How does a library change information sources to information resources?
CSU library provides:
So what do I know bout the teacher librarian as a leader?
Well. The TL is knowledgable in the curriculum, so students and staff would definitely seek their support. Often in larger schools the TL is in charge of library assistants. TL’s can be leaders in educational change, for instance Guided Inquiry by Kuhlthau et.al. (2012).
Beyond this the TL is a person who holds the knowledge on how to find information. On a regular basis TLs lead the learning community to the best resources for their individual needs.
I’m sure TLs can be leaders in more ways than this, particularly leaders in change and innovation in schools. I look forward to learning how I can become a better leader to improve learning outcomes for all.
References
Kuhlthau, C.C, Maniotes, L.K., & Caspari, A.K. (2012). Guided inquiry design: A framework for inquiry in your school. Libraries Unlimited. https://ebookcentral.proquest.com/lib/csuau/detail.action?docID=1887925
Throughout this semester I have developed an understanding of the role and nature of school library collections and the importance of a collection development policy that is reflective of the learning community. This new knowledge has and will continue to be beneficial in my current role as a teacher librarian (TL) in a school in Saudi Arabia.
When I first enrolled in this class I wrote my initial thoughts on the role of a librarian and the purpose of the library, you can find it here. To summarise, I thought the role of the school library/ian was to support the teaching and learning of all through the curriculum. While this is definitely crucial, it is only one facet of the role of the library/ian.
The task of reading the thoughts of other TL’s on the role of the school library gave me the opportunity to read broadly on the subject. One author’s thoughts on the role of a school library resound deeply within me; the role of a library is “to create effective users of ideas and information” (Kimmel, 2014, p. 46). I would add that we want our students to be critical and evaluative users, both as consumers and creators of information. This addition enforces the need for students to be critical of all information they come across. As I mentioned in a blog post here, critical thinking is essential in the information age, where a simple Google search provides the instant gratification of instant answers. However, what appears first in a Google search, is not necessarily the best or even a true piece of information; it simply ranks highest according to the Google algorithm. A critical and evaluative user would have less trouble finding appropriate information. Furthermore using information need not be limited to consumption; creation in the digital age is only getting easier. A simple Google search for “blog” provides over 11 billion results, with Blogger appearing first. Its title: “Create a unique and beautiful blog. It’s easy…”. Not only can anybody with an email address create a blog, but it is also free. The multitude of social networking sites attests to the drive for creation; yet, are all users of social networking sites critical and evaluative creators? Take the US President Donald Trump and a Twitter post from the 22nd of May.
The Wacky Do Nothing Attorney General of Michigan, Dana Nessel, is viciously threatening Ford Motor Company for the fact that I inspected a Ventilator plant without a mask. Not their fault, & I did put on a mask. No wonder many auto companies left Michigan, until I came along! (2020)
If President Donald Trump were a critical and evaluative user, he may have proofread his work and removed superfluous capital letters prior to submission. Perhaps he would have considered his profile and viewers and written something less slanderous.
Another example on the importance of critical evaluative skills can be found in another blog post here. Virtual identity can be easily hidden or falsified. Behind a keyboard and screen, anybody can claim to be an expert. By teaching our students critical evaluative skills, they will be able to discern between real experts and those who claim to be.
In the early weeks of coming into my role as TL of my school, my principal approached me and asked me to write a ‘library policy’. Throughout this course, I have learned that the existing ‘library policy’ I found and made minor changes to was more procedural than policy. I only came to this realisation after viewing Module 6 on Collection Development Policies. The collection development policy is a critical tool in ensuring the resources are relevant for current and future teaching and learning needs. As ALIA stated in their 2014 Future of Library and Information Science Profession Report, to best prepare for what is ahead we must focus on the future, rather than what is happening today (ALIA, 2014). This preparedness begins with a clearly defined collection development policy. As Mitchell states resourcing the 21st century curriculum is complex, neither digital or print but a combination; it requires resources that are suitable for supporting students to become life-long learners and responsible citizens (Mitchell, 2011; IFLA & UNESCO, 2006).
Furthermore, my understanding of the importance of this document has expanded; it is a critical document that guides all decisions regarding the development of the collection. When investing in quality resources for a collection which is aligned to the curriculum, the school is capable of significant budget savings (Mitchell, 2011, as cited in, Chadwick, 2018, p. 7). When previously, I sought to purchase resources that I read as a child in hopes of developing a love for reading in my students, rather than resources that align with the curriculum. I have come to understand that what I was doing is displaying an unconscious bias; because I read it and enjoyed it, I thought so too would others. I did not have a clear understanding of what goes in a collection development policy and its purpose, nor did I understand how to use it as a tool to guide all collection development decisions. Now when I look at my school’s collection development policy, I see the merit to it, but also what it lacks. One of my projects in the coming international school year is to rewrite the policy and ensure it is brought to the attention of all within the learning community.
In looking to the future, upon completion of the collection development policy I plan to meet with my principal to discuss several topics. Firstly the collection development policy, its importance and relevance to the whole learning community. Secondly information literacy and how I would like to develop these skills in our students, so they become critical and evaluative consumers and creators of information. Finally, I wish to discuss his vision for the future of the school and how the library is an essential service that can support this vision.
References
ALIA. (2014) Future of library and information science profession, ALIA. https://www.alia.org.au/sites/default/files/ALIA-Future-of-the-LIS-Profession-01_0.pdf
Chadwick, B. (2016) Curriculum-engaged school libraries and teacher librarians value curriculum-alignment of resources, International Association of School Librarianship.
IFLA., & UNESCO. (2006). School Library Manifesto. http://archive.ifla.org/VII/s11/pubs/manifest.htm
Kimmel, S.C. (2014) Developing collections to empower learners, American Library Association.
Mitchell, P. (2011, Autumn.). Resourcing 21st century online Australian curriculum: The role of school libraries. FYI: The Journal for the School Information Professional, 15(2), pp. 10-15.
Trump, D. J. [@realDonaldTrump]. (2020, May 22). The wacky do nothing Attorney General of Michigan Dana Nessel. [Tweet]. Twitter. https://twitter.com/realDonaldTrump/status/1263669433366728704
This is a reflection on a semester well spent. A semester not without its own ups and downs. A semester of lockdowns and digital classrooms. A semester of learning.
The main takeaway from this semester has been the critical role of Information Literacy (IL).
Why?
UNESCO defines IL as “essential for individuals to achieve personal, social, occupational and educational goals” (UNESCO, 2008, p. 9). A set of skills enabling students to become learners for life; information consumers and creators (UNESCO, 2008, p. 9).
As an IB educator, when I found out that in ETL-401 we would be learning about inquiry learning, my initial thought was I know this. Kath Murdoch practically invented it. This should be easy. Start with a provocation, get the students interested, then once they’re hooked, give them their research task and let them go. The truth is I thought Kath Murdoch did invent inquiry learning. You can read about my initial reactions to inquiry based learning here.
I soon found out I was wrong. Inquiry learning is not that simple, and unfortunately I have let students down. In my professional life as a Spanish and English teacher, prior to being a teacher librarian (TL) I often came across google, copy-paste assignments. Something was missing, yet I couldn’t figure it out, as some students were able to deliver excellent assignments, whilst others became terribly overwhelmed with the abundance of information and varying ideas and opinions.
[Enter stage left] Information Literacy.
Now things started clicking into place. The abundance of information and varying opinions requires a new skillset. One I had previously not come across, developed to help students become information literate learners. As Behrens (1994, p. 312) states, IL gives students the best skills in order to thrive in the information age (Behrens, 1994, p. 312).
This IL is the set of skills and processes; the higher order analysis, critical thinking and problem solving skills that teache a student to become an independent, critical thinker (Lupton 2004, cited in Lupton et al., 2004, p. 1). One that can take skills and processes from one scenario or subject and apply it to a new scenario.
These are skills I failed to teach my students. My unawareness of IL and the feelings and thoughts that an oversupply of contradicting information led to google, copy-paste assignments. I created what Maniotes and Kuhlthau (2014) refer to as a “traditional research assignment”. I simply didn’t know better.
I have also discovered the multitude of inquiry learning models, from Project Based Learning (PBL) from the Buck institute, to Guided Inquiry (GI) by Kuhlthau et al. (2012). PBL guides students through ‘real life learning scenarios’ much like what you would come across in the workplace. Whereas GI when paired with the ISP (Kuhlthau, 2007) provides students with a very structured approach to Information Literacy (IL) and the skills associated with it. In hindsight, my students would have greatly benefited from this approach.
I like two of the IL models I’ve explored this semester; the New South Wales Education (NSW ED) Information Search Process (ISP) (NSW ED, 2007) and GI (Kuhlthau et al., 2012). In a post to the discussion forum 5.3b: Guided Inquiry, I wrote about the two main benefits to GI. Firstly in helping teachers identify the feelings, thoughts and actions of the students throughout the inquiry, thus allowing more opportunity for intervention and redirection. Secondly the expectation within the model for continuous reflection.
When looking through the lens of an IL model, inquiry learning becomes far more structured than a simple, ‘get them interested and let them have at it’. I know there are other IL models, however GI by Kuhlthau et al. is currently the best fit for my purposes. To conclude, I reflect on my previous practice and can see room for vast improvement. As a TL I can model and guide best IL and inquiry practice for beginning teachers.
References
Behrens, S. J. (1994). A conceptual analysis and historical overview of information literacy. College & Research Libraries, 55(4), 309-322.
Kuhlthau, C.C, Maniotes, L.K., & Caspari, A.K. (2012). Guided inquiry design: A framework for inquiry in your school. Libraries Unlimited. https://ebookcentral.proquest.com/lib/csuau/detail.action?docID=1887925
Lupton, M., Glanville, C., McDonald, P., Selzer, D. (2004). Information literacy toolkit. Griffith University.
Maniotes, L. K., & Kuhlthau, C. C. (2014). Making the shift. Knowledge Quest, 43(2), 8-17. https://ezproxy.csu.edu.au/login?url=https://search-proquest-com.ezproxy.csu.edu.au/docview/1620878836?accountid=10344
NSW Department of Education and Training. (2007). Information skills in the school. https://nthsyddem-p.schools.nsw.gov.au/learning-at-our-school/library/information-process.html
According to Australian Library and Information Association (ALIA) and Victorian Catholic Teacher Librarians (VCTL) the Collection Development policy is relatively brief and general, containing key statements and guiding principles (ALIA & VCTL, 2017, p. 8).
ALIA and VCTL (2017, p. 9) make a clear distinction between a Collection Development policy and a collection development procedures. It states (ALIA & VCTL, 2017, p. 8) a well defined Collection Development policy should include:
Barbra Braxton’s (2018) post on collection development policies is far more than a concise document, and I believe she includes many of the collection development procedures in her policy. She agrees with the collection development policy by ALIA & VCTL, including, rationale, mission statement (policy statement), and policy review, however she also includes several elements that are more procedural in nature, such as; the selection of the collection (this is specific to the school and the nature of the learners), selection criteria, development of the collection, acquisition, promotion, evaluation, deselection (weeding) and challenged materials. All of these inclusions are more specific to the procedures of the library. For instance, How do we select one book over another? How is weeding and challenged materials handled? The difference between Braxton’s collection development policy and ALIA & VCTL’s boil down to Braxton’s title, Collection Policy. By excluding development, in the title, she has allowed for a broader scope in the policy and included several procedures.
ALIA & VCTL suggest the Collection Development procedures should include:
As you can see, the collection development policy is far more broad, it is the big picture; the WHY? Collection development procedures are more specific and focused; it is the HOW?
Before undertaking this, I understood the difference between a policy and procedures, however I’ve often come across them together in the same document. This is apparent in my current school. One of the first steps in the new academic year will be to rewrite the collection development policy into two documents; policy, and procedures.
References
Australian Library and Information Association School, & Victorian Catholic Teacher Librarians. (2017). A manual for developing policies and procedures in Australian school library resource centres (2nd ed). http://www.asla.org.au/policy/policy-development-manual.aspx
Braxton, B. (2018). Sample collection policy. 500 Hats: The teacher librarian in the 21st century. https://500hats.edublogs.org/policies/sample-collection-policy/
At my current school we have a collection development policy. It all came about when my principal – after two weeks in the teacher librarian role – asked me to develop a ‘library policy’.
It took quite some searching, but eventually our ‘library policy’ was found. Great! Next step, do some minor editing, change the opening hours and activities and send it through.
Only now, when looking back at the ‘library policy’ that was previously written, have I come to the realisation that it is a combination of the collection development policy and the internal procedures. The document outlines the roles of different staff within the purchasing timeline – both in the library and in in the finance department – along with the extra activities that are served by the library during lunchtimes.
When I began reading Module 6 – Collection Development Policy, I reopened the ‘library policy’ I hastily forwarded to my principal. It is in dire need of a thorough overhaul, removing procedures and adding critical elements, such as: weeding, donations and gifts and challenged materials. Critical elements, of which I knew nothing about a mere 6 months ago when I came about my current position.
The end of the school year is only days away; if the COVID-19 school closures continue in the new academic year, without a doubt I’ll be rewriting our ‘library policy’ into a Collection Development Policy and a Library Procedures policy.
Wow!
Information literacy (IL), you truly have fried my capacitors. When first introduced to the concept of IL, I immediately thought of Kath Murdoch‘s inquiry cycle as it has such strong roots in IB philosophy. However as I read further, I came to understand that Murdoch’s inquiry cycle does not explicitly teach IL and the skills and values within, instead, it guides students through the inquiry process, from provocation through to taking action. Murdoch’s inquiry cycle is simple enough for the beginning IB teacher to understand and use; support from an IL model could only strengthen this robust inquiry cycle.
The definition that I initially grasped and held onto as making sense was that of UNESCO’s 2005 Alexandria proclamation described IL “as essential for individuals to achieve personal, social, occupational and educational goals. IL skills are necessary for people to be effective lifelong learners and to contribute in knowledge societies” (2008, p. 9). This resonated with me as an overarching definition, however there wasn’t enough substance. And I was left with further questions; What does it mean? How does it look in a classroom?
These questions led me to continue reading, I came across Webber and Johnston’s definition. “The adoption of appropriate information behavio(u)r to obtain, through whatever channel or medium, information well fitted to information needs, together with critical awareness of the importance of wise and ethical use of information in society “(Webber & Johnston 2003, p. 336). While this helped clear a little of the fog I was still unsure; Who defines if the information is well fitted to the information needs? Particularly in the classroom, is this a teacher or the student? I’m sure many of us have come across students, who incorrectly ‘believe’ their information to be suitable or in Webber and Johnston’s words; well fitted.
I kept searching, and by searching, I mean reading the module…
At last I neared the end, could this final definition help lift the fog and aid my understanding of IL and the Information Sphere? Lupton’s definition of IL is “library research skills and ‘IT literacy’ but it is broader than these. Information literacy is not just about finding and presenting information, it is about higher order analysis, synthesis, critical thinking and problem solving. It involves seeking and using information for independent thinking, lifelong learning, participative citizenships and social responsibility” (Lupton 2004, cited in Lupton, Glanville, McDonald & Selzer 2004, p. 1). Now this sat right. Lupton agrees with previous definitions, and compounds on them. Not only is IL research skills and computational literacy, but selective knowledge acquisition and analysis, critically evaluated to really understand it. I’m not sure if it’s just because I know of Bloom’s Taxonomy and Lupton’s definition does revolve around higher order thinking, analysis, synthesis, critical thinking and problem solving. Either way, I think I’ve finally found a definition that has lifted the fog. The view is great!
References
Australian School Library Association (ASLA, 2014) produced an evidence guide for newly graduated teacher librarians (TL). While I am far from graduating, this evidence guide further illuminates the role of the TL. Moreover, the evidence examples has incited thought for content that is not in place in my current school.
For example, evidence for Standard 4.4: Maintain Student Safety.
None of this has been completed at my current school and having read this document, I am now incentivised to create some of these dually for student safety, and for evidence for Australian Institute for Teaching and School Leadership (AITSL).
References
Australian School Library Association. (2014). Evidence guide for teacher librarians in the proficient career stage. https://asla.org.au/resources/Documents/Website%20Documents/evidence_guide_prof.pdf
I’m a little bit behind on my readings as I spend much of the last 3 weeks working on assignments and teaching, rather than following up with the readings. So I’m now catching up on Module 4.
As part of an IB school, I ‘think’ I know all about inquiry-based learning. I was shocked when reading Module 4 to find that there are several versions of inquiry-based learning including Project Based Learning (PBL) and Guided Inquiry (GI); I presume there is an Unguided Inquiry (UI) too.
PBL originates from the Buck Institute for Education, and revolves around a scenario in which students work collaboratively to solve. Kind of like what happens in workplaces around the world. Your boss tells you about the new project and a group is formed to work on it. Your team comes across many problems and several solutions too, at the end you share your report/final product and you either get that pay raise (A+) or fired (F). PBL teaches students life skills like, collaboration, communication and research.
GI is far more structured and relies heavily upon the teacher to structure each lesson to guide students through the inquiry process. In the IB world, this begins with a provocation; a photo, video, play or anything that gets the students thinking, provokes their thought and makes them ask questions. A good teacher will take these questions, guide students to ask other essential questions and build the unit around these ‘key questions’; guiding students through the process of asking questions, seeking information, sorting information, drawing conclusion and taking action. These are easily broken down steps that help guide the student through the inquiry process (Fitzgerald, 2015, p. 18).
UI I presume gives students a task and allows them to research and present however they see fit, without any teacher intervention.
A large portion of my inquiry-based teaching has been GI and for assessments PBL, however I never differentiated between the two, simply seeing them as one.
References:
Fitzgerald, L. (2015). Guided inquiry in practice. Scan 34(4). pp. 16-27. https://search-informit-com-au.ezproxy.csu.edu.au/fullText;dn=211651;res=AEIPT
Managing my library’s online catalog through Destiny Discover has been quite a breeze. As I spoke about in my last post, I was looking into updating the ribbons so that eBooks appeared at the top of the page. This was a simple edit.
Next step; making some Collections per grade level.