Part C: Reflective Practice

I have come to understand the important role the TL contributes towards the school environment. Collaboration with teachers and the principal were also key factors I never considered before. The benefits of the dual role of the TL as educator and librarian is valuable as curriculum specialists and pedagogy experts. Additionally, information literacy and inquiry learning became new concepts in my learning and the key role the TL contributes to schools when teaching these concepts.

I never considered how important information literacy is in critical thinking and development of students’ new skills and knowledge. Moreover, the TL teaches inquiry models to teachers and guides them to scaffold tasks towards student learning achievements. Subsequently, working collaboratively with the principal (Souflias, 2023, May 16) establishes trust, confidence, and accountability towards library programs and towards assisting student learning to build and maintain confidence in the role. (Hartzell, 2002) and (Merga, 2019).

Going forward, into the 21^st Century (Souflias, 2023, May, 16), information literacy and the TLs’ specialised knowledge of inquiry models is foremost when considering which model would best suit the school context and its students. The way students learn and how they use their literacy skills is important if they are going to seek, use and access the information, but also how they will process that information (Laretive, 2019 & SCIS, 2016). Additionally, the TLs’ role, in assisting students’ progress and the skills needed is key in teaching information literacy (Souflias, 2023, May, 19) which can be complex when considering the evolving of multiple platforms. Digital literacy (DL) is another interchangeable term used in information literacy in which TLs guide students in DL to use technology, networks, and communication tools to further enhance their knowledge when using search engines.

IL (Souflias, 2023, May, 16) is a useful tool presented in the Australian Curriculum, which provides students opportunities to challenge themselves acquiring new skills and competencies. With the TLs’ assistance and working alongside the classroom teacher in modelling and explaining inquiry models, extends students’ knowledge, and meets the requirements stated in the curriculum adding to the quality of teaching. Kuhlthau, Maniotes and Caspari (2015) suggest using guided inquiry adds to the pedagogy of the school in the way teachers teach, students learn and the way the school community collaborates. This approach engages students as they acquired a sense of their own learning process. More importantly, learning strategies and skills that are transferable to all subjects and tasks alike. The pressure of the 21^st century and the requirements stated in the Australian Curriculum place enormous pressure on teaching staff. Nevertheless, TL support to teachers and their fulfilment on accountability obligations is evident when students develop IL skills extending their knowledge and critical thinking.

The 5E model assisted students at all stages of learning and easily integrated with minimal steps in activities. When an inquiry model is not present within the school environment the focus then turns to teacher-centred rather than student-centred learning. Maniotes (2018) suggest, when the goal is to inspire students to ask their own personal questions, experiment and share outcomes and ideas, they begin to construct new knowledge, creating meaningful ways of understanding outcomes, guiding them to deeper understanding. Subsequently, student-centred tasks initiate questioning from “What I know?” to “What I want to know?” and finally “What I have learnt?”. The TL is key in schools to promote, teach, provide information and material, and assist both teachers and students in using inquiry models. TLs’ have strong elements of information literacy skills and have the knowledge to make connections between IL and the general capabilities of the Australian Curriculum. However, it remains notable, effective collaboration with teachers and the support of the principal will create positive sustainable work relationships and valued acknowledgment of the TLs role.

I look forward to the next chapter of learning as the course progresses.

 

 

 

 

 

 

 

 

References

 

Hartzell, G. (2002). The principal’s perceptions of school libraries and teacher-librarians. School Libraries Worldwide, 8(1), 92-110.

Laretive, J. (2019). Information literacy, young learners and the role of the teacher librarian. Journal of the Australian Library and Information Association, 68(3), 225-235.

Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2015). Guided inquiry design a framework for inquiry in your school. Libraries Unlimited.

Maniotes. L. K. (2018). Guided inquiry design in action elementary school. Libraries Unlimited.

Merga, M. K. (2019). Do librarians feel that their profession is valued in contemporary schools? Journal of the Australian Library and Information Association, 68(1), 18-37.

School Catalogue Information Services (SCIS). (2016). Connections: School libraries supporting literacy. https://www.scisdata.com/connections/issue-99/school-libraries-supporting-literacy/

Guided Inquiry Approach

Inquiry learning stems from the constructivist theories whereby learners are said to learn through construct knowledge. People experiences the world in different ways and reflect on those experiences building on the information they acquire rather than just taking it in. This requires using higher order thinking and using several skills (WGU 2020). Kuhlthau, Maniotes and Caspari, 2015) elaborate that 21^st learning requires a wide range of skills and guided inquiry is a practical way of using newly acquired skills to deepen thinking and understanding. Students may also be exposed to real life situations that will further enhance their learning and they undertake a variety of skills and use their knowledge to achieve the task.

There are number of principles of constructivism that align with students’ learning processes:

• Knowledge is constructed.
• People learn to learn.
• Learning is an active process.
• Learning is a social activity.
• Learning is contextual.
• Knowledge is personal.
• Learning exits in the mind.
• Motivation is key to learning.

(WGU, 2020).

Guided Inquiry is a process that came about from Kuhlthau’s Information Search Process (ISP). The model defines six stages: initiation, selection, exploration, formulation, collection, and presentation. ISP identifies areas of the student when they may have a series of feeling, thoughts, and actions. It may be a point where the student experiences uncertainty so this may be an opportunity for the TL make a difference to the students’ experiences and assist in overcoming such feeling when answers are established, contributing towards student learning. However, guided inquiry can be a difficult approach so collaboration between teacher and TL would be ideal as the TL specialist skills can provide additional assistance for students and teachers (Kahlthau, 2023).

Getting started with inquiry models and implementing guided inquiry approach can be beneficial for students and keep them interested and motivated. Although it may have its complexities there are benefits towards student learning, particularly improving and acquiring different competencies and developing new skills going forward into the 21^stcentury way of learning.

Reference

Kuhlthau, C. C. (2023). Information Search Process. Retrieve from: https://wp.comminfo.rutgers.edu/ckuhlthau/information-search-process/

Kuhlthau, C, C., & Maniotes, K, L. (2015). Guided inquiry learning in the 21^st century (2^nd ed). Libraries Unlimited.

Western Governors University (WGU). (2020). What is constructivism? Retrieved from: https://www.wgu.edu/blog/what-constructivism2005.html.

Ray (2013) suggests forming strong relationship with principals and other executives can only gain support for the TL and the library programs. Ray (2013) infers offering to help where possible in the school environment will be seen as a positive move. Principals wear many hats and will appreciate handing any of those hats to someone to deal with. The TL is in a good position to do this showing support, building trust and rapport. So instead of asking, what will you do for me? Ask, what can I do for you? Furthermore, TLs can bridge gaps and promote communication and collaboration. Ray (2013) insists that principals recognise good work and like to hear the value of success, so building relationships is paramount going forward as a TL and to be able implement and show the value of library programs to someone who will listen and appreciate the work being done.

Unfortunately, it is not mandatory to have a TL in school libraries, so schools tend to go without to save money. Lupton (2016) offers TLs are going through a period of transition. Henri and Boyd (2002) note TL have specialised expertise with a strong focus on teaching and student learning, curriculum development and promoting information literacy. The way the principal perceives the TL is crucial towards support of the TL and collaboration with classroom teachers. Lupton 2016) signifies principals’ perception may vary between principals and sees the TL as a teacher first and then a librarian. She further adds, principals rather see the funds investing in teaching rather than the role of TL. Hartzell (2002, p.92) states “the problem is that support flows from trust, and trust flows from understanding”. He further adds, principals don’t understand what TLs, do not appreciate the contribution they bring to teaching and student learning. However, to do this TLs need to ensure they are not invisible and show they do reshape the school environment and enhance student learning and progression. The best way to do this is to collaborate with the whole school environment and have regular meetings with the principal. Principal support is vital to sustain the TLs role and be seen as influential.

References

Hartzell, G. (2002). The principal’s perceptions of school libraries and teacher-librarians. School Libraries Worldwide,8(1), 92-110.

Henri, H. & Boyd, J. (2002). Teacher librarian influence: Principal and teacher librarian perspectives. School Libraries Worldwide, 8(2), 1-17.

Lupton, M. (2016). Adding value: principals’ perceptions of the role of the teacher-librarian. School Libraries Worldwide, 22(1), 49-59.

Ray, M. (2013). Making the principal connection. School library Journal. https://www.slj.com/story/the-same-difference-mark-ray-asserts-that-principals-and-librarians-have-a-lot-more-in-common-than-you-might-think-and-he-should-know

 

Information literacy (IL) is no longer an easy task for student and in regard to information seeking, the wide ranges of sources make it very difficult and demanding on students to acquire these skills. Although, demands of the 21^st century demand that students should be quite self-efficient in these skills, acquire extensive knowledge to be able to use them and become effective lifelong learners of information use going forward and into a career.

Inquiry learning increases opportunities for students improving engagement and developing critical thinking skills. Inquiry skills are also embedded in the Australian Curriculum and together with IL skills, it allows the students to explore the curriculum topics engaging in areas they to express, create and develop their inquiry skills (Kuhlthan, Maniotes & Caspari, 2015).

Collaboration with teachers and teacher librarians (TL) help to assist, support, and implement inquiry tasks. Kuhlthau, Maniotes and Caspari (2015) suggest that inquiry models such as the Guided Inquiry Design or the Fosil Cycle can be used but also, IL model as in the Information Search Process (ISP) is useful when people have information needs. According to Kuhlthau, Maniotes and Caspari (2015) the Third Space creates a meaningful lasting learning place for the students taking students learning to a higher level. This enables students to draw on their own experiences, identifying questions and connecting with the inquiry process. This further enhances the students to become motivated learners building ownership and expertise towards their own learning skills and outcomes (FitzGerald, 2010).

The TL is well placed to assist students and teachers with inquiry systems and framework to further enhance learning and IL skills. The TL provides tools to support and contribute towards the development of lifelong learning in a rapidly ever-changing technological environment. However, the TL is faced with challenges to be able to facilitate Guided Inquiry to take learners to a higher level of learning sharing experiences and overcoming obstacles. Guided Inquiry requires more preparation and effort and together with explicit instruction so that students may adapt to this type of learning style (Kahlthau & Maniotes, 2010).

Further the principal is in a position to encourage the school environment to support and work with the TL, highlighting the sills and benefits they bring to the school and as curriculum specialist. Providing time to plan and classroom teachers being more flexible with their content by collaborating with the TL will only see positive student outcomes than not. Schools without TL support or an underutilised one may potentially see less motivated and unconfident students lacking in skills to access IL and evidently to become engaged and active learners (Loh, Sundaray, Merga & Gao, 2021).

It is evident from the literature that the importance of the TLs role in schools is paramount towards student learning in IL skills and the ability to find and seek information. The TL is in the best position to assist such learning and collaborating with teaching staff and the principal to support the community. Before undertaking these studies, it wasn’t something that I considered as a teacher in the school. The library is being used by classroom teachers whereby they are taking their class once a week to borrow/return, use the time to read or finish undone work but the fact the school didn’t have a TL was never a consideration that something was lacking. Commencing the term in TL studies has given another overview to the problem at large and the higher skills these students can obtain from the assistance of a TL and the demands of the 21^st century. These skills that students can use to progress in their learning and the ability to add substance to their learning as lifelong learners taking their skills not only throughout their academic school years but into future careers.

References

FitzGerald, L. (2010). The twin purposes of guided inquiry: Guiding student inquiry and evidence-based practice. International Association of School Librarianship, 1-18.

Kuhlthau, C. C., & Maniotes, L. K. (2010). Building Guided Inquiry Teams for 21^st Century Learners. School libraries Monthly, 26(5), 18-21.

Kuhlthau, C.C., Maniotes, L. K., & Caspari, A. K. (2015). Guided Inquiry learning in the 21 Century (2^nd ed.). Libraries Unlimited.

Loh, C. E., Sundaray, S., Merga, M., & Gao, J. (2021). Principals and Teachers’ Perspectives of their school libraries and implications for school library policy. Journal of Library Administration, 61(5), 550-571.

It would seem, teacher librarians (TL) are an endangered species when you see that many schools have a library and maintain a library collection but no TL. Many with a library service had library technicians to maintain the library collection and management the library. Schools have decided they can do without a TL and if cost cutting is the question, the TL is the first to go. However, are they really an endangered species? With technology advancing so quickly, new concepts coming into play and new ways to research and find information can be very overwhelming for not only students but teachers too. The TL is in a great position to assist classroom teachers and students as information literacy becomes more notable in schools. We are bombarded with data about how students are lacking literacy skills and yet TLs are being cut back. Information literacy needs to be taught rather than learnt and the best place for the school community to do this is through the TL.

At the moment TL are rare commodity in schools but as a TL in training I need to be optimistic and hope that the need for TLs will outweigh the stigma and the financial outlays that are in people’s minds, and the future will bring a new venture. With departments offering scholarships in TL degrees, even they may have some hope that things in the future will turn around and the TL will be seen as an important asset in the school environment. In an ever-changing technological environment the need for TLs in schools can only be seen as paramount to support teachers and students collaboratively and maintain new technologies.