Author: Theingi Tun

ETL504- Assessment 2 Reflection Task

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What is Leadership?

My understanding of leadership has drastically changed since I started this unit. Initially, I did not know that there were many leadership styles and the leadership team in my school utilised them in many ways. I also did not understand about leading from the middle.

As my mentioned in my blog post “What is a Leader?” (TTun, Jul 14, 2023), I have come across many leaders in my life who looked like they were born to the role. A particular supervisor comes to mind when I think of the word ‘leader’. She was happy to take responsibility, give support in times of need and always empathetic about the issues I was facing. I did not realise that this was good servant leadership. Greenleaf points out that all good leaders are servant leaders (Greenleaf, 1970/1991). They can inspire others to be the best version of themselves.   Most of all she had my trust. Trust is built and earned by a good leader (TTun, Jul 14, 2023). She made sure they knew me as a person, admitted to mistakes, acknowledged my efforts, was authentic, always evolving with the role, and took ownership of her responsibilities. It highlighted the reason why I want to excel or align myself with the directions of the leadership team. This is because they knew how to lead, and they had my trust.

 

The reading in this course helped me to identify the many leadership styles that I have encountered. For example, the transformational leadership style where they stimulate and motivate to achieve the innovation required to recreate the library after renovation. The servant leadership of the one of the leaders who made sure we had enough support to get through the task. Distributed leadership to give me many opportunities to lead and take ownership of the outcome of tasks such as coordination of Premier’s Reading Challenge, Book Week and Book Fairs. Instructional leadership is shown in the way they are always student centred and aligned with the school’s strategic goals of overall improvement and wellbeing. It was all integrated and overlapping and essential for development of the school culture (Smith, 2016). This was evident in my discussion forum post about how the leadership team supported the delivery 21st century education practices (TTUN, July 30, 2023). Each style of leadership has made a difference to the way I performed my duties.

Teacher librarian as a leader

Leadership was something I never identified with as mentioned in my portfolio for ETL512(Tun, 2023). Weisberg (2020) stipulates the barriers to leadership such as confidence, time, and fear can be all self-imposed and I was no exception. It is inherent in the role of the TL and successful implementation of the role requires capacity for leadership (Oddone, 2021, Jun 14). Hence, when I had to choose three themes in my portfolio to reflect on my journey of this course, I had to include the theme of “Lead Through Service”(Tun, 2023). I now realise all the other themes I chose also reflect the how much I have grown in my capacity to see myself as a leader. As a TL, I was leading when I was creating dynamic spaces as I helped put the library back together during a big renovation. I modelled diversity and have found many ways to celebrate the multiculturalism of the school. I was leading from the middle, balancing all the leadership styles, and serving the community, to shape the future of learning in the school (Farrell, 2014).

Looking Forward

Now that I know I’m in a position to transform (TTUN, July14,2023), I am more confident to face challenges that come my way. The fast-changing information landscape means that I will have to keep pace with all technological developments and understand when innovation is needed to inform and lead (Merga, 2020). Exploring ways to bring high quality 21st century thinking skills to solve emerging educational challenges is another priority. Critical and computational thinking, and ethical reasoning must be promoted as crucial skills (NSW DET, 2020). I must ensure the library is a third space which supports the social and emotional wellbeing of students (Korodaj, 2019). Finally, all of these endeavours must be supported with servant leadership to innovate and transform.

 

References for Blog

 

Farrell, M. (2014). Leading from the Middle [Article]. Journal of Library Administration, 54(8), 691-699. https://doi.org/10.1080/01930826.2014.965099

Greenleaf, R. (1970/1991). The Servant as Leader. In (pp. 79-85). Springer Berlin Heidelberg.

Korodaj, L. (2019). The library as ‘third space’ in your school: Supporting academic and emotional wellbeing in the school community. Scan, 38(10).

Merga, M. K. (2020). School Librarians as Literacy Educators Within a Complex Role. Journal of Library Administration, 60(8), 889-908. https://doi.org/10.1080/01930826.2020.1820278

NSW DET. (2020). Education for a Changing World. NSW DET. https://education.nsw.gov.au/teaching-and-learning/education-for-a-changing-world/policy-and-strategy

Oddone, K. (2021, Jun 14). Teacher librarian as leader: Lessons from the literature. Linking Learning. https://www.linkinglearning.com.au/teacher-librarian-as-leader-lessons-from-the-literature/

Smith, B. (2016). The role of leadership style in creating a great school. SELU Research Review Journal, 1(1), 65-78. https://selu.usask.ca/documents/research-and-publications/srrj/SRRJ-1-1-Smith.pdf

Tun, T. (2023). Theingi’s Portfolio. https://sites.google.com/education.nsw.gov.au/ttunportfolio2023/home

Weisburg, H. K. (2020). Leadership: There is no other option. Synergy, 18(1).

 

What is a leader?

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What does it mean to be a leader? Though I have been supported and guided by many wonderful leaders in my life and teaching career,  I have never really seen myself in a leadership role.

Leaders I have come across look like they were born to the role and displayed qualities such as being good listeners, supportive, responsible, and empathetic. They are often the buffer in front when the storm hits and yet always there to make you feel valued with an encouraging word.

Leadership and trust

This video Building Trust and Collaboration (Ezard, 2015) demonstrates that leadership requires trust. The biological response of the body to trust is to release oxytocin and dopamine, chemicals that promotes the brain area that problem solve and learn. Thus, trust from your colleagues is a very important quality for a leader to create transformation. She goes onto suggest the following actions to build trust:

1. Discover who you are working with and get to know the essence of each person. Who are their families, what do they like to do? What makes them who they are.
2. Admit to mistake and take ownership. Model taking risks and accept that failures are part of the process.
3. Make the time to appreciate the effort and comment on their achievements. This should be with people who are in your team as well those who are not.
4. Evolve  with the role, take the responsibility and be accountable.
5. Align with yourself and be authentic. What you say and do should align with what you feel and believe.

How can I apply this in my role?

Being trustworthy is a quality I have always seen in good leaders. The five points mentioned above, are qualities I would like myself to always emulate not as a leader but as a decent human being. Perhaps good leadership follows that. This is the beginning towards learning to lead. A good starting point for the journey ahead.

References

Ezard, T. [BastowInstitute]. (2015, July 27). Building trust and collaboration – Tracey Ezard [Video]. https://youtu.be/kUkseAdKyek.

ETL 402 – Assessment 2 – Relective post

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What is literary learning?

The term literary learning was an unfamiliar concept before I started this unit. Reflecting on my blog post my journey with children’s literature, my own literary learning occurred as my knowledge developed through work, professional development and the learning through this course.

The perception I have now is that literary learning occurs by interacting through literature. To achieve literary learning, the student needs to be multi-literate by being fluent in textual, visual and digital literacies  to understand the information and apply this across different mediums (Bales, 2019, July 3). The student must be able to immerse themselves in the world created by the book to learn the ideas and facts the resource is trying to impart.

Transliteracy is the literary learning that happens in the context of 21st century environment. It is such a fluid concept that developed outside the confines of library walls, yet it is pervasive to the fabric of our current teaching and learning (Ipri, 2010). It defines what it means to be literate in the 21st century, by studying the way people and technology come together to create social relationships on the internet. A transliterate individual must be able to read and understand the words, sentences and paragraphs presented on various platforms and the plethora of technological devices available to view them (Ipri et al., 2017). Ipri (2010) further states, the essence is concerned with not learning all literacies in isolation but about the interaction of all these literacies such as text, visual, multimedia and digital. Literary learning happens when a student is fluid enough in all these literacies to see the social connections.

How can I use this in my library?

Literary learning happens in the library as students and teachers interact with all types of literacy. An example is mentioned in my forum post about literary learning through a digital text (Tun, 2023, May 14). However, I need to be aware that literary learning has evolved with the emergence of transliteracy. To be current and valid, the teacher librarian must continually keep watch of all current trends and analyse the impact it will have on the delivery of library services (Ipri, 2010). The concept of literary learning through transliteracy  itself is very fluid (Ipri, 2010) and I need to adapt in the 21st century environment by utilising all the web 2.0 tools available. The act of information sharing has now progressed to encompass the various platforms and technology available to users.

Many students are time disadvantaged when it comes to reading for pleasure as mentioned in my forum post (Tun, 2023, March 4). What I did not realise is that, though they are losing the literary learning through physical books, learning platforms and social interactions creating ‘fellow feeling’ (Vapp, 2023, March 1st) has moved online through transliteracy. The information literacy that I teach as part of the library lessons need to reflect this change (Ipri et al., 2017).

Literary learning has many facets in the age of transliteracy. I need to consider all perspectives to support the 21st century teaching and learning environment.

References

Bales, K. (2019, July 3). Mulitiple literacies: Definitions, types, and classroom strategies. thoughtCo. https://www.thoughtco.com/multiple-literacies-types-classroom-strategies-4177323

Ipri, T. (2010). Introducing transliteracy: What does it mean to academic libraries? College & Research Libraries News, 71(10).

Ipri, T., Newman, B. (2017). Beginner’s guide to transliteracy: Where did the term transliteracy come from?Libraries and Transliteracy. https://librariesandtransliteracy.wordpress.com/beginners-guide-to-transliteracy/

 

 

 

The Gift of Reading for Pleasure

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“What a ‘gift’, to be immersed in the world of reading” (Travers & Travers, 2008)

In the 21st century learning environment, the right for a child to read is often taken for granted. The readings I have done has made me question whether we are truly enforcing and supporting the choice of children to reach their true reading potential?

The Book Whisperer in this video claims that her students enjoyed the reading so much more when we remove the entrapments of reading lessons such as book reports and dioramas(Reading Rockets, 2015, August 5). I have explored this theory in my discussion post about the diminishing culture of reading for pleasure. Reading is so much more pleasurable when the act is by choice. At the core, the reader should have the choice to reject, skip, highlight, share, embrace, and critique the literature that they choose.

So how do we create that ‘initial spark’? Ford et. al (2019) states that it is the duty of educators keep that fire going. To find books that reflects their life image, leading to self-identification and academic discovery(Ford, 2019). Extending from that I believe Teacher Librarians are in unique position to foster the ambers of that glow.

Movements such as “Read like a Girl” (Stower & Waring, 2018) project are examples of how a reading culture can be empowered through collaborative efforts of information professionals and educators. Again, it is often the elephant in the room. It is not enough that we have books on the shelves, it has to the right kind of books. If you want a child to read, you must find them the incentive to do so. Their reading pursuits need to be validated and valued. There must be connectedness and diversity that reflects the needs of the reader. The intergenerational exchange of ideas in “Read like a Girl with your dad” (Stower & Waring, 2018) is a wonderful example of book events that foster this spark for love of reading. It creates connectedness and meaning to the literature.

What is a good fit book?

Travers and Travers (2018) explain that according to Rosenblatt’s transactional theory there are two kinds of readers. Efferent readers read for information whereas aesthetic readers read for pleasure. Though, these identifications are on the different parts of the spectrum, depending on the interest and response of the readers they can be both efferent and aesthetic. Hence the engagement of the reader depends on whether the book creates interest and enjoyment. This connection happens when the theme or the message of the book fits the developmental stage of the child.

Book selection should be adapted to the developmental framework of the child. It is not enough to identify their reading level but the biophysychosocial factors that determine the maturity of the reader to understand and put the book in context.  Biological factors, Phycological and socio-cultural factors all play a part in determination of reader’s ability to relate to the text. The goodness of fit should be identified not only by the child’s ability to read the text fluently but also with the knowledge of the individual child’s Biopsychosocial make up (Travers & Travers, 2008).

Role of the TL

There are many aspects that TLs need to explore to fit the right book to the right child. The role they can play in finding a good fit book cannot be underestimated. However, the right kind of literature that fits the developmental stage of the child must be identified (Travers & Travers, 2008). Knowledge of the student body and the needs of the school community based on their biological, psychological, and social cultural makeup of the students must be reflected the development of collections. The scaffolding of learning occurs when the TL brings the book to life with intonation, facial expressions, gestures, questioning, and most of all the magic of immersion (Winch et al., 2014). Children inherently understand the library is a place for them to choose what they would like to read. This freedom is the gift of reading for pleasure.

 

References

Ford, et. al. (2019). I Want to Read About Me: Engaging and Empowering Gifted Black Girls Using Multicultural Literature and Bibliotherapy. Gifted Child Today, 42(1), 53-57.

Reading Rockets. (2015, August 5). Leading to reading [Video] [Video]. YouTube. https://youtu.be/jqgjvauQmYU

Stower, H., & Waring, P. (2018). Read like a girl: Establishing a vibrant community of passionate readers. Alliance of Girls Schools Australia. https://www.agsa.org.au/news/read-like-a-girl-establishing-a-vibrant-community-of-passionate-readers/

Travers, B. E., & Travers, J. F. (2008). Children’s literature: A developmental perspective. John Wiley & Sons. John Wiley & Sons.

Winch, G., Ross Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (2014). Literacy: Reading, Writing and Children’s Literature. Oxford University Press.

 

My Journey with Children’s Literature

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I had limited access to children’s literature when I was growing up. Hence,  I hungered for and read anything that came my way. The books of Enid Blyton and C.S Lewis were wonderful portals into childhoods so different to mine. The young me would have been so jealous of the work I do now surrounded by wonderful books.

When I became a primary school teacher, I was introduced to the ways  to use quality children’s literature to scaffold the meaningful learning experiences. Good literature models the  the way children learn how to read, write and understand the world around them. My teacher training opened my eyes to the wonderful science and art of teaching how to read, connect text to life, comprehend and apply, reflect and critique, explore and to inspire. The value of the the childhood books I enjoyed gained a new perspective.

I am now working as a TL in a primary school, and have been in the role for four years. My knowledge of children’s literature and what is defined as quality has grown with my experience. Exploring notable books such as CBCA shortlists made me aware of why each book is unique and relevant to the award, changing the perspective of the reader and understanding of societal values and expectations. Curation of the Aboriginal literature collection in my library gave me tremendous insight into the significance of the history of the first Nations’ people and what libraries can do to promote, educate and preserve this. I am identifying the important role of the TL in connecting the right book with the right child, or the class. The recent release of the Information Fluency Framework and Quality Literature Recommendations also shaped the way I  have used and curated the literature in creating 21st century learning resources to support my school community.

Children’s literature is like my elephant. It is many things to many people. It can not be defined with one word or sentence, or perspective. It was my childhood friend.The books are like movies in my mind and the messages are ingrained in my heart. It is the core of my identity.

References

NSW Department of Education. (2021). Information Fluency Framework. Retrieved 30.04.2022 from https://education.nsw.gov.au/content/dam/main-education/teaching-and-learning/curriculum/media/documents/Information_fluency_framework.pdf

NSW Department of Education. (2023). Quality Literature Recommendations. NSW Department of Education. https://education.nsw.gov.au/teaching-and-learning/curriculum/english/english-curriculum-resources-k-12/english-k-6-resources/literature-recommendations

ETL 501 – Assessment 2 – Reflection post

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The information environment is growing and evolving. The advancements in technology of Web 2.0/Web 3.0 means that we have the diversity of technology never imagined in our pedagogy.

Technology can be utilised to create locally produced resources/learning objects

When creating locally produced resources or learning objects utilising technology, I have to consider the thinking introduced by the Pedagogy wheel.  It is designed to enable educators to use technology as an enhancement to focus on delivering the graduate attributes and lifelong skills (Carrington, 2016).

I can use technology such as Google sites and Thinkspace platforms to create learning objects that do the following:

  • A platform to facilitate both online and physical resources
  • Provide multiple access points
  • Extend the space of the library as it is no longer constrained by time and space
  • Create specific content for stakeholders that is easily adaptable to user needs
  • Create resources that are professional, up to date, navigable, and reusable

(Gilbert, 2019)

Technology such as QR code makers, Google Earth, portable devices, Instagram, and WebQuests elevate resources to pursue learning objectives in a fun interactive way(Bates, 2017).My blog post about accessibility reflects upon what I have learnt so far and the future directions I have to take to make resources dynamic and adaptable.

How important is this role for the teacher librarian?

Being visible –When I started the course this year I was very much inspired by the video of Karen Bonnano as mentioned in my blog post about TLs being endangered species. Hence, I strived to be counted and visible. I requested and delivered professional learning using PowerPoints, curated information resources for teachers, submitted articles to online school newsletters and apps, made announcements in Google classrooms, and sent emails with beautifully photographed library displays. All this curation, collaboration, and visibility is possible because of the utilisation of Web2.0/3.0 technology.

Collaborative curation –Curation of content should be an ongoing process through conversation with teaching partners (Spiering & Lechtenberg, 2021) to achieve desired outcomes.

Create disciplinary literacy – As a TL I need to teach and model how knowledge is accessed, retrieved, and used (Spiering & Lechtenberg, 2021). The research guide is also a conduit for 21st century skills such as information literacy. I modelled my search strategies such as using specific terms, finding the right information, evaluation of resources and giving attribution.

Incorporate multiple perspectives –The content presented should be diversified by representing multiple perspectives(Spiering & Lechtenberg, 2021) by utilising the appropriate technology.Tools such as Jamboards (Tun,2022, Sept 11th) are excellent for curation of multiple perspectives.

What I need to do to become a 21st century TL

  • Be information literate. As mentioned in my blog post about search engines, I am still a novice. I need to be abreast of the developments in technologies that support the searching of information.
  • Utilise social media as a tool for achieving meaningful learning outcomes. Blogging, Instagram posts and other social media can be utilised to enhance the connectivity of the school library (Sheko, 2019).
  • Be current regarding issues relating to public domain and copyright (Odonne, 2021).Digital citizenship can be modelled but it must be with the right kind of resources(Odonne, 2022, Sept 26) delivering targeted information as mentioned in this forum discussion(Tun, 2022,Sept 4th).

The possibilities are endless.That is the dynamic nature of my elephant.

References

Bates, L. (2017). 5 brilliant ideas for EdTech scavenger hunts. Fractus Learning. https://www.fractuslearning.com/edtech-scavenger-hunts

Carrington, A. (2016). Educational Technology Solutions. The Padagogy Wheel. https://www.educationtechnologysolutions.com.au/2016/06/padagogy-wheel/

Gilbert, K. (2019). Libguides: In workflow, discovery behaviours and space. Synergy 14(2).

Odonne, K. (2021). Remix, Reuse and Re-energise using Creative Commons and Open Education Resources. https://www.linkinglearning.com.au/remix-reuse-and-re-energise-using-creative-commons-and-open-education-resources/

Sheko, T. (2019). Using the Medium blogging platform to teach critical and digital literacies in art. SCIS Connections (110).

Spiering, J., & Lechtenberg, K. (2021). Rethinking Curation [Article]. Knowledge quest, 49(3), 52-53.

Accessibility

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When I started looking at guidelines for accessibility, I found it overwhelming. It was hard to navigate and absorb every success criterion. As well intentioned as I might be, I had to concede that all that information is not going to be supplemented in the research guide that I am building. I must do and learn as I go.

I decided to start with the basics. This video was a great start. It is a simple introduction to web accessibility and W3C standards.

The main points I learnt from this video are that to make the resource accessible it should be:

  • Perceivable – users must be able to see and hear it
  • Operable – users can engage with it by typing or voice control
  • Understandable – presented in clear and simple language
  • Robust – can be used in conjunction with different assisted technologies

I also watched another  video about headings. Most of the pages on my research guide have multiple headings. However, it is not enough that I style it in big font and different colours. It must be coded as a heading. When a heading is coded properly, it becomes accessible to keyboard only users, screen users, and people with learning disabilities such as those with short- term memories. To satisfy this requirement, I used the table of contents option to make sure that my headings were visible. The presence of headings is also important. It must have a meaningful hierarchy.

The visual field of readers was also another important fact to consider. I used to think bigger fonts were better. But it is not always true as mentioned in this video. For people with tunnel vision their visual acuity is supported by small fonts, and tighter line spacing.  I will have to explore how to make adjustable fonts on my website. There are big differences in user needs.

The accessibility poster set is another great resource. I learnt to use simple instructions, fonts and colours for the guide. I applied a consistent format across the pages for users on the autistic spectrum.

The final one I would like to mention is this accessible colour scheme builder. It helps you to test out the colour schemes on a website. It is such a handy tool. This video helps to explain how to use it. I use this now as a guide to make the colour scheme of features such as buttons and fonts on my research guide.

Like my elephant, ‘accessibility’ has many facets and perceptions. I am still learning for my elephant. In all its abilities.

References

Accessibility course. (2020). Low vision: Challenging assumptions and understanding differences (from Accessibility course). https://www.youtube.com/watch?v=JUfmCvdzqbM

 

Byrne, R. (2020). A Helpful Tool for Picking a Presentation Color Scheme. https://www.youtube.com/watch?v=tTCqwCp7lGE

GitHub. (2022). GITHUB. https://github.com/toolness/accessible-color-matrix

W3C Web Accessibility Initiative. (2017). Introduction to Web Accessibility and W3C Standards

. https://www.youtube.com/watch?v=20SHvU2PKsM

W3C Web Accessibility Initiative. (2020). Checking Headings – Accessibility (from Digital Accessibility Foundations – Free Online Course). https://www.youtube.com/watch?v=JR5hCvifJVo

 

 

 

The Search for Information

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Little Bit of History

You know the old joke “I am older than Google”. It’s true I have tried this in class, and it never fails to incite looks of shock and disbelief.

Being in this auspicious company, I also learnt how to code when computers were still using dos Prompts. So, this module about Google and other search engines have me so enthralled as well as nostalgic because that certainly takes me to the time this internet history was being made.

According to this article Google is not perfect. It still has glitches and bugs. It is not always correct and is never implicitly accurate. The short simple answers that return from a query can be collated into a featured snippet. Sometimes their collation can be wrong. Google tracks our search data and uses it for profit. Indexing the whole WWW is not an easy task. Think of all the images and videos out there. It is still growing and adapting.

From the reasoning for the amazing minds of Page and Brin who thought of the concept that resulted in the search engine that we all know and use. Google uses an algorithm that tests the links between each website and ranks them accordingly. For a website to be visible the search engine must be able to download it. It must be indexed in its database.  The team that created the algorithm from Google thought of this concept based on how academic citations were ranked according to how many papers they cite and how many still cite them. Of course, this is an oversimplification.

The implications for my practice

Am I using this modern wonder to its full potential? I watched this video and realised that there is so much more to Google. Like the elephant of my blog, depending on the user and search, it can give you different information depending on the way you ask.

When you enter a search term it returns with numerous hits. The tabs above show what is the most numerous types of result such as web, images, videos etc. For example, in a search for videos, you can then filter the results by search tools which can refine the search by duration, time, source, quality etc. From a teaching perspective captioning would be an important feature for selection for inclusivity. The source would be another feature for filtering if we want only authentic resources for teaching. The anytime filter could be used for recent information. The reading level filter on the Web tab provides appropriate reading level for students, making it a great teaching tool for differentiation. Often students stop reading a web resource for research will not get the information they require if they cannot understand the content. The Google.com/advanced search feature has many ways of filtering the information using explicit terms to look for and avoid. From a primary teacher’s perspective, I think the safe search filter is a great discovery. It will filter out inappropriate content when you are displaying search results.

I should not stop here. Now that I know Google and its limitations, I needed to explore the possibility of the same features on other search engines. The search for information should not be through only one source on the internet. Hence, I have compared the following search engines with the features that would be useful for teaching and learning.

Google Bing DuckDuckGo Kiddle
Collects personal information yes yes no Collected information is deleted every 24 hours
domain .com .com .com .co (children only)
Safe search filter yes yes yes yes
Adjustable reading level yes I could not find one I could not find one Yes. The hits are categorised according to reading level
License and usage rights Filter available Filter available Detailed usage right filters Most images and information have attribution shared alike license
Advertisements Yes. But not the top hits yes yes yes

 

References

Hollingsworth, S. (2020). 8 things that are wrong with Google search today. Search Engine Journal.

Battelle, J. (2005). The birth of Google. wired.

Epperson, D. (2017). Advanced Google search tips in 10 minutes 

ETL401 – Assessment 3 – Part C Reflective Task

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There is underpinning urgency for us to stay relevant and to get out from the endangered species list.

Information Literacy

As mentioned in my blogpost “The information Elephant”, information can take many forms and its perception depends on factors such as the strata and culture it is born into. The concept of information literacy is not static and will continue to evolve with the information landscape and the digital environment(Fitzgerald, 2015).

The release of the Information Fluency Framework created a sense urgency for me. The comprehensive nature of the framework with its 5 components (NSW Department of Education, 2021) gives a great starting point for the question of ‘what’ we should be teaching. Information literacy is the ability to think critically and reflect on the ethical implications while engaging with and consuming and creating information(CILIP The Library and Information Association, 2018). This ability needs to transfer regardless of the platform or the medium that the students engage with(NSW Department of Education, 2021). The framework also engenders the fact that students today are both producers and consumers of information(NSW Department of Education, 2021). I now realise the framework applies to me as a TL as well. I need to be information fluent to teach Information literacy.

The Inquiry Leaning Models

The exploration of the many information literacy and guided inquiry models in this unit has led me to rethink the pedagogical approaches that I have known so far and adapt it to the new way of thinking. I need to revaluate the shortcomings of my current model of delivering information literacy and consider a broader conceptualisation (Kutner & Armstrong, 2012).

To teach information literacy,  I need to go through an GID process of my own as mentioned in this forum post (Tun, 2022, April,30)  and explore the big questions.

Which model resonates?

When I compare the processes of the models, they have many similarities. They all include processes that can be taught, internalised and applied whenever a student has to search for information(Fitzgerald, 2015). The model that I have explored in detail is the Guided Inquiry Design Process (Kuhlthau et al., 2012).My understanding as mentioned in my forum post about guided inquiry(Tun, 2022, May 1st) is that it is deeply associated with the information Search Process model(ISP)(Maniotes & Kuhlthau, 2014). This model resonates with me to understand the information seeking process through the actions, feelings, and thoughts of the seeker(Maniotes & Kuhlthau, 2014). The students will go through the ISP to find the information, and the GID process is what the whole inquiry community is doing in guided inquiry (Fitzgerald, 2015).  It is about the learning about the journey itself.

How do I teach the GID process?

I am still learning how the whole process works. At each stage, it recognises the zone of intervention and supports the students to build the resilience required to get to the next stage(Kuhlthau et al., 2012). These are interventions during the instruction process to create deep learning about information seeking(Todd et al., 2005). The effectiveness of the GID process depends on whether the students had a chance to practice the acquired skills, have opportunities to reflect and have dialogue about their new understandings(Todd et al., 2005).

The TL’s role in inquiry learning

As a TL, I’m in a unique position to support the classroom teachers in advocating information literacy through research methodologies and inquiry based learning(CILIP The Library and Information Association, 2018). The value of collaboration is identified and discussed in detail in my discussion post for forum 4.2(Tun, 2022, April 21). The skill of  collaborative teamwork needs to be modelled  by the teaching team like any other information literacy skill(Kuhlthau et al., 2015). It is an essential one that transfers into the workplace(CILIP The Library and Information Association, 2018).

The effectiveness of GID process can been evaluated as it progresses. The body of evidence gathered through the rubrics and reflection sheets need to be reflected by the core team(Kuhlthau et al., 2012). The results should be shared as evidence of the library as a learning centre and the TL as information specialist(Todd et al., 2005).This data needs to be analysed and presented in a way to create interest, and leave our impression of the work we do as TLs(Oddone, 2021). This advocacy of our role leads to understanding and one of the most effective ways to promote the importance of the library(Oddone, 2021).

As there are many ways to perceive information, the way to teach information as a concept of literacy and guide children towards fluency is not a simple task. However, now we have the frameworks and tools to guide us. The urgency is to find our own zone of intervention, to create the shift, provide evidence backed up with data, and get out of the endangered zone.

 

References

CILIP The Library and Information Association. (2018). CILIP definition of information literacy 2018.

Fitzgerald, L. (2015). Guided Inquiry in Practice. Scan, 34(4).

Kuhlthau, C., Maniotes, K. L., & Caspari, A. K. (2015). Guided Inquiry Design Framework. In Guided Inquiry: Learning in the 21st Century, 2nd Edition : Learning in the 21st Century (Vol. Second edition). Libraries Unlimited.

Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2012). Guided Inquiry Design®: a Framework for Inquiry in Your School. ABC-CLIO, LLC.

Kutner, L., & Armstrong, A. (2012). RETHINKING INFORMATION LITERACY IN A GLOBALIZED WORLD. Communications in Information Literacy, 6(1), 24-33.

Maniotes, L. K., & Kuhlthau, C. C. (2014). MAKING THE SHIFT. Knowledge quest, 43(2), 8-17.

NSW Department of Education. (2021). Information Fluency Framework. Retrieved 30.04.2022 from https://education.nsw.gov.au/content/dam/main-education/teaching-and-learning/curriculum/media/documents/Information_fluency_framework.pdf

Oddone, K. (2021). Story Telling With Data: Evidence Based Advocacy. Access (Online)(September).

Todd, R., Kuhlthau, C., & Heinström, J. (2005). School Library Impact Measure (SLIM). A Toolkit and Handbook For Tracking and Assessing Student Learning Outcomes Of Guided Inquiry Through The School Library.

 

 

ETL 503 Assessment 2 Part B – Reflection Task

Theingi Tun on

My perception of the school library has changed so much since I have started this course. I used to think that I was collection developing and managing but I was barely skimming the surface. I am discovering many more sides of my elephant.

The Role and Nature of the School library collection

The library at my school serves many purposes of the school community. To meet the curriculum requirements of the school and provide equity of access needs to be one of the collection’s priorities (Hughes-Hassell & Mancall, 2005).The library is a place for active reading, and for users to create meaning from the texts and information that they interact with(Kimmel, 2014b). The staff would also ask my help for sourcing particular units and events such as NAIDOC week. However, not everyone turns up and asks for resources due to time challenges and not knowing the extent of support the library can provide. The collection needs to reflect the needs of the all the unique identities of the school community(International Federation of Library association and Institutions, 2015).   Effective dialogue with my colleagues will expose areas of need in the collection, to build a collaborative learning organisation(Fullan, 1999). Thus, I need to engender the shift and provide for collaborative opportunities for dialog regarding the library collection.

Certain purchases in my collection due to choices being patron driven could bias the collection. The teacher librarian (TL) guides the students use and access of information in a variety of formats and collaborates with the teaching staff to identify resource needs and design instructional methods(Kimmel, 2014a). The shift to digital collections means the TL, as an information specialist, needs to ensure the equity of access through available devices and networks(Kimmel, 2014a). The ethical issues such as copyright, censorship and bias of the collection must also be considered to provide a well-balanced collection(Morrisey, 2008). All points I need to be mindful of in the collection building process.

My school library collection needs to meet all these requirements and managed by a sound collection development and collection management policy framework  reflecting the ethos, missions, and future directions of the school(International Federation of Library association and Institutions, 2015).

Collection Development Policy is a strategic document

In the beginning, I did not fully comprehend the vital strategic nature of the collection development policy. The policy is a document that explains why the library collection exists and how it relates to the values of the school(Australian Library and Information Association, 2000).  The direction of development stated in the policy should respond to the needs of the school community, to provide relevant material of the highest quality to meet curriculum goals(Kimmel, 2014a).  As mentioned in my post in the thread “collection development- a thoughtful process”(Tun, 2022, Feb 28), it is a cyclical process of collection analysis, identification, selection, budgeting, acquisition with cyclical planning and evaluation(Kimmel, 2014b). I will investigate and apply this cyclical process and link it to the collection development policy which should be continually evaluated.

My library’s collection development policy should be reflective of my school’s priorities. It should have the following sections such as: purpose of the collection, nature of the users, roles and responsibilities of staff, role of the TL, budgeting, selection criteria, selection aids, suppliers, e- resource management, cataloguing, access and circulation, stock taking and copyright (Australian Library and Information Association, 2000). The ratification and review dates as well as who, and how of maintaining and development of the policy should also be included(Australian Library and Information Association, 2000) It is the document that is the foundation of the collection. It is the TL’s weapon to justify why each resource, no matter how controversial is catalogued in the collection(Australian Library and Information Association, 2000; Braxton, n.d; Morrisey, 2008). A collection development and management for e-collections should exist as separate policies. E-collections have a different set of key issues to consider and the policies should include technical feasibility, functionality and reliability, vendor support and licensing(Johnson et al., 2012). I am beginning to comprehend the enormity of the task and that I need to create and to maintain documents that reflect all these components.

 

How to future proof the collection

To develop a good policy that is future proof, I must start with a good analysis of where my collection is. As stated in my post regarding collection analysis (Tun, 2022 April 25), it should be an ongoing process. Using quantitative and qualitative analysis, collection mapping, and the school library collection rubric, I can identify the gaps and strengths of my collection(Australian Library and Information Association, 2000; Peggy, 2018). Based on the information, the I can then decide which areas need weeding and replenishment(Bishop, 2007; Hauser, 2013). I should also use this information to re-evaluate and update the collection development policy and keep it future proof.

E-collections should not be ignored in  future proofing my library. These e-resources need to be accessible and applicable to all reading levels, need to be able to fit into the current system and culturally relevant(Stephens, 2014). The Information fluency framework states that students are not only users but also creators of information(NSW Department of Education, 2021). The adaptations in technology required to deliver these services should be considered as part of the collection development policy that I maintain.

Weeding at regular intervals is another way to future proof the collection, and a good collection development policy would have general deselection criteria with links to the specific categories in the collection management policy(Larson, 2012). As mentioned in my blog post ‘Weeding My Elephant’ , it is something that is crucial to keeping the collection up to date and relevant. I need to identify the gaps in the collection and take the outdated information out of circulation before it is used by students who mistakenly deem it as worthy reference material(Larson, 2012). I need to be critical of the collection.

The collection development policy also identifies future collection goals. These goals would be a benchmark for the evaluation of the library (Johnson,2018). The priorities set in the future goals of the library can help establish staffing needs and budgeting and fundraising priorities(Johnson, 2018). The establishment and enforcement of these policies need to be a collaborative effort of the school library staff and the community. Information based on current evaluation and data need to be advocated to school leaders by the TL(Oddone, 2021). I need to be vocal and advocate with constant communication.

The collection development policy is the backbone of my elephant. It justifies and supports its existence, so that my elephant can fly.

References

Australian Library and Information Association. (2000). A Manual for developing Policies and Procedures in Australian School Library Resource Centres. https://asla.org.au/policy-development-manual

Bishop, K. (2007). Evaluation of the collection. In The collection program in schools : concepts, practices, and information sources (pp. 141-159). Libraries Unlimited.

Braxton, B. (n.d). 500 Hats The teacher librarian in the 21st century. Retrieved 17.05 from https://500hats.edublogs.org/policies/sample-collection-policy/#rationale

Fullan, M. (1999). The deep meaning of inside collaboration. In Change forces – the sequel: The sequel (pp. 31-41).

Hauser, K. (2013). Collection Mapping in a School Library [Youtube video].

Hughes-Hassell, S., & Mancall, J. C. (2005). Collection Management for Youth : Responding to the Needs of Learners. ALA Editions.

International Federation of Library association and Institutions. (2015). IFLA school library guideline.

Johnson, P. (2018). Fundamentals of collection development and management (Fourth edition. ed.). ALA Editions.

Johnson, S., Evensin, O. G., Gelfand, J., Lammers, G., Sipe, L., & Zilper, N. (2012). Key Issues for E-Resource Collection Development: A Guide for Libraries. International Federation of Library associations and Institutions.

Kimmel, S. C. (2014a). Collection Development:Plan for Continuous Improvement. In Developing Collections to Empower Learners. American Library Association.

Kimmel, S. C. (2014b). Developing Collections to Empower Learners. In. American Library Association.

Larson, J. (2012). CREW: a weeding manual for modern libraries. Austin, TX: Texas State Library and Archives Commission. https://www.tsl.texas.gov/sites/default/files/public/tslac/ld/ld/pubs/crew/crewmethod12.pdf

Morrisey, L. J. (2008). Ethical Issues in Collection Development [Article]. Journal of Library Administration, 47(3-4), 163-171. https://doi.org/10.1080/01930820802186506

NSW Department of Education. (2021). Information Fluency Framework. Retrieved 30.04.2022 from https://education.nsw.gov.au/content/dam/main-education/teaching-and-learning/curriculum/media/documents/Information_fluency_framework.pdf

Oddone, K. (2021). Story Telling With Data: Evidence Based Advocacy. Access (Online)(September).

Peggy, J. (2018). Fundamentals of Collection Development and Management (Vol. Fourth edition) [Book]. ALA Editions.

Stephens, W. (2014). Checking Out Tomorrow’s School Library Collections. Young Adult Library Services(Spring).