Part C: Assessment 2 – Portfolio

Having relieved in the teacher librarian (TL) position at my school for some time prior to being appointed to the role I understood that there would be a lot of learning involved in qualifying myself for the position. The two day orientation in Sydney that the DEC provided left me filled with an equal measure of anticipation and anxiety as I came to realise just how much learning would be involved. I was fortunate enough at the beginning of the year to have the retiring TL work alongside me for a while and she was able to provide some good insight into the role from a practical perspective.

I have found learning online at times quite traumatic and at the beginning when trying to set up my blog this was apparent from my forum request for help as I obviously had no idea what I was doing. However, perseverance is the key and when I did eventually work up the courage to make a start it was not as difficult as anticipated. I have found as the course has progressed that my ability to search the CSU library databases for information has improved and with every little success confidence grows a bit too (in all the areas of technology associated with learning).

The initial readings of Purcell (2010), Herring, (2007) and Lamb and Johnson, (2008) opened up the many aspects of the TL role and made it clearer to me how important the multi-faceted role of TL is to the success of a school in developing information literate students (Herring, 2007, p. 32). The completion of ETL401 assignment 1 provided a much deeper understanding of the role and the analysis and evaluation of the ASLA standards (2004, para. 8) further clarified the expectations of the role.

Despite the current uncertainty surrounding the future of school libraries and TL’s in schools (Local Schools, Local Decisions) I feel there is much to look forward to and the principles outlined in Hay & Todd’s (2010) article about School Libraries in the 21^st Century would indicate this to be the case. The importance of collaboration, leadership, being forward-thinking and building capacity for critical thought to ensure student outcomes are achieved in a visible way are crucial. The need also for accountability and evidence–based practice are relevant to the security of the role in the future (Todd, 2003).

The exchange of ideas and opinions in the forums has helped considerably to clarify and consolidate my thoughts and perceptions of the readings and activities in the modules. While I have read through all of the posts that everyone has contributed, it has been a struggle to keep up with the forum and I’ve often fallen behind and consequently not been as active a participant as I should have been. I feel I have let myself down here as a learner and will endeavour to manage my time more effectively and be more involved in the next round of subjects. The importance of being an active participant in ones’ own learning and being involved in all of the processes is exactly what we’ve all been learning about. To be an information literate person in the 21^st century it is necessary to engage with information using a variety of formats to initiate higher order thinking and develop deeper knowledge (Kuhlthau, 2012).

The completion of this final assessment has been enlightening in a number of ways and I feel my understanding of the theoretical and practical aspects of the subject has improved significantly. The defining of information literacy, evaluation of the information literacy models and in-depth look at collaboration as an obstacle which may arise when developing information literacy in a school as the TL are all equally important areas requiring a sound understanding to enable success in the teacher librarian role.

IL models

IL models

I would agree with David Cull’s assessment (Sat 21 April, 2012) on the Topic Four forum about the information literacy models seeming to be quite similar (semantically) and the need to use the bits that work…in other words, thinking about your own school community and what will work best for it. My initial preference was for Herrings PLUS model as on the surface it looks simple using only four steps and therefore quite well-suited to the primary school context. Further reading shows that it is predominantly used by high school students and I’m now leaning more towards Kuhlthau’s Information Search Process (ISP) model. Her extensive research indicates the need for acknowledgement of student anxiety while moving through the processes of learning …a very important factor, I think.

What is information literacy?

Having read through the many definitions for information literacy, I keep returning to the definition provided by Abilock, (2004, p. 1) having a preference for the “wider view” approach taken. I agree that information literacy is a process which is transformational and ongoing. As a TL there is a responsibility to ensure students are equipped with the experiences, abilities and knowledge to embark on the journey of lifelong learning with confidence. With the rapid changes in technology, the importance of learning how to learn is crucial.

Sharing is Caring

I had a really rewarding day today as I was able to share some of the sites I’ve been coming across with the stage 3 team and it was so rewarding to show the staff things they didn’t know about…proof positive that all the late nights are paying off! The curriculum corporation site, which has now merged with Education services Australia (ESA) (http://www.esa.edu.au/) has some amazing resources. The National Digital Learning Resources Network (http://www.esa.edu.au/national-digital-learning-resources-network ) provides some great digital resources and tools and as a result of sharing what I’d found the stage 3 team and I are now in the process of planning to teach our first digital online novel together using Kuhlthau’s guided inquiry approach. “Inanimate Alice”….here we come!

Topic 3: The TL and the Curriculum

There is so much to take in and once again I’m feeling like my head’s just spinning around and around and around with all the information needing processed! The “Lifesavers of Learning” webinar was so informative and packed with links and ideas to ponder.

I particularly liked the idea that inquiry learning is at the heart a TL’s work. When reflecting on personal experience in my school library, I think it’s going to be a long hard road to encourage others to become involved, with collaboration being a necessity for success.

The number of technological tools and media that I was completely unaware of to aid in the facilitation of learning is mind boggling and exciting at the same time. Through websites such as http://edorigami.wikispaces.com/ and others that I’m slowly working my way through, the possibilities and opportunities are endless. It really is quite sad to realise that the wealth of unused information out there online is overlooked because Google is so visible and people always tend to choose the obvious or easiest route.

The Future of Libraries?

Sunday, 1^st April2012:

Hay, L. & Todd, R. (2010). School Libraries 21C: The Conversation Begins. Scan, 29 (1), 30-42.

What a fascinating article that gives an enlightening peek at what a school library of the (not too distant) future will/ should look like. The moderated blog, with Colleen Foley as leader, gave 25 people the opportunity to re-imagine the library of the future. Some exciting principles evolved as a result:

·        Fluid library design allowing for personalised learning styles

·        Blended learning environment – physical and digital learning spaces

·        Learning centre focused on building capacity for critical thought

·        Centre of innovation where teachers and TL’s creatively design together to promote best outcomes for children

·        Learning environment demonstrating the power of pedagogical fusion

·        Technology to support conversation, inquiry and discovery

·        Balanced print and digital collections to support literacy learning

To enable these things to occur the learning needs of the school need to be the “core business” of the TL (as opposed to information collection and management). The TL must be seen to collaborate with the whole school community to inform practise and be a “leader in learning” who is pro-active and engages in horizon scanning.

Invisibility of outcomes-> invisibility of role-> invisibility of need for TL’s!!!

The library of the future requires changes from not just the TL but also at school level and system level to achieve success. The 16 recommendations made as a result of the discussion require action for change on all levels.

TOPIC 2. The Role of the Teacher Librarian    

The teacher librarian: role statements and standards

Looking through the ALIA Core Values Statement and the Standards of Professional Excellence for Teacher Librarians document I take comfort from the statement on p2 that "it is primarily intended for use by teacher librarians as a framework for ongoing professional learning."
As a beginning TL there's SO much to learn and as Barbara says on the forum "small steps"! I queried at my school the existence of a TL role statement and was advised that the information I needed would be found in the school Library Policy. Upon reading this though I didn't find a great deal that could be related to the Standards document.

Some Author's Views
Purcell (2010), Lamb and Johnson (2008) and Herring's (2007) Readings

Having read through the articles and chapters I find myself agreeing more with the views of Herring as opposed to Purcell or Lamb and Johnson's. Although Herring has listed significantly more roles to be fulfilled, he also states that they are multi-faceted and should overlap and he places the role of teacher as a priority, which differs quite a bit from Purcell and Lamb and Johnson's ideas.

I believe the priority of roles a TL plays in a school do depend very much on the needs of the particular school, but that as a TL the primary role is that of teacher in order to be seen as a valuable team player.

 Principal support is central to school library success

• Haycock, K. (2007). Collaboration: Critical success factors for student learning. School Libraries Worldwide, 13(1), 25-35.
• Oberg, D. (2006). Developing the respect and support of school administrators. Teacher Librarian, 33(3), 13-18.
• Hartzell, G.'What's It Take?' (presented at the Washington White House Conference on School Libraries in 2002)

Very interesting reading so far on the importance of the principal with regard to collaboration and success of the TL being dependant on it. I'd like to relate my personal experinece while working in the library to the readings' about "collaboration". When appointed to the position of TL at my school my principal at the time was highly supportive of the role and encouraged collaboration with executive staff to provide me with the time, support and advice from the retiring TL to ensure a positive handover/ introduction to the role. Less than a week after my appointment the Principal was moved to another school and his position is now being relieved in by the D.P.

While the timetabling and expectations of me seem to remain the same the relieving principal has passed his supervisory role of my position to another member of the executive team as he is too busy with other school admin. roles to supervise me also. He has also advised that there is no budget available to the library this year, which means no new resources other than our Aust. Standing Orders subscription (which has already been in place for a long time before my arrival). This leaves me feeling that perhaps there's no room for the relieving principal and I to collaborate and work together as he's always genuinely very busy with other things to do!

As the Principal's position is about to be advertised, I'm wondering what will become of the library and the expectations of my role in the school. I hope the support of the previous principal can be matched by the incoming one. In the last year or two our library received an IWB (as did most classrooms) and 12 new laptops to access media technology in the new library building, which caused a great deal of excitement in the school and local community.

I'm fortunate to be in a collaborative team-teaching role with classroom teachers currrently and not expected to just teach RFF. I have the hard work of the previous TL to thank for this. A number of staff do actually collaborate and team teach with me, however an almost equal amount sit up at the back of the room and don't involve themselves. I'm hoping next term to try and make some changes to my program to try and involve staff and to "collaborate" more. It's a real challenge knowing how to best do this...and a relief to know (from the readings) that it's not just my issue but lots of TL's out there!