Musings of a Modern TL – Page 2 – Welcome to Tom's Reflection Space

ETL401 Assessment 3 Part C: Reflective Practice

A Thoroughly Enjoyable and Invaluable Introduction to Teacher Librarianship!

I have been in my current role in a secondary school library and learning on the job for just over a year now. Having started out initially with barely any knowledge of what the term teacher librarian even meant, I feel that my understanding of the role of the teacher librarian in inquiry learning and the teaching of information literacy expanded drastically within only the first three weeks or so of this subject, let alone the entire thirteen weeks!

I had attempted to use the NSW DEC Information Search Process model to structure my first sessions around information literacy, although I was operating almost exclusively on my own knowledge and found that this model did not fit particularly well with the needs of our students; they were far too emotionally driven and were confused by the terminology used in the model (although this could also easily be put down to my lack of knowledge of the process). I resolved to gain a better understanding of information literacy and the methods through which it could be taught before trying my hand at it again.

As I mentioned in a previous forum post (4.1 b: Inquiry learning), I have also had some experience with GID in the past. This was not a ‘traditional’ GID program, it was run by an external professional learning organisation and focused far more on the classroom teacher’s role in the process than the TL’s. Unsurprisingly it was not an overly successful program, as students did not have enough freedom over their own inquiry, staffing turnover caused direction to be lost, and what I only now understand and recognise after completing this subject to be a complete underutilisation of the TL role in the inquiry process. Although I was included as the extended information expert in the inquiry process (Kuhlthau et al., 2012, p.13), I was working in classrooms, not the library space, and using themed scaffolds that had been created by the company running our professional development. This meant essentially that the teachers were in charge of the content and the information process, I was merely acting in an additional support role, and although still guiding students I was nowhere near as effective as I could have been. After connecting with the module content and the forum posts within the subject and reading the research of Kuhlthau extensively, it has become clear to me that the TL should form an essential part of the core learning team (Kuhlthau & Maniotes, 2010, 2014; Kuhtlthau et al., 2012, 2015). The TL is the information literacy and resource expert best suited to guide student-led inquiry and in both my experience and the research, classroom teachers cannot teach essential inquiry skills on their own (ALIA & ASLA, 2009; Garrison & FitzGerald, 2016; Kuhlthau, 2010). Additionally, by giving students more freedom of their inquiry process they will be far more likely to reach the ‘third space’, in which they can make deeper connections between content and the real world and build ownership and expertise (Heinstrom & Sormunen, 2019; Kuhlthau, 2010).

One of the major positives from this subject for me is that I have been reinvigorated to give GID another try (particularly after writing the outline for a GID unit as part of this assessment)! As I mentioned in another of my blog posts it has been refreshing to see the concepts I am learning in action and to be able to put the theory into practice, and I hope to implement a similar GID to the one I have designed for this unit some time in the future when learning has returned to some semblance of ‘normality’. Finally, although I now possess a far greater understanding of my place in the process and far more insight into the value and finer details of guided inquiry, it is extremely important to remember that there are considerable barriers to implementing a successful GID. Particularly time constraints, pressure to teach curriculum content and effective collaboration between all members of the learning team (Garrison et al., 2018; Heinström & Sormunen, 2019) present significant challenges, and no individual level of understanding or expertise will be able to overcome these alone.

References

Australian Library and Information Association & Australian School Libraries Association. (2009). ALIA/ASLA policy on guided inquiry and the curriculum. Retrieved from https://www.alia.org.au/about-alia/policies-standards-and-guidelines/aliaasla-policy-guided-inquiry-and-curriculum

Garrison, K. L., & FitzGerald, L. (2016). “It’s like stickers in your brain”: Using the Guided Inquiry Process to Support Lifelong Learning Skills in an Australian School Library. In Proceedings of the 45th International Association of School Librarians’ Annual Conference Incorporating the 20th International Forum on Research in School Librarianship, Tokyo, Japan. Retrieved from https://www.iasl-online.org/resources/Pictures/RP15_GarrisonFitzgerald_2016IASLTokyo.pdf

Garrison, K. L., FitzGerald, L., & Sheerman, A. (2018). “Just Let Me Go at It”: Exploring Students’ Use and Perceptions of Guided Inquiry. School Library Research, 21, 1-37. Retrieved from https://files.eric.ed.gov/fulltext/EJ1182159.pdf

Heinström, J., & Sormunen, E. (2019). Structure to the unstructured – Guided Inquiry Design as a pedagogical practice for teaching inquiry and information literacy skills. In Proceedings of ISIC, The Information Behaviour Conference, Krakow, Poland, 9-11 October: Part 2. Information Research, 24(1). Retrieved from http://informationr.net/ir/24-1/isic2018/isic1824.html

Johnson, T. (2020a, March 9). The Start of a Long, Arduous Journey to Become a Teacher Librarian. Retrieved from https://thinkspace.csu.edu.au/tomthetl/2020/03/09/the-start-of-a-long-arduous-journey-to-become-a-teacher-librarian/

Johnson, T. (2020b, April 29). Inquiry Learning [Online discussion comment]. Interact2. https://interact2.csu.edu.au

Johnson, T. (2020c, April 29). The Journey So Far. Retrieved from https://thinkspace.csu.edu.au/tomthetl/2020/04/29/the-journey-so-far/

Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2012). Guided Inquiry Design: A framework for inquiry in your school. CA: Libraries Unlimited.

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

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

Kuhlthau, C. C., & Maniotes, L. K. (2014). Making the Shift. Knowledge Quest , 43(2), 8-17.

Kuhlthau, C. C. (2010). Guided Inquiry: School Libraries in the 21st Century. School Libraries Worldwide, 16(1), 17-28.

North Sydney Public School. (2020). Information Search. Retrieved from https://nthsyddem-p.schools.nsw.gov.au/learning-at-our-school/library/information-process.html

ETL503 Assessment 2 Part B: Collection Development Policy Reflection

What a ride this subject has been!

As I stated in my initial blog post upon starting the subject, I had very little understanding of the term teacher librarian let alone the place of the library in the wider school and information context or the key issues surrounding collection development (Johnson, 2020a). From my humble beginnings as a graduate secondary HSIE teacher working in an RFF position in a primary school to now working full time and studying as a teacher librarian in a secondary school library, I feel I have come a long way in developing my understanding, knowledge and professional practice of the role and nature of school libraries and their collections.

The key issues and values surrounding collection management were once foreign concepts to me. Now, having begun to work the theory into my own practice in a secondary school library, such cornerstones as protecting intellectual freedom, the equity of access to information, open access of information and the need to develop a balanced collection that reflects a diverse society of users are beginning to shape how I approach my role (Horava, 2010; IFLASLSSC, 2015). A lack of base knowledge of previous staff and existing policies and procedures in my current library led to the development of questionable selection and deselection practices, particularly the issue that no specific selection aids or criteria were used to assist with the selection of resources (in fact the basis for selection was simply what ‘looked good’ or what our suppliers recommended). This meant essentially that our selection of resources had nothing to do with meeting the current or future needs of our users or meeting any specific purpose or goal (ALAIFC, 2018; Braxton, 2018).

After building a greater understanding of selection and deselection, I have since reflected and evaluated this process by creating specific criteria modelled on Tait and the ALIA & VCTL policy and procedures document that are aimed at future-proofing the development of the collection, as well as applying the principles of deselection to the first stocktake I conducted of my collection (ALIA & VCTL, 2017; Johnson, 2020b; Tait, 2016). This was an exciting process, but there is still a long way to go! Particularly in the present world of COVID-19 and the increasing reliance and significance of digital resources and tools. This is a long-standing issue in terms of providing and maintaining balanced digital collections that are accessible to and reflect the needs, interests and cultures of library users in an ever-evolving information landscape (IFLASLSSC, 2015; Newsum, 2016), but is more present now than ever before. Each school library is unique and different questions will arise for each as to how the collection can best support the current needs of users (Horava, 2010), especially given the procedures and advice currently in place and developing. For myself, the issues of licensing and budgeting became all too real, as providing services to all students at my school for particular digital resources or upgrading existing services (such as EnhanceTV our video streaming service) was not possible due to funding restrictions (even with discounts and free trial periods) and my lack of a collection development policy (Johnson, 2020c). This has stressed to me even more the importance of having a solid collection development policy to fall back on and provide justification for my actions, as well as to use as a strategic tool for advocacy and to build library and information services.

There is no one definition of a collection development policy, nor is there any one policy framework that fits all school libraries. The general trend in professional and academic literature outlines a collection development policy as one of the most essential policies in a library that not only explains why a collection exists, but what it aims to do, what its users’ learning, teaching, curriculum and leisure needs are and how these will be addressed presently and into the future (ALAIFC, 2018; ALIA & VCTL, 2017; Braxton 2018; IFLASLSSC, 2015; Ryan, 2016). They are also vital to protect against key issues that arise in school libraries regarding copyright infringement, funding, censorship and defending the principles of intellectual freedom, as clear processes and procedures can be established to address any present or future issues (Ameen, 2006; IFLASLSSC, 2015). It comes as no surprise then that strongest policies are those that are current, anticipate future needs, reviewed and revised on a regular basis and familiar to all library stakeholders and users (ALAIFC, 2018). If they are created and implemented in collaboration with teachers, school executives, students and other school staff, not only will the collection cater better to the specific needs of all its users by taking into account all expert knowledge of available resources, but awareness will be raised amongst school leaders about issues concerning the development of the library collection and the provision of information services and resources (IFLASLSSC, 2015; Johnson, 2020d; Newsum, 2016).

Having said all of this, I can’t help but dwell on the question raised by Horava that I encountered within my first week of this course; that being no one can say with confidence what collection management will look like a generation from now given the nature of the rapidly changing information landscape (2010, p.151). I ultimately agree with his final point, that our goal as collection managers is to creatively reimagine our role in order to adapt to future developments, while maintaining those cornerstone library values around intellectual freedom, equity of access and stewardship (ibid, 2010, p.151).

Knowing all that I do now about the nature of teacher librarians and school libraries, collection management and the importance of having a strong collection development policy, I genuinely look forward to writing my own policy for my current library (a first for me I can assure you!).

References

Ameen, K. (2006). From acquisitions to collection management: mere semantics or an expanded framework for libraries? Collection Building, 25(2), 56-60.

American Library Association Intellectual Freedom Committee. (2018). Selection & Reconsideration Policy Toolkit for Public, School & Academic Libraries. http://www.ala.org/tools/challengesupport/selectionpolicytoolkit?

Australian Library and Information Association Schools, & Victorian Catholic Teacher Librarians. (2017). A Manual for Developing Policies and Procedures in Australian School Library Resource Centres. 2nd edition. https://www.alia.org.au/sites/default/files/ALIA%20Schools%20policies%20and%20procedures%20manual_FINAL_text%20only.pdf

Braxton, B. (2018). Sample collection policy. Retrieved from https://500hats.edublogs.org/policies/sample-collection-policy/

Horava, T. (2010). Challenges and Possibilities for Collection Management in a Digital Age. Library Resources & Technical Services, 54(3), 142-152. https://doi.org/10.5860/lrts.54n3.142

International Federation of Library Associations and Institutions School Libraries Section Standing Committee. (2015). IFLA School Library Guidelines. https://www.ifla.org/files/assets/school-libraries-resource-centers/publications/ifla-school-library-guidelines.pdf

Johnson, T. (2020b, April 29). The Journey So Far. Retrieved from https://thinkspace.csu.edu.au/tomthetl/2020/04/29/the-journey-so-far/

Johnson, T. (2020c, May 7). Digital Content and the Collection Development Policy [online discussion comment]. Interact2. https://interact2.csu.edu.au

Johnson, T. (2020d, March 18). Responsibility for Resource Collection. Retrieved from https://thinkspace.csu.edu.au/tomthetl/2020/03/18/responsibility-for-resource-collection/

Newsum, J. M. (2016). School Collection Development and Resource Management in Digitally Rich Environments: An Initial Literature Review. School Libraries Worldwide, 22(1), 97-109.

Ryan, C. (2015). 21st-century collection development in school libraries. Incite, 37(11/12), 26.

Tait, C. (2016). Windsor High School Library Collection Development Policy. Retrieved from https://windsor-h.schools.nsw.gov.au/content/dam/doe/sws/schools/w/windsor-h/localcontent/whs_library_collectionmanagementpolicy.pdf

The Journey So Far

Having submitted and received my marks for my first two major assessments I think it’s time to stop, breathe and reflect on the journey so far!

In between teaching two geography classes, coordinating online senior learning support, completing an entire library stock take and everything else, I really look forward to the opportunity to sit down and do some study or work that is extremely relevant to what I am currently doing. I have to say that I am absolutely loving this course. Compared to my first teaching degree that I received back in 2017 it is a whole other world in which the readings make sense, I can see the value in what I’m doing and I am actually able to put content into practice. It’s that last part that really gets me though, being able to put what I am studying into practice and constantly developing my understanding of this role that I’m enjoying so much.

My Discussion Essay for ETL401 explored the use of BYOD Programs in schooling environments and what impact on school libraries and teacher librarians these might have. I chose this topic primarily because one of the first things I was asked to do when starting my current role was to assist with the facilitation of a BYOD program in our school of students in Year 7-10. It is something I have worked a lot on over the past year but had never really put it in specifically a library perspective, I had seen the program more from a student or whole school perspective. The research I conducted for this assessment and my own experiences over the past year have allowed me to further develop our BYOD policy and the ways in which we support our students technologically, especially given the current circumstances of online education! I also have to say that this unit in particular (ETL401) has been great for me in terms of placing my own individual role in the wider context of school libraries and school environments.

I found creating the Annotated Bibliography for ETL503 had a similar effect on me. I found the process incredibly useful for my own practice of selecting resources for my collection, as well as using tools and resources to assist with the collection process. In fact, I actively used the selection criteria I created as a part of this assignment to assist with my stock take, weeding and collection evaluation process, something that I would never have thought to do before! It is a slow process of learning, understanding and changing but it is one that I can feel happening already. It makes me very happy to be putting the concepts into action and to see the theory in practice, as well as to improve my own practice as a professional and the library space in general for all its users!

Responsibility for Resource Collection

Having worked as a teacher in various roles across primary and secondary schools, and now a teacher librarian in a secondary school context, I would argue that the expertise and the role of a teacher librarian compared to other teachers is very different. Yet in saying this, one of the most important purposes for collecting resources is not as different as one might think.

Certainly the expertise in the field of information and knowledge of the wealth of resources that are out there, as well as the central role played as the information specialist in the library and wider learning community, belong to the teacher librarian alone. Regular classroom teachers tend to have expertise in their Faculty area, evident through the subjects and content that they produce and deliver, just as we do with our library lessons and content. However, as mentioned in Learning for the future (2001), “contribution to student learning outcomes is the ultimate resource selection criteria.” As teacher librarians we choose our resources based on a number of different criteria and established guidelines but ultimately the resource MUST meet the learning needs of the student and therefore contribute to their learning outcomes. I believe classroom teachers also base their own resource collection for their classes on this principle, I.e. the best resource is the one that best contributes to student learning outcomes. At the heart of resource collection all teachers, librarian or not, share this common goal.

All teachers should have a say in the resources collected for the school community for two reasons: they are part of the community themselves, and they have an expertise of their own field and subjects which collectively span all relevant KLA’s and content areas. A teacher librarian may have knowledge or expertise in a number of areas, e.g. HSIE-trained teacher librarians like myself, but certainly none have an extensive knowledge of every KLA, every curriculum and every teaching and learning program delivered across a school. It makes a lot of sense that teachers should have a say over what resources should be selected for the collection, as well as how they can be used effectively. Especially considering this is explicitly stated as one of the AITSL Professional Standards for Teachers (3.4).

Students should also have a say, it is their learning outcomes that are directly affected by these resources after all! They are also great judges of the effectiveness of a resource – if a whole class is provided a resource and no student can understand or use the resource effectively, then there is a good chance it was not the best resource for that purpose. I have experienced this myself as a casual teacher multiple times, tactically ignoring the “it’s too hard sir!” From a few students in the room, then spreading to all corners of the room and I quickly realised something was wrong with the worksheet or interactive video activity and agreed that yes, actually it was too hard for students of that age group/ability level and they identified that immediately.

As the collection managers, the decision ultimately resides with us as teacher librarians, and I believe that should be the case. We can take advice and collaborate with staff and students for the above reasons, however our expertise in the field of information allows us the best perspective after this advice to evaluate resources for their contribution to student learning outcomes.

References

Australian School Library Association / Australian Library and Information Services Association. (2001). Learning for the future. (2nd ed). Carlton South, Vic.: Curriculum Corporation.

Australian Institute for Teaching and School Leadership. (2014). Australian professional standards for teachers. https://www.aitsl.edu.au/teach/standards.

Department of Education and Children’s Services, Government of South Australia. (2004). Choosing and using teaching and learning materials: guidelines for preschools and schools. Hindmarsh, South Australia : DECS Publishing.

The Start of a Long, Arduous Journey to Become a Teacher Librarian

When I graduated from Macquarie University in 2017 with a BADipEd in secondary history teaching I hadn’t even heard the term teacher librarian, let alone developed an understanding of the role. Working in the library was never something I had really considered, instead I spent the first few years of my teaching career jumping between temporary positions in various primary and secondary schools.

My first few experiences with the library in a working context were delivering primary library lessons as a casual teacher and taking classes to the library for ‘information studies’ lessons. I thoroughly enjoyed these lessons in the library space, it seemed almost like another world when compared with the regular classroom environment. However, my few experiences in secondary school libraries were far different; I encountered several teacher librarians with little motivation and school cultures that tended to avoid the library at all costs. This included my current school. I was offered the position of ‘acting TL’ in Term 2 of 2019 after working casually there for a few months, as the resident teacher librarian had received a transfer. Initially I was apprehensive, but now more than ever I am so glad that I made the leap and accepted the position. I immediately fell in love with the role and the environment I was in, although it was a very steep learning curve (and still is!) and far different to any other role I had taken on previously.

After an initial discussion about my role and duties, it became clear that there was a lot to being a teacher librarian. To understand my place in the school better I first consulted the NSW DET Policy Library and looked in detail at the ‘Handbook for School Libraries’. From these documents I gathered that the role of a TL was predominantly to be the information specialist, someone who is responsible for providing resources and services for the school teaching and learning community, identifying the information needs of the community, encouraging reading and viewing and of course managing library systems and policies. ASLA’s definition of a teacher librarian similarly helped me to build my understanding, that being a teacher librarian has three main roles as curriculum leaders, information specialists and information service managers. I used these definitions as my starting point, building on the roles described and learning along the way.

Just in the first week of this course, my understanding of the role of the TL in schools has developed dramatically. Amongst my additional readings about the challenges facing libraries in a digital age, Horava (2010) states: “the challenge lies in how to balance libraries’ finite resources of money, time, and energy… No single approach will suffice because each will be important for addressing the library community’s diverse information needs and educational goals.” I think this sums up our roles as teacher librarians perfectly. There are no two learning environments the same, just as there is no one overarching approach to being a teacher librarian. The role itself is adaptive and requires us to look deeper at the needs of our specific teaching and learning community and the best ways that we can meet those needs, whether that be providing information services, collaborating with teachers on learning programs or providing specialist assistance to students and staff alike.

References

Horava, T. (2010). Challenges and Possibilities for Collection Management in a Digital Age. Library Resources & Technical Services, 54(3), 142-152. https://doi.org/10.5860/lrts.54n3.142

NSW Department of Education. (2020). Library Policy – Schools | Policy library. Retrieved 9 March 2020, from https://policies.education.nsw.gov.au/policy-library/policies/library-policy-schools.

What is a Teacher Librarian?. Asla.org.au. (2020). Retrieved 9 March 2020, from https://www.asla.org.au/what-is-a-teacher-librarian.