasses my feelings about the role of TL’s in the school community, individuals striving to work alongside both students and staff members in order to encourage “intellectually and [to] widen their horizons”.
So now all that is left for me to ponder on now, is how I choose to move forward in my career as a TL. With so much opportunity to make a difference, I believe it’s time I made that first tentative step into the unknown.
References:
A.L.I.A. (2014, March 2). What is a teacher librarian? Retrieved from Australian School Library Association: http://www.asla.org.au/advocacy/what-is-a-teacher-librarian.aspx
Herring, J. (2007). Teacher librarians and the school library. In S. Ferguson (Ed.) Libraries in the twenty-first century: charting new directions in information (pp.27-42).
Lagarde, J., & Johnson, D. (2014). Why do I still need a library when I have one in my pocket? the teacher librarian’s role in 1: 1/BYOD learning environments. Teacher Librarian, 41(5), 40.
Oddone, K. (2016). The importance of school libraries in the Google Age. SCIS. Connections, 98.
Creative Commons
Creative Commons is a world wide non-profit organisation that provides copyright owners with free licences allowing them to share, reuse and remix their material, legally.
(Creative Commons, 2017)
Copyright laws and regulations are extremely important. All teachers try to instill in their students (beside being the best they can be, study hard, never forget your formula’s and acronyms for essays, you know…the usual things), is to always acknowledge where you source your information from. Plagiarism is a serious issue and copyright falls under that category (to me).
The hyperlink included on the title ‘Creative Commons‘ will take you to the main homepage about key information and resources about how to utilise the materials you have in teaching.
References:
Commons, C. (2017, July). Learn About CC. Retrieved from Creative Commons Australia: http://creativecommons.org.au/learn/
A terrifying but thrilling beginning
“You might belong in Hufflepuff,
Where they are just and loyal,
Those patient Hufflepuffs are true
And unafraid of toil;” (Rowling, 1997)
As a kid I always devoured the Harry Potter series. Little did I know at the time how much I related with the house of Hufflepuff. A house that was always seen and never heard of much in the novels but still with strong qualities of kindness, loyalty, and staying true to your own ideals. At the time I was more interested in the brave Gryffindor’s or wise Ravenclaws (you would think competing a librarianship would equate to intelligence from Ravenclaw), but Hufflepuff’s qualities would always bring me back.
To be honest I still feel unsure about this whole ‘back to uni’ scheme of mine, but a voice inside my heads keeps telling me to keep going. The Hufflepuff mantra is being drilled in the back of my head. But I’m getting ahead of my self. I should probably say a little about WHY I am doing this.
I’m currently a preliminary English Drama Teacher in NSW. Since I am not permanently employed in a school for the last five years I have been implementing and creating education programs for a coaching center. All the work I do is online. It feels good to do, but not completely satisfying.
I think I missed the challenge of learning. I found myself teaching the same thing over and over and expected it to make a difference. So it was time to pull out an old dream I had, a long time ago (not in a galaxy far far away mind you). My thirst for knowledge and excitement of embracing the digital realm of learning attracted this moth to the flame.
So here we are. ‘Back at uni’. Ready to charge headlong into the next two years of ups and downs. Hopefully I can stick to my mantra and make it through. After all, when in doubt “keep calm and go to the library” (Rowling, 1998).
References:
Rowling, J. (1997). Harry potter and the philosophers stone. UK: Bloomsbury.
Rowling, J. (1998). Harry potter and the chamber of secrets. UK: Bloomsbury.