Category: ETL401

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

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.

 

 

The evidence of my elephant

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How do I show/demonstrate/encase the effect the library has on the community? How do I showcase the ways it impacts students’ perception of their world of information?

There is no easy answer. Like all processes that assess and evaluate the learning outcomes of students, it is a not a simple linear process. Evidence based practice is a dynamic process that needs to be adapted to show all the sides of my elephant and what it can do. I need to communicate to the community all its abilities and provide evidence of learner transformative processes and engender credibility and accountability.

Evidence gathered can be categorised into three parts: evidence for practice, evidence in practice and evidence of practice. This is what we do as teachers all the time. It is something that we now must apply to the informational practices we empower as librarians. Evidence for practice, is the research that I read for professional development that lays the framework to identify best practice. Evidence in practice, is much like a formative assessment, where the data gathered is based on the research literature combined with the knowledge of putting it in practice. Due to identification of different learning needs, achievement support, gaps in knowledge, and diverse classroom protocols, this part can be transformational and cyclical. Moreover, the data and observations generated could also contribute to the end picture. Evidence of practice, is the formational effect of the actions and practices. The evidence that demonstrates the impact on the learners due to the library activities that promoted knowledge building.

Evidence based practise is reflective. It is founded on the interpretation and integration of research derived evidence.

Based on this knowledge, the AITSL standards could be used in conjunction with these steps of gathering evidence. For example, AITSL standard 5 relates to assessing, providing feedback and reporting to student learning. Each substandard also expands and gives examples of what kind of evidence can be gathered and built upon to demonstrate the achievement of standards. This is not limited to only this standard. The evidence building process relates to all the standards and would be a good foundation as evidence for practice.

All this is a cyclical process. The information generated impacts the practice and demonstrates the outcomes. This in turn becomes a framework for making decisions and further actions that could be applied. The evidence generated powers the TL’s decision-making process on how to create services and collaborative practices to meet school goals.

I need to show the trail my elephant is leaving. That is my evidence.

 

Todd, R. J. (2015). Evidence-based practice and school libraries. Knowledge quest : journal of the American Association of School Librarians, 43(3), 8.

 

The ‘e’ in My Elephant

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The answer seemed simple. If the school’s budget allows it, and if there is the support of the principal and staff, e-book collections seem the way to go. No more book coverings, mending, overdue notices, and lost or misplaced resources. Stocktaking would be a breeze.

I recall the first days of the pandemic when we were advised how to quarantine returned books. We had a section in the library with yellow tape, and each shelf was dated with the return date so that the books on the shelf can go back to the shelf after 72 hours of return. I thought e-books would make things so much easier.

I then started reading about the challenges of licensing and equity issues of an e-book collection.

Before I start developing such a collection, I need to make sure that all that the collection would be accessible and relevant to the needs of my school community. This includes technical support and log in procedures. The new resources also need to integrate with the current system of delivery. I really must look at all aspects of ‘e’ in the library collection.

E-books do not mean less work. It just means a different form of collection development and management.

To ‘e’ or not to ‘e’? That is the question.

 

 

Johnson, S., O.G, E., J., G., 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.

Morris, C., & Sibert, L. (2010). Acquiring e-books. In S. Polanka (Ed.), No shelf required : E-books in libraries [ALA Editions version (pp. 95-124). American Library Association. http://ebookcentral.proquest.com/lib/csuau/detail.action?docID=598919

 

 

Are TLs an endangered species?

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I just watched the powerful speech by Karen Bonanno. At the end, I wanted to stand up and applaud.

Not only is she an excellent orator, but she also really addressed the five-finger plan for a TL who ever doubted their role.

This is my takeaway from the speech.

Find my own rhetoric and ways to resonate with my audience. Begin with this in mind. To find my own rhetoric start with establishing my eminence. What can people expect I will bring to the table/school/library? Focus on one thing. It might take a while but spreading myself everywhere could establish nothing. This leads to the brand I want to establish. The difference I could make in my role and what I stand for.   The relationships that I can build in my school community include those who want my help, input and collaboration and those who do not. I will cater for both. In the end it’s the little things that I do that count.

The change I make for my metamorphosis does not have to be a large amount every day. 1% of growth and 5 mins of learning can be what makes the difference in my seismic shift.

If we grow and adapt and become visible, we can take ourselves out of the endangered list. Embrace it and become the new and the essential. It is in our hands (or fingers). We can learn to fly. We build our own wings.

The Information Elephant

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Information is like the elephant in my parable. What defines it depends on the perspective.

How it is conceived, multiplied, transferred, and accommodated depends on the environmental conditions of the landscape. For example, in the digital landscape my elephant can be pure binary form, in the print landscape it could be a beautiful hardcover book, In the landscape of senses it could be the crescendo of a birdsong. Like all living, growing organisms it grows adapts and changes.

How it is traded, promoted, selected, challenged and utilised depends on the strata and culture of society it is born into. It could be censored and shackled depending on the society’s views of what is acceptable or not. It could also be celebrated, revered just because a select few deem it to be worthy of being so. What we see on the internet is just the tip of a trunk or swish of a tail. No one has seen the whole.

It is still in its infancy and having a growth spurt. We can no longer be ignorant of the elephant in the room.

Assessment 1 – TLs of the past, present and future

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I had little insight into the true nature of teacher librarianship when I first started teaching, even though I did have some exposure to a few TLs along my journey.

The first was the TL at my daughter’s school. I volunteered as a parent helper during her library sessions a I saw her teach ICT and help children with their borrowing and returns. I saw her set up such a welcoming interactive environment where students could just go and enjoy the library. They even had a knitting circle. She would display pictures of the children enjoying the library, on the school website so that parents and carers can see and share the experience.

The next was the TL at a school where I was a classroom teacher. She would support our teaching and learning, provide books for the classrooms, ran RFF classes, inform about new resources, coordinate book fairs and Premier’s Reading Challenges, arrange author visits and many other things that a TL would do. I must admit all this was taken for granted and I was even a bit intimidated by her.

Times have changed. Fast forward a few years, and I am now a TL at a primary school. I also job shared with some wonderful TLs who supported me so much on my journey. Having been in the role for three years, I understand and have so much more insight into what the role entails.

A teacher librarian’s role is a diverse one. They are responsible for developing the library collection according to the school library policy. TLs ascertain that the policy is up to date and is reflective of the needs of the school community. They maintain the collection and support the circulation needs of the students and staff. TLs are responsible for the set-up of procedures, rules and expectations of behaviour in the library, and engender connectedness between classroom and library. They create, deliver, access and report on library units of work across all stages. TLs attend profession development related to the role, such as copyright issues and advise their colleagues on related matters. They market and coordinate whole school events such as book fairs, Book Week, and Premier’s Reading Challenge. TLs run library at lunchtime activities such as Coding Club to promote the library as an inclusive place for diversity of learners. They train, mentor and supervise library monitors to provide leadership roles to Year 6 students. TLs are the point of contact and deal with all parental enquiries regarding all library related matters. They apply for budgets and resources that they think would be beneficial for the collection. It’s an extensive list. In honour of all the teacher librarians past, present and future, I am certain it’s not complete.

I reflect and assess my growing list of duties each year and try to improve the experience of the library for my whole school community.

I am there, early in the morning to set up, anticipating the needs of my school. I am there, late in the day, walking through the shelves. Tidying, preparing, thinking, accessing, growing and still learning. Every single day.

 

Are we there yet?

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Are we there yet?

I just read the very amusing and apt article by Floridi (2007).

His prediction is that distinctions of online and offline will disappear and that we will become ‘Inforgs’, connected informational organisms.

His vision of the future  is such that the intrinsic nature of how we live will be reconstructed and how we interact with even dead things like buildings and cars will change. He says ‘Itentities’ will start talking to each other. The world will be fully interactive, and everything will be connected all the time. We will synchronise everything. Our natural state is to be so connected that we will be uncomfortable when we cannot be. He finally predicts Google in Real life where we can find our glasses and staplers just by asking or calling.

I think we are almost there. We can now talk to our Google home and turn on our lights and control the atmosphere.  Siri can be called upon while we are in the car, and we can command her to send a message. Our gadgets already talk to each other through many apps. We try to synchronise everything through the cloud. Health apps help us monitor our blood sugar levels and our heart rate. Our smart watches tell us to walk when we sit down for too long. The Google home assistant tells us what the weather is like our suburb and the recipe of our favourite cake. We can teach and learn in virtual environments. We can take a class we are teaching to a museum in Singapore through a virtual tour. We feel the urge to share anything through social media. Social interactions online become the measure of our ability to connect, and the validation of our being.

Just look at us at this moment. We are doing a ‘blog’ to reflect what we have learnt. We connect with our learning community online because this is our ‘infosphere’.

We are almost there. But I still can’t find my glasses.

 

Floridi, L. (2007). A look into the future impact of ICT on our lives. The Information Society, 23(1), 59-64.