ETL401 Assignment 2 Critical Reflection

Entering into this course I was looking for a change of career. I thought teacher librarianship (TL) would be less stressful than the classroom management issues I faced previously. I thought TL would be a quiet job where I would manage a collection and that was about as far as that went, a 'traditional library' setting. I now see that the role of the teacher librarian goes far beyond simply stacking shelves.

I  have now discovered that there is a large depth and scope to the role of the TL. A few of the roles to be fulfilled by the TL include leader, teacher, collaborator, manager, critic, advocator, creator, information specialist, explorer, tester, challenger, administrator, evaluator, and facilitator (MacMeekin, 2013, & Obst, 2013a).

Pulling apart a couple of these:

• The TL is to be an explorer and tester of new technologies, resources and programmes.
• The TL is a creator of library websites, library blogs, how to videos or podcasts, and much more (Valenza, 2010). I am, inspired by library collection Pinterest sites like Saint Mary’s College Library and Kansas City Public Library  where the librarian is also a collection curator and book critic.
• The TL is a challenger of school community, aiming to change preconceptions of the library and the role it plays (Obst, 2013b). The TL will challenge the school to try new programmes and challenge a reader to give a new book a try.

The word cloud, below, captures a picture of my blog posts so far. From this I see two roles which I have discussed the most; to be a teacher of skills needed for information literacy and to be a collaborator.  I feel the five most important reasons for collaboration are for; student achievement, higher expected learning, quality of teaching, consistency of teaching and to better meet individual learning needs (Obst, 2013c). With the support of collaboration the TL is to act as programme facilitator of guided inquiry and information literacy models and to be a teacher of the generic and information use skills needed to produce information literate students (Obst, 2013d) .

While I had hoped for a less stressful job it became obvious from the onset that this was an naïve ambition. Through the readings I found there was a need for the TL to be a leader and to 'prove their worth' to the school. There is little room for quiet hard work in the background.  Without the support of the principal and the school community the TL would not function to their fullest. In 'blog task 1' I looked at the roles the principal needs to play to support the TL implementing collaboration initiatives. These roles are supervisor, model, manager and mentor (Obst, 2013b). With all the possible roles a TL can fulfil I feel now that the principal is even more critical as they are required to enable the TL to carry out those roles and then expect and ensure the TL carries out the roles. I feel a lazy principal can create a lazy TL.

Personal Reflection on Assignement 2

My understanding of what information literacy is has changed during this course. One of the most helpful modules was Module 4. In this module I was able to mindmap ideas and definitions from the readings to get a clearer picture of information literacy (Obst, 2013e). Unfortunately this came after assignment 1 had been submitted. It was clear I did not have a full understanding of information literacy and library skills at this point. During the final essay task I felt the ‘feelings’ Kuhlthau (2013) described during the Information Search Process. I felt uncertainty, confusion and anxiety. Having not been a librarian or English teacher prior to coming into the course I found understanding some of the terms quite difficult.  I felt a sense of hopelessness and frustration as I approached the task and questioned why I was even doing it. I felt the dip Kuhlthau described and it was not until I was well into the research assignment that I felt I was making headway. I had to teach my husband about the ISP and Big6 models so that I could have a grasp of them. Reflection on this process has helped me to better understand constructivist learning theory and the ISP model which allowed me to build on my understanding from blog task 2 (Obst, 2013f).

In my forum introduction to the ETL401 class I mentioned that I wanted to work in a specialist library, preferably in a university science faculty library ( Obst, 2013g). While I feel there is a long way to go in my learning journey this is still a goal.  In the meantime I hope to make a positive impact on my local school, which does not have a teacher librarian, to change the perceptions on what the TL does and offer practical advice received from this subject and course. 

References

Kuhlthau, C. (2013). Information Search Process. Retrieved May 9, 2013 from http://comminfo.rutgers.edu/~kuhlthau/information_search_process.htm

MacMeekin, M. (2013). 27 things your teacher librarian does, retrieved from An Ethical Island blog, May 20, 2013, http://anethicalisland.wordpress.com/2013/04/12/27-things-your-teacher-librarian-does/

Obst, H. (2013a, March, 7). ETL401 mod 2.1 [Blog post] Retrieved May 9, 2013 from http://hannahobst.blogspot.com.au/2013/03/elt401-mod-21.html

Obst, H. (2013b, March, 19). ETL401 Blog task 1: Principal Support [Blog post] Retrieved May 9, 2013 from 

http://hannahobst.blogspot.com.au/2013/03/elt401-blog-task-1-principal-support.html

Obst, H. (2013c, May, 6). ETL401 Mod 5 [Blog post] Retrieved May 9, 2013 from http://hannahobst.blogspot.com.au/2013/05/elt401-mod5.html

Obst, H. (2013d, May, 7). ETL401 Blog task 3 [Blog post] Retrieved May 9, 2013 from http://hannahobst.blogspot.com.au/2013/05/elt401-blog-task-3.html

Obst, H. (2013e, April, 17). ETL401 Mod 4 [Blog post] Retrieved May 9, 2013 from http://hannahobst.blogspot.com.au/2013/04/elt401-mod-4.html

Obst, H. (2013f, April, 24). ETL401 Blog task 2 [Blog post] Retrieved May 9, 2013 from http://hannahobst.blogspot.com.au/2013/04/elt401-blog-task-2.html

Obst, H. (2013g, Feburary 28). Introduction [ETL401 Student Cafe] Retrieved May 9, 2013 from Charles Sturt University Website http://interact.csu.edu.au/portal/site/ETL401_201330_W_D/page/5280d584-59ce-4587-00c6-9c8f32a9a667

Valenza, J. (2010). Manifesto for 21st Century Librarians, School Library Journal Blog. Retrieved May 20, 2013 from http://blogs.slj.com/neverendingsearch/2010/12/03/a-revised-manifesto/

ETL501 Information Environment

Set up page only. 

Textbook for this subject. 

ETL401: Blog task 3

Information Literacy is more than a set of skills

Information literacy has a wide ranging definition. Research has shown that pinpointing a uniform definition across the education system has so far not been possible (Herring, 2006, Langford, 1998). It is a problem solving process and it is an intellectual framework for using information (Bundy, 2004). Information literacy is said to be a transformation process in which learners need to find, understand, evaluate and use information to form personal and social purposes (Abilock, 2004). Information literacy helps us to find the information we need and filter that which we do not (Eisenberg, 2008). A further definition is given by ALA which focuses on information literacy as a set of skills.

Information literacy helps us to encode and decode information whether it is textural, visual, gestural, social or digital (Langford, 1998, Bundy, 2004). Today’s literacy needs comprises information that is electronic, image driven, highly social, collaborative and interactive. Information literacy can also encompass digital literacy, which is the ability to use and understand information in multiple formats or sources when presented on computer, a skill that is necessary to function in the modern workplace. (Finn, 2004).

Information literacy is, however, more than a set of skills that can be taught. Sure there are basic skills that underlie literacy, however, there is a deeper personal and intellectual understanding which cannot be taught as a skill. Constructivist George Kelly saw the information process as an emotion filled experience; learning was through the interplay of thinking and feeling (Kuhlthau, 2004). Information literacy is made up of elements that include generic skills, information skills, and values and beliefs (Bundy, p. 7, 2004). It is those values and beliefs that the individual brings to the table that cannot be taught, they are internalised constructs. These values and beliefs can be shaped by the teacher but they are also shaped by society and individual experiences.

Although information literacy is more than just skills a set of skills still needs to be learned. This can be seen with the use of information literacy models such as the PLUS model (Herring, 1996), the Big 6 model (Eisenbery, 2008) the NSW model (NSW Department of Education and Training, 2007) and Kuhlthau’s Information Search Process (ISP) model (Thomas et al, 2011). However, models like by Kuhlthau’s look not only at the skills in the ISP stages but also the affective level (feelings) and moods involved in the information process (Thomas et al, 2011).

Practically, the teacher librarian can teach the generic skills and information skills needed for information literacy and implement one of the information literacy models into their school. The teacher librarian can help guide students through their feelings and scaffold their learning so they develop as information literate students.

Information literacy goes beyond a basic set of skills, it is knowledge of how and when to use the skills taught. Being information literate is much more than being able to read and write in multiple formats but includes being able to analyse, critically think, and understand issues in using information (Bundy, 2004). These are not basic skills that can be checked off; these require greater depth of understanding, thinking and feeling.

Adilock, D. (2004). Information literacy: An overview of design process and outcomes. Retrived from www.noodletools.com/debbie/literacies/information/1over/infolit1.html

Bundy, A. (2004). Australian and New Zealand information literacy framework: Principles, standards and practice. (2^nd ed.). Australian and New Zealand Institute for Information Literacy, Adelaide

Eisenberg, M. (2008). Information Literacy: Essential Skills for the Information Age. DESIDOC Journal of Library & Information Technology, 28(2) 39-47

Finn, C. (2004). The mandate of digital literacy. Tech & Learning, Retrieved from http://www.techlearning.com/article/the-mandate-of-digital-literacy/41960

Herring, J. (1996). Teaching information skills in schools. London, Library Association Publishing.

Herring, J. (2006). A Critical Investigation of Students' and Teachers' Views of the Use of Information Literacy Skills in School Assignments, American Library Association, 27^th September. Retrieved May 2, 2013 from

http://www.ala.org/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume9/informationliteracy

Langford, L. (1998). Information Literacy: A clarification. From Now On, The Educational Technology Journal, October. First Appeared Langford, L. (1998). School Libraries Worldwide, 4 (1) 59-72

State of New South Wales (NSW) Department of Education and Training (2007). Information skills in the school. Retrieved 3 May 2013 from http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/teachingideas/isp/index.htm

Thomas, N., Crow, S. & Franklin, L. (2011). Chapter 3: The Information search process: Kuhlthau’s legacy. In Information literacy and information skills instruction: Applying research to practice in the 21^st century school library. (3^rd ed.) pp. 33-58. Santa Barbara: Libraries Unlimited

ETL401 Mod6

Teacher Librarian Time Management

Having not worked as a teacher librarian or in a library before I have not seen how the TL devotes their time to library management, lesson planning and teaching information literacy. I would imagine that the teaching periods are blocked out by the school, like a normal class. The teacher librarian would then be blocked out for non-teaching time when they could perform library management duties. I conducted my lesson planning outside of school hours so this may also be done by the teacher librarian. 

If collaborative planning is required the school should also schedule time for this to occur within the TLs timetable, however from the readings it seems like most collaborative planning takes place when the teacher and teacher librarian are both available outside of school time.

When I work I generally make a check-list and prioritise what needs to be done and reassess needs as new tasks arrive. If there is a lot on at the library it doesn't hurt to ask for a little help, especially if there is a library aid available to take on a little more of the collection management side.

• Have a diary /check-list
• Prioritise
• Delegate
• Communicate (friendly)

ETL401 Mod5

Collaboration 

The role of the teacher librarian is fulfilled in a school that believes in collaborative practice and where teachers are leaders. But many teachers see working with other teachers as a major challenge. In fact they might fight against this.

I would not say that I am one to ‘fight’ collaborative practices as a teacher however I generally have not enjoyed the experience. I have not collaborated with a teacher librarian before which may be different. I tend to go out of my way to help and end up feeling like a doormat with the entire work load.

 In such circumstances what would be an appropriate response from the TL?

Step back. It is not worth getting into a fight with a teacher who doesn't want your help there will be plenty of teachers in the school who do want it.

Speak up. If the teacher librarian is to be a leader they need be able to speak up in staff meetings. I wanted to be taken more seriously by the principals so I joined committee meetings where I had an interest (student wellbeing) and offered input and my services when needed. I was then made more visible to these leaders.

Listen and be interested. First take an interest in what a staff member is teaching, by being interested and listening to them during lunch breaks you can drop tips or resource ideas before formal collaboration has begun. After this relationship has developed new found trust and respect for the librarian may lead to collaboration.

Start small. Start with one or two collaborative partnerships only, then display the success of the partnership and teaching unit at a staff personal development workshop or meeting. I liked how Charlie Parker summed this up in this in ELT401 forum 6, group 6.

Can we use the readings to build a convincing argument for collaboration between the TL, principal and teachers at the school?

I feel like I have addressed this issue a few times now (blog task 1: principal support, assignment 1, and other mods). We know that the principal is the key to making collaboration happen in schools. They need to model collaboration, encourage it, and allocate time in teacher schedules for it to occur. The principal should be our target when presenting the research. We can see through the research that:

·         Teacher collaboration with the teacher librarian leads to improved student achievement.

·         Teacher’s expectations for student learning are greater.

·         Lessons taught are of a higher quality and have a deeper learning experience than could have been created solely by a teacher.

·         Collaboration creates uniformity across the school for teaching information literacy skills.

·         Team teaching allows for a second set of eyes. This helps to gather a greater understanding of the needs of the class.

Bean, R. (2011). Literacy leadership in a culture of collaboration, in Bean, R (Ed.) Best practices of literacy leaders: keys to school improvement, New York : Guilford Press

Haycock, K. (2007). Collaboration: Critical success factors for student learning. School Libraries Worldwide, 13(1), 25-35.

King, M. (2010). Collaboration. Community & Junior College Libraries, 16 (4), 229-234

Montiel-Overall, P. (2005). A theoretical understanding of teacher and librarian collaboration (TLC). School Libraries Worldwide, 11(2) 24-48

Todd, R. (2008). The dynamics of classroom teacher and teacher librarian instructional collaborations. Scan 27(2) 10-28