What do teacher librarians actually do?

An inspiring You tube video on what TLs do: "Ask me!".

A vision for 21st century learning

This Youtube encaptulates the amazing potential of 21st century learning.

Teacher Education and 21st century Skills

We need to create critical thinkers. Teachers need to have the 21st century skills in technology in the world we live today. We need collabortive leadership and a network on teachers to engage the whole community.

How smart are you?

It is amazing to explore the notion of the eight different ways people learn through multiple intelligences. As teachers we need to be aware of the best way that each individual learns and transfer this to achieve their best learning. We need to allow children to shine.

Creative commons continued . . .

Creative commons for kids on Youtube.

SCHOOL VISION STATEMENTS | Diigo

SCHOOL VISION STATEMENTS Diigo

Manifesto for 21st Century Teacher Librarians | Teacher Librarian | Diigo

Manifesto for 21st Century Teacher Librarians Teacher Librarian Diigo

What is a learning commons?

As I am new to the library industry I am keen to learn and work out was different terminology means. My latest question is what is a learning commons? Is the future of our libraries turning into a learning common - or are we already there?


http://www.slideshare.net/valeriediggs/from-library-to-learning-commons-nesla

Building a Library for Success

Our latest assignment in ETL504 is to develop a vision for our library in three years time.  This powerpoint has given me some excellent ideas!

http://vimeo.com/24013894

It is all very exciting - features of technology.

As I read about Quality management in education, I realise it is all very well to have the technology - for example each student from Year 9  receiving a laptop, which I see as a potential feature of education. What good is this feature if we do not have the quality teaching to go with it!

Organisational theory- Bennett

Bennett (2001) has given some useful insights of the effectivness of organisation theory in schools, and looks at the element that can be missing - power. "Surprisingly" there is no clearly defined view of an organisation, but one definition is given above and another by Greenfield (1989) who reports organisation have members and it would fold without them. The structure of the taks, the purpose and resources are all elements of an organisation Bennett (2001, p.101- 103),shows an organisation should be a dynamic place such as our school environment.

A point that Kerri pointed out which was also a hightlight for me in Bennett (2001,p. 111) was that power need not be a negative element. Foucalut (1984?) relates power to self discipline and achieving personal and collective successes, here this could potentially be talking about empowerment.

I am still contemplating whether a school should be called an organisation!

Leadership

The teacher librarian (TL) is positioned well to take on a leadership role within in the school. Having the knowledge of the curriculum and the students of the school gives the TL get advantages of developing whole school policies.

Warren Bennis (1999) in the Donham  (2005) article discuss the attributes of successful business people could be transferred to the library. These attributes include:

• technical competence
• conceptual skills
• people skills
• judgment and
• character

These are all excellent skills, but I see these skills in people who are good at what they do, no matter what career they have taken. So, what sets people or leaders apart? Donham (2005) goes on to discuss is the more important element is "leaders act from an internal locus of control" (p.296).The person has the power to overcome obstacles such as negative teacher and proceed to link in what will work with that teacher to provide the best teaching for the students. This can be inspiring for all those involved.

Another term I like is "proactive". Hartzell (2000,p.15) suggests that proactive people look for opportunities for change, they anticipate and prevent problems and they take actions and they don't give up. To make this proactive attitude work, people need to work together as a good and value each others strengths and weakness. For it is impossible to be an expert in all areas, but collaboration will bring on the most success.

Leaders need to begin with a vision. Fullan (1996) tell us of three attibutes for a sound vision:

1. "Sharedness' - the degree to which it is shared.
2. "Concreteness" - the degree to which people have some concrete image of what it will look like
3. "Clarity"- the degree to which people are skilled in carrying it out.

Lao Tzu, a Chinese Taoist philosopher said, "When the best leader's work is done, the people say, 'We did it  ourselves.'"

References

Donhan, J. (2005). Leadership. In Enhancing teaching and learning: a leadership guide for school library media specialists (2nd ed.) (pp. 295-305). New York: Neal-Schuman Publishers

Fullan, M. (1996). "Professional Culture and Educational Change."School Psychology Review 25 (4): 496-500

Academic Writing

Over the break between subjects I decided to improve my writing skills by participating in a course offered by CSU entitled SSS022 Writing at University. I have found it very helpful and here are some of the points I have learnt:

After receiving an email back from Joyce, I realise that a thesis statement does not need to be controversial! It is just a statement on what you think of the topic. The focus should then be on the task works "describe" and "explain''.
It is a valuable learning process, which I hope I can implement in this assignment 3 and in the following assignments to come.
Reflecting on Module 2, I now have a better understanding of "critical" thinking and writing.  Critical thinking is much more successful if it has some strength, and, by gaining access to the evidence, being able to evaluate it, you find that you have the substance to support your ideas convincingly when you write.  Germov (2000) maintains that:

The tertiary essay has to do more than simply describe a topic: it's not just a summary of your reading; you are required to critically question or analyse your material.  Being critical doesn't mean criticising just for the sake of criticising something.  In academic work, being critical means making an objective assessment of the strengths and weaknesses of the theories and research findings that are relevant to your essay topic.  Such an approach is sometimes called critical analysis. (pp. 36-37)

How can you learn to do critical analysis?? As stated in this module a good way to answer a question is to continually ask yourself how each piece of research, theory, evidence, concept, definition or criticism that you come across in your reading fits in with what you already know about the topic. I feel this is a type of cross referencing, picking out the similar thoughts/ideas from a number of authors you have read. It gives the point more authenticity if it is supported by a collection of authors.  Analysing is important to establish common points and points that conflict .
 Going back to Learning Activity 2.7: Task Word Analysis, I think this is a good way to analyse and unpack an assignment question. The use of the framework below could be very useful.

Topic =
Focus =
Task =
Limitations =
A great site to look at as a guide to essay writing is:
 http://www.csu.edu.au/division/studserv/my-studies/learning/guides/essay/intro which contains the summary below:
Your thesis is a statement, not another question and sits in the introduction.
An introduction containing these features might look like this:


I will definitely be using these skills in my future assignments!

Critical Synthesis - ETL401

Task C A critical synthesis of your reflection on how your view of the role of the teacher librarian may have changed during the subject. This should include examples captured from your personal blog and from participation in the ETL401 forum (about 750 words).

I have gained tremendous insights into the role of the teacher librarian (TL) since starting this course in March 2011. My background has been teaching Outdoor Education and PE for the last fifteen years, but my love for children’s literature and teaching has led me to this course. My initial views of the role of a TL were to read children a story and help them borrow their books - see blog entry The journey has begun. As a relieving TL for a term in 1998 that is all I covered. I realise now how naive I was.

Starting the course I felt quite nervous and overwhelmed with the extent and diversity of information to get through, and discovered many other students had similar feelings, see forum ETL401 post, 'Overwhelmed' by Kathy Douglas (March 16th, 2011). After some initial reading on the role of TL, a major concern was my lack of detailed ICT knowledge. After speaking with Ashley Freeman (Course Director at CSU) at the student orientation in Melbourne I was reassured that if I had the internet and a willingness to learn I would get there. Olivia Bisgnai-Piepers forum post in the role of TL (3 May, 2011) alerted me to the concept that a TL needs to keep abreast of emerging technology but also that it is crucial to choose the right technology for the particular student needs, see blog An essential role of the TL.

The Herring (2007), Lamb and Johnson (2008) and Purcell (2010) articles revealed the multifaceted roles of the TL, see blog  The extensive role of the TL. Purcell's (2010) article identifies several roles of a TL  -a leader, instructional partner, information specialist, teacher and programme administrator. This multitude of roles made me question if any person existed with all of these attributes. My knowledge of these roles has begun to unfold, on my journey to a better understanding of the work of the TL.

Within my fourth blog entry, titled The Role of the TL continues, I inserted a Youtube video by Eisenberg, (via a forum post by Williams (10 March, 2011) titled, “You Gotta Check This Out!”).  Eisenberg’s presentation highlighted a major mission of the TL is to ensure that our students are effective users and producers of ideas of information and are information literate!

What is information literacy (IL) and how do we teach students to become information literate? One issue surrounding information literacy is that there is no clear and agreed definition -see blog  Information Literacy - A definition in progress. Through this course I am developing my own definition, but I am sure this process will continue to evolve. Reading other perspectives on the Topic 4 forum, such as Irene Lu post titled “My view about Info Lit” (14 April, 2011), assisted me in strengthening my own thoughts on information literacy. IL is more that just skills and must include critical thinking and attitudes for lifelong learning. The IL models are a valuable resource, see blog IL processes and ISP, as they not only provide school students with a vital scaffold for critical and lifelong learning but also provided me with a process that I can use for my own information seeking process.

There are many people studying this course who are currently working as a TL or a teacher in a school. I have found their contributions in the forums extremely insightful in creating a picture, both positive and negative, of what is happening in schools. Collaborative schools are essential for success Fullan (1999). An excellent example of positive collaboration was posted by Rebecca Taylor, Topic 5,  'My lucky experience' (10 May, 2011) and how “it is NOT hard to be part of a well oiled, efficient team who have the needs of learner at their hearts”. The forums provide a type of networking and peer learning, which can be extended by joining professional TL networks and working collaboratively once in the school.

On reflection, I find a common thread through all the roles of the TL is developing relationships – with teachers, administrators, principals, students and parents – the whole school community. In Topic 2, The Role of the TL, the Vivan Harris post titled 'Relationship is a key role of TL' (27 March, 2011) was informative and I followed this up with my blog TL developing relationships. Surely creating a shared vision, policy making, curriculum planing and transfer, collaboration and evaluation would be a lot smoother and more effective if strong relationships are established. I am amazed at how much I have learnt over the few months of this course and I am excited to what the future learning of teacher librarianship holds.

References
Fullan, M. (1999). Deep meaning of inside collaboration. In Change forces : the sequel (pp.31-41). London : Falmer Press

Herring, J. (2007). “Teacher librarians and the school library” in Ferguson, S Ed, Libraries in the 21st century: charting new directions in information services. Centre for Information Studies, Charles Sturt University, Wagga Wagga, NSW

Purcell, M. (2010). All Librarians Do Is Check Out Books, Right? A Look at the Roles of a School Library Media Specialist. Library Media Connection, 29(3), pp. 30-33.

Lamb, A., & Johnson, L. (2008). School library media specialist 2.0: a dynamic collaborator, teacher, and technologist. [Article]. Teacher Librarian, 36(2), pp. 74-78.

Web 2.0 Tools!

An interactive book, how amazing!

 

TL developing relationships

"Developing relationships must be a constant goal of that school librarian" Howard (2009, p.44). When the teacher librarian portrays or more importantly shows a genuine interest in the school community he/she will develop stronger relationships that will assist in the implementation of the library program.

The nature of a TL’s work is empowering others, and building relationships with other educators, which can be limited by their physical isolation in the library and by scheduling. To overcome this, TLs can organise regular workshops for school staff at staff meeting or PD days to help them develop their information literacy processes and continually improve how IL can be developed across the curriculum. Provide useful handouts with tips for using the best sources of information; how to evaluate information in a variety of formats, including the Web; and how to guide students learning. Provide an orientation session for new school staff to inform them of IL across the curriculum and the school IL policy. TLs need to work with the principal and school executive to establish a shared vision and an information literate school policy. A close alignment between the principals vision and the teacher-librarian's vision is of benefit to all parties involved Oberg (2006).

TLs need to be  trained in effective collaboration and work on relationships with the teachers in their school. It is important for the TL to be a good leader and work with the leadership team of the school to develop a shared vision, effective communication across the school towards building a mutual trust amongst the whole school community Oberg (2007).

References
Oberg.D.,(2006) Developing the respect and support of school administrators. Teacher Librarian; Feb 2006; 33 (3) pg 13-18


Haycock.K (2007) Collaboration: Critical Success Factors for Student Learning.School libraries Worldwide; Jan 2007; 13 (1) pg25-35

Howard. J., (2009) Advocacy through Relationships. School Library Monthly/Volume XXVI, Number 2/October 2009

An essential role of the TL

After reading a forum post in Topic 2, by Olivia Bisgnai-Piepers dated 3 May 2011, it has inspired me to investigate this concept and view point. For this concept  of the ‘teacher librarian 2.0’ (Kirkland, 2007) is definitely new to me.  It is important for teacher librarians to continually keep updated on the ever emerging technology. However the vital component is using their judgement on how and when, and which technological tool to choose for the learning situation. But the tool should not been seen as and easy approach to answering the task at hand. TLs need to use their judgement on what is the most effective technological tool and teaching strategy to use to bring out the best learning outcomes for the class as a whole and for the individual students too.

By students using these tools it can make for a motivating and enriching experience, but guidance is required. Students need to be directed and taught how to best use these tools and how to decipher the huge amount of information around them. The point is that student can assess these technological tools 24/7 and they can implement their own reflection and critical thinking.

References

Kirkland, A. B. (2007). Becoming teacher-librarian 2.0. Partnership: The Canadian Journal of Library & Information Practice & Research, 2(1), 1-4.

Naslund, J.-A., & Giustini, D. (2008). Towards school library 2.0: An introduction to social software tools for teacher librarians. School Libraries Worldwide, 14(2), 55-67.

Information Literacy processes and ISP

After investigating the Information Search Process (ISP), which has been founded in over two decades of research (Kuhlthau, 2004). It has definately  provided me with an insight into a information literacy model. The model of the ISP describes thoughts, actions and feelings in six stages of inquiry: initiation, selection, exploration, formulation, collection, and presentation. I have found Kuhlthau's writings (2004, 2007) very interesting to read and her foundations are well supported by a number of theorists such as Dewey, Bruner and Vgotsky.

As I work on my second assignment for ELT401, I feel like the ISP process applies to me. I am going through all the six stages. I can really relate to the feelings component at the beginning of an assignment where one feels confused and  overwhelmed. I am hoping that with time and persistance I can increase my confidence and knowledge to complete this assignment.
References

Kuhlthau, C. C. Maniotes, L. K., & Caspari. A. K. (2007). Guided inquiry: Learning in the 21st centuryKuhlthau, C. C. (2004) Seeking meaning: A process approach to library and information services, 2nd ed. Santa Barbara, CA: Libraries Unlimited.

Collaboration is very important

I think collaboration is the key to providing a terrific school learning environment and student success. Louis and Kruse (1995) provide explicit evidence that schools that collaborate had much better student performance than those who did not.It is important that teachers and schools have a clear purpose for all student learning and to engage in collaborative planning to achieve this purpose. I have found that quite often teachers work with their own group of children in their classroom working hard to cover the curriculum and they are isolated from the rest of the school, most of the time not intentionally. The school and all the teacher involved need to get together to plan strategically. We need to work together to place students needs at the forefront and to share our skills and processes.Effective collaborative cultures value diversity because that is how we can get different perspectives. Hopefully a school culture is developed where we should not be worried about offending others, but approach it in an idea sharing and team building activity Fullan (1999, p.37). I really value working with other teachers, sharing knowledge and team teaching, it is extremely effective for both student and teacher learning. There definitely has to be more time set aside for collaboration!

References
Fullan, M. (1999). Chapter 3: The deep meaning of inside collaboration. In Change forces: The sequel, (pp.31-41). London, Falmer Press.

We are bombared with huge amounts of information.

As I keep reading about the role of the TL and to try and find my own definition of information literacy, I realise that so much time is taken just wading through the masses amounts of information. I think now  more than ever we have the biggest amount of information and we need to firstly work out a process of how we as potential TLs decipher through this information and secondly how we guide our students through this process. We want to create info-smart learners!

I found Herring's article (2006) very interesting. For students are bombarded with a mammoth amount of information. A major goal of IL would be to create a “smart learner, one: who thinks about the learning process as well as the content of what is being learned; who uses various skills in thinking, planning, reading, analysing, synthesising and communicating when learning; who recognises the value of learning resources whether they are in print, electronic or human format; and who adopts and adapts new technologies to suit her/his learning style Herring (p.21 2006). A main point here is that the learning process has to best suit the students learning style. Herring goes on to discuss that a key problem is that we do not ask our students about how they function as learners. If we gained feedback from students about the skills they use or don't use this would definitely assist in highlighting the needs of our students in information literacy. A simple questionnaire or a reflective journal could be excellent methods to achieve this aim.

References

Herring, J. (2006) The info-smart learner's toolkit : information literacy, intranets, and learning and teaching websites. Access; v.20 n.3 p.21-25;

Another reason why we need smart TLs

The changing media landscape. 
This vodcast amazed me how quickly our information literacy can change!

Information Literacy - a definition in progress

"Effective learners are not just those who are knowledgeable but rather
they are people who are able to find and use information as required.

It can be said that effective learners are those that are information literate.

Information literacy is synonymous with knowing how to learn.

This means that the ability to process and use information effectively

is more than a basic tool for the empowerment of school students:

it is in fact the basic survival skill for those who wish to be

successful members of the 21^{st century."}

(Learning for the future: developing information services in schools

2001, 2nd edition, p. 2.)

Project Based Learning

My knowledge of the role of the TL just keeps expanding. Learning about constructivist learning in the curriculum has a strong point with me, coming from an Outdoor education background where various problems, challenges and projects are confronted by the students to get to their destination.

Boss and Krauss (2007) discusses how students can be engaged through Project Based Learning (PBL), to enhance their learning.

Attached is an excellent vodcast on PBL.

Assignment 1 ETL 401

Wow, it continues to be an amazing journey, learning about the role of Teacher Librarian (TL)! The role of the TL is so multi-faceted and extensive. I didn't realise how involved and critical the role is, and I believe the majority of teachers including principals don't realise the vital role of the TL. With the TL working collaboratively  it can potentially have a massive beneficial impact on the school community.

 It was extremely interesting to study the two articles during Assignment 1. Purcell (2010) states the role of the TL is to work together to give the best learning situation for the student. Herring (2007) highlights the AASL point that the TL “works closely with individual teacher in the critical area of designing authentic learning tasks and assessments and integrating the information and communication abilities required to meet subject matter standards” (AASL/AECT 1998, Roles and Responsibilities of the School Media Specialist, paragraph 1).Both the authors agree that the role of  the TL is a valuable one and an asset to the functioning of the school library. I think this collaboration role is an essential factor that promotes student learning and success as Purcell (2010) points out that the role of instructional partner allows TLs to “Collaborate with school staff to provide the best learning environment for the student”. Haycock (2007) highlights the benefits of teachers working together in collaboration and described there are benefits for all members involved; teacher, TLs, administrators and especially students. “Collaboration ignited creativity among teacher and the “creative Fire” spread to learners (Haycock,2007 p.25).


The school culture is a pivotal point on how well the TL can accomplish goals in the school based on the school policy.  Teachers tend to perform to their perception of what the administrator wants (Haycock 1999). “It would be fair to day the principal is the key factor in developing an effective and integrated school library program” (Haycock, 1999 p83). However I believe the TL needs to highlights all the benefits with evidence, to promote the school library and to facilitate its growth (Haycock 2007). If the TL is friendly and approachable they will be more likely to connect with fellow colleagues and have a good working relationship. TLs need to be authentic and build their credibility as agents of change, to promote their value position and to have the qualifications to match (Oberg, 2006).


Hence I will continue on my study to hopefully gain this qualification and become an agent of positive change towards the students we teach.



Australian School Library Association (ASLA) and Australian Library and Information Association (ALIA). (2004). The library standards of professional excellence for teacher librarians, available http://www.asla.org.au/policy/standards.htm

Haycock, K (1999). Fostering Collaboration, Leadership and Information Literacy: Common Behaviors of Uncommon Principles and Faculties NAASP Bulletin pp. 82-87

Haycock, K. (2007). Collaboration: Critical Success Factors for Student Learning. School Libraries Worldwide, 13(1): pp. 25-35.

Herring, J 2007. “Teacher librarians and the school library” in Ferguson, S Ed, Libraries in the 21st century: charting new directions in information services. Centre for Information Studies, Charles Sturt University, Wagga Wagga, NSW

Oberg, D. (2006). developing the respect and support of school administrators. Teacher Librarian, 33(3), pp 13-18.

Purcell, M. (2010). All Librarians Do Is Check Out Books, Right? A Look at the Roles of a School Library Media Specialist. Library Media Connection, 29(3), pp. 30-33.

The Role of the Teacher Librarian continues

My journey of learning the vast and amazing role of the teacher librarian continues. This is a fantastic YouTube video which one of the lovely ETL401 students alerted me to.

 A major mission is to ensure that our students are effective users and producers of ideas of information and are information literate!

The Extensive role of the Teacher Librarian

Wow, after my initial readings, my knowledge and definition of the TL has totally expanded.The role of TL is so multifaceted. Purcell's (2010) article identifies the following rolesof a TL as: leader, instructional partner, information specialist, teacher and programme administrator. Does such a person exist with all of these expert attributes??

I am absolutely amazed by the huge amount of work and expectations that is expected of a expert TL, it is quite overwhelming! Doing a timestudy would be a useful process, it would highlight where you are most productive and where you are time wasting. I think the priorities of the library need to be established beforehand, reflected upon and modified if needed. Hence a school library policy is paramount. It needs to facilitated by the TL and heads of school, so the main objectives are listed, implemented and regularly evaluated. The whole school needs to be consulted and informed, so the library or media centre is at the heart of the school.

Coming from a teaching background, I know I could be bias, but I believe the role of the 'teacher' should be up at the top of the list of the roles of TL, if not the top! Look at the title 'Teacher Librarian', the first word is 'teacher'! However, the knowledge of the content, that is, information and technology literacy is also imperative. I believe they go hand in hand, but I am hoping that my passion as a teacher will get me through and I will learn the technical skills along the way via professional development.

Eventhough it is rather daunting, because I don't see myself at all knowledgeable about information literacy, I will continue on my information literacy journey and establish my own ETL401 learning priorities. At the top of this list is doing the essential readings and gathering information for assignment 1!

Inspired by our kids

Recently, I have been inspired by my 8 year old son, Liam. This year, his school librarian has introduce their class to the Premiers Reading challenge. See link www.education.vic.gov.au/prc/


He had already read the 15 books which is the required amount needed at the end of September 2011. He has really got into reading, perhaps it is an accumulation of our weekly visits to the local library, or perhaps the bug has just bitten him! I believe this is a definite role of the TL to inspire and motivate children to read.

The journey has begun.

I am very excited at starting this Teacher Librarianship at Charles Sturt University but my only real contact with librarians has been to check my books out or to ask where a particular book is! In 1998, I relieved for a TL who went on long service leave for a term, here I read the children a book, helped them borrow a book and generally just kept the library running. I have a real passion for children's literature, teaching literary and engaging children in learning. I know this course is going to be a huge learning curve for me and I look forward to discovering the role of the Teacher Librarian, to gain knowledge and pass these processes onto our students.

My original training has been in primary teaching but the majority of my teaching has been in Environmental and Outdoor Education. In this field the major learning component is experiential based. Personally it has been fantastic to watch and facilitate students through these new experiences and life skills.