I think Wikis are very exciting. I am excited that I finally have a good reason to create one (not having done any full time teaching yet for various reasons). I only hope that I get to use it, or one like it, one day.
In the future I would like to use a Wiki for:
+ Online collaboration and communication between class members, teacher and TL
+ Sharing resources - resources chosen by TL, as well as a way for students and teachers to share resources.
+ Easy access to learning support, e.g. information literacy process, strategies for finding resources, suggestions for search phrases
+ Sharing library news, including arrivals of new books
+ Various strategies to encourage a love of reading, including book reviews and book clubs where student participation is key.
Just a few things to start me off - I am sure it would end up with more than that.
The potential for students to learn whilst participating is exciting - don't you think?
Tuesday, September 28, 2010
Web 2.0
Finally I have gotten to a point where I have learned what Web 2.0 is. All this time I have been wondering but have felt too pushed for time to go out of my way to look it up. Now it appears, in the last Module (which I should have read weeks ago...). I feel very silly.
This now my interpretation of Web 2.0: it is the term used to describe a new generation of Internet technology where communication can go both ways rather than being static, just informing the audience. Web 2.0 is interactive. It has been extended to encompass other new things such as podcasts, but primarily concerns things such as blogs, wikis and social networking sites (Facebook, Twitter, MySpace), where the user is able to communicate with others, and these others are able to communicate back.
Some of the questions from module 8:
What do you think are the key aspects of Web 2.0 that are likely to impact on education in today’s schools?
+ Classes will be able to collaborate using technology
+ Students are more likely to be engaged, particularly as they will feel that the learning related to their lives, where technology plays a big part
+ Things such as blogs and wikis are already having an impact on education, where teachers are confident enough to work with them - hopefully in the future, all teachers will work on their confidence and give these things a go as they realise the important role they are likely to play in students' lives.
What are the opportunities here for teacher librarians?
Teacher librarians can take on leadership roles in the Web 2.0 environment, showing themselves to be leaders in technology as well as information. They can show teachers in particular how these relatively new technologies can be used to enhance learning, and increase information literacy skills. Not only should they show teachers and students, but support them in extending their own knowledge and abilities in this area.
Can teacher librarians afford to ignore Web 2.0 tools?
No.
If TLs do not step forward and embrace new technologies and different ways to gain access to information, and to share information, then they will be left behind. Already there are whispers of questions about the need for teacher librarians in this digital age - this is the opportunity for TLs to show everyone that not only are they still important, but that they are essential aspects in the steps towards using digital information. That they are willing and able to embrace new things, and to help the rest of the school community to do so as well.
This now my interpretation of Web 2.0: it is the term used to describe a new generation of Internet technology where communication can go both ways rather than being static, just informing the audience. Web 2.0 is interactive. It has been extended to encompass other new things such as podcasts, but primarily concerns things such as blogs, wikis and social networking sites (Facebook, Twitter, MySpace), where the user is able to communicate with others, and these others are able to communicate back.
Some of the questions from module 8:
What do you think are the key aspects of Web 2.0 that are likely to impact on education in today’s schools?
+ Classes will be able to collaborate using technology
+ Students are more likely to be engaged, particularly as they will feel that the learning related to their lives, where technology plays a big part
+ Things such as blogs and wikis are already having an impact on education, where teachers are confident enough to work with them - hopefully in the future, all teachers will work on their confidence and give these things a go as they realise the important role they are likely to play in students' lives.
What are the opportunities here for teacher librarians?
Teacher librarians can take on leadership roles in the Web 2.0 environment, showing themselves to be leaders in technology as well as information. They can show teachers in particular how these relatively new technologies can be used to enhance learning, and increase information literacy skills. Not only should they show teachers and students, but support them in extending their own knowledge and abilities in this area.
Can teacher librarians afford to ignore Web 2.0 tools?
No.
If TLs do not step forward and embrace new technologies and different ways to gain access to information, and to share information, then they will be left behind. Already there are whispers of questions about the need for teacher librarians in this digital age - this is the opportunity for TLs to show everyone that not only are they still important, but that they are essential aspects in the steps towards using digital information. That they are willing and able to embrace new things, and to help the rest of the school community to do so as well.
Pay attention
Another of those wonderful snippets that encourage the use of technology in schools; that reminds teachers to pay attention to the needs of their students - future needs as well as current needs.
http://www.youtube.com/watch?v=aEFKfXiCbLw&feature=player_embedded
Found on Judy's Web 2.0 notes: http://judyoconnell.wordpress.com/
http://www.youtube.com/watch?v=aEFKfXiCbLw&feature=player_embedded
Found on Judy's Web 2.0 notes: http://judyoconnell.wordpress.com/
Monday, September 27, 2010
4 benefits of a school library website
+ Regular communication with the school community
+ It shows that the school and the TL are aware of the important role that technology plays in today's society, increasing the school community's (including parents') confidence in the capability of the school to cater for the students' needs
+ Student learning is supported, with access to resources and learning support potentially provided on the website giving access even when they are not in the library itself
+ Financial gain/savings: The website is a cost effective, time efficient way to deal with many things that would otherwise take up a lot of the teacher librarian's time - this way students, teachers and parents are supported and are able to appreciate the expertise and helpfulness of the TL without necessarily taking up his or her time in person.
+ It shows that the school and the TL are aware of the important role that technology plays in today's society, increasing the school community's (including parents') confidence in the capability of the school to cater for the students' needs
+ Student learning is supported, with access to resources and learning support potentially provided on the website giving access even when they are not in the library itself
+ Financial gain/savings: The website is a cost effective, time efficient way to deal with many things that would otherwise take up a lot of the teacher librarian's time - this way students, teachers and parents are supported and are able to appreciate the expertise and helpfulness of the TL without necessarily taking up his or her time in person.
Digital reference interview
I like the idea of students having the ability to ask their TL questions via the network or Internet. I forsee that there would be challenges:
- Less opportunity for a reference interview (tying in with the next point): the TL is less likely to be able to narrow down the search criteria by asking the student (or maybe teacher) questions, unless they either send messages back and forth, or ask them to come to the library (defeating the purpose of the digital format to begin with).
- Time constraints: typed responses have a tendancy to take longer than verbal ones (in my experience anyway), particularly if questions need to be asked. Also, if the questions are not clear, time can be wasted looking for incorrect/unhelpful information. Not to mention the many (time wasting) distractions a computer holds at the best of times.
- Response time: It is not likely that the TL will be able to reply instantly - and when does a student ask a question that they do not want an instant answer to? Students are likely to get impatient and seek their own answers, leaving the TL wondering if there is a need to answer it after all.
Despite these things, I think the concept is viable. If the TL makes it clear that queries may not be answered straight away, and if this is important they should come straight to the library or talk to their teacher, then students should only use it in the right situation and most questions will still require a response. That is something the TL would have to play by ear. These days, when technology is such a natural thing to turn to, I think it is going to be important for TLs to be able to help student via ICT, whilst still promoting the importance of face to face contact.
- Less opportunity for a reference interview (tying in with the next point): the TL is less likely to be able to narrow down the search criteria by asking the student (or maybe teacher) questions, unless they either send messages back and forth, or ask them to come to the library (defeating the purpose of the digital format to begin with).
- Time constraints: typed responses have a tendancy to take longer than verbal ones (in my experience anyway), particularly if questions need to be asked. Also, if the questions are not clear, time can be wasted looking for incorrect/unhelpful information. Not to mention the many (time wasting) distractions a computer holds at the best of times.
- Response time: It is not likely that the TL will be able to reply instantly - and when does a student ask a question that they do not want an instant answer to? Students are likely to get impatient and seek their own answers, leaving the TL wondering if there is a need to answer it after all.
Despite these things, I think the concept is viable. If the TL makes it clear that queries may not be answered straight away, and if this is important they should come straight to the library or talk to their teacher, then students should only use it in the right situation and most questions will still require a response. That is something the TL would have to play by ear. These days, when technology is such a natural thing to turn to, I think it is going to be important for TLs to be able to help student via ICT, whilst still promoting the importance of face to face contact.
Sunday, September 26, 2010
Kluegel, K and Ross, C. (2003) The reference interview. Reference & User Services Quarterly, Fall 2003, 43(1), p37-43. (Available via EBSCOhost database in CSU Library)
Reference Interview: The librarian teases out useful information about what the user is looking for by asking them constructive questions.
In hindsight, this description does not indicate the collaboration involved... Or what they then do with the information they obtain...
I found it interesting the importance of following through with each 'user' ensuring they found information that was helpful rather than just pointing them in the right direction. I also found interesting the point made of the importance of showing them how you go about finding that information so they are potentially able to do it themselves in the future.
I liked the description of a librarian as an 'intermediary' between users and information, and how the article highlighted the importance of our role.
Reference Interview: The librarian teases out useful information about what the user is looking for by asking them constructive questions.
In hindsight, this description does not indicate the collaboration involved... Or what they then do with the information they obtain...
I found it interesting the importance of following through with each 'user' ensuring they found information that was helpful rather than just pointing them in the right direction. I also found interesting the point made of the importance of showing them how you go about finding that information so they are potentially able to do it themselves in the future.
I liked the description of a librarian as an 'intermediary' between users and information, and how the article highlighted the importance of our role.
Saturday, September 25, 2010
Be prepared...
As we said when we were girl guides. Though now I ask you to be prepared for an onslaught of seemingly random thoughts and ideas, as I rapidly progress through my readings in order to rapidly progess through my assignments.
Firstly focussing on 'Information Environment', with that assignment being due... very soon...
Three key factors I think a primary school teacher librarian would need to take into account before providing an information service to teachers:
- How the teachers would like that information provided - with busy schedules, it's going to be important that teachers feel that they are being helped, not just having more of their time consumed. What actions will make teachers feel that the TL is saving them time by providing them with information? What can the TL say to make this clear?
- What information teachers want - It is important that as professionals we continue to expand our knowledge of our field; as such, things like professional journals and new information on teaching/learning are important, but once again these can be time consuming. The TL needs to find out which information is important to which teachers, and to inform them appropriately as they find articles/information, rather than just throwing whatever they find at everyone.
- The TL would particularly need to take into account the attitudes of the teachers - how they percieve the role of the TL. They may need to clarify their position and capabilities to the teachers as a whole, and to outline just what they can do to help them. If the role that they wish to play is not clear, this could end up with frustration in both camps: The TL frustrated that the teachers do not seem to respect them in their role and are not making the most of such a great resource, the teachers feeling that the TL is not available as a resource as they have not made their commitment clear and have not clarified what they can do to help.
Firstly focussing on 'Information Environment', with that assignment being due... very soon...
Three key factors I think a primary school teacher librarian would need to take into account before providing an information service to teachers:
- How the teachers would like that information provided - with busy schedules, it's going to be important that teachers feel that they are being helped, not just having more of their time consumed. What actions will make teachers feel that the TL is saving them time by providing them with information? What can the TL say to make this clear?
- What information teachers want - It is important that as professionals we continue to expand our knowledge of our field; as such, things like professional journals and new information on teaching/learning are important, but once again these can be time consuming. The TL needs to find out which information is important to which teachers, and to inform them appropriately as they find articles/information, rather than just throwing whatever they find at everyone.
- The TL would particularly need to take into account the attitudes of the teachers - how they percieve the role of the TL. They may need to clarify their position and capabilities to the teachers as a whole, and to outline just what they can do to help them. If the role that they wish to play is not clear, this could end up with frustration in both camps: The TL frustrated that the teachers do not seem to respect them in their role and are not making the most of such a great resource, the teachers feeling that the TL is not available as a resource as they have not made their commitment clear and have not clarified what they can do to help.
Thursday, September 23, 2010
Back from who knows where...
You may wonder where I have been (though likely not, as I doubt anyone is following my blog with real interest at this stage... for interests sake I have decided to imagine an audience - hopefully this will help my writing to become more interesting). To be honest, I'm not entirely sure what my journey has been these last few weeks. After the chaos of the last assignments, combined and shortly followed by the challenges of moving house, I think my mind retreated into its own little bubble, only dealing with things that were immediate and obvious. I created a mind map to gather my own thoughts. It helped (though was it worth the time spent on it...?).
Now I am starting to read the things my lecturers have suggested and I am realising once again there is so much that I do not know! So many terms that I do not know the meaning of. And where is the time to find out about them all? With a new routine in mind, and a new mindset and motivation, I am hoping to get on top of these things in the next few weeks - to get my assignments completed, and then to spend some of my spare time investigating the things that are bugging me now if my questions have not been answered during the assignment completion phase. I will record questions as I come up with them, then when I get a chance, I will find the answers. If I feel that they are interesting or important, I may even share them with you, so be prepared.
I had better begin...
Now I am starting to read the things my lecturers have suggested and I am realising once again there is so much that I do not know! So many terms that I do not know the meaning of. And where is the time to find out about them all? With a new routine in mind, and a new mindset and motivation, I am hoping to get on top of these things in the next few weeks - to get my assignments completed, and then to spend some of my spare time investigating the things that are bugging me now if my questions have not been answered during the assignment completion phase. I will record questions as I come up with them, then when I get a chance, I will find the answers. If I feel that they are interesting or important, I may even share them with you, so be prepared.
I had better begin...
Saturday, August 28, 2010
Fantastic website
www.arkive.org
I am working hard on my assignments still, extension and all, but had to share this website - it is amazing, and you realise just how amazing it is when you watch the promotional video. You also realise that is has great potential as an educational tool. I look forward to using it in the classroom, or helping/encouraging others to use it. It has received a positive evaluation from me for my ETL501 assignment.
Wednesday, August 18, 2010
Tuesday, August 17, 2010
Search strategies
Apparently I have a lot to learn about search engines and strategies to use with them. I have to admit I'm a Google user, and don't know enough about alternatives and their advantages at this stage to get the best search results. The strategies I use to search for things using a search engine are also limited.
Herring suggests this is something that teacher librarians need to constantly work on, and that we need to research and read reviews on different search engines on a regular basis. He makes a good point - as an information specialist, we should be more than competent at searching for information, and should be able to support teachers and students in doing so. How can we be the people they turn to for help if we do not know much ourselves in this area?
Herring suggests this is something that teacher librarians need to constantly work on, and that we need to research and read reviews on different search engines on a regular basis. He makes a good point - as an information specialist, we should be more than competent at searching for information, and should be able to support teachers and students in doing so. How can we be the people they turn to for help if we do not know much ourselves in this area?
Wikipedia
There has been some really interesting points made on the ETL501 forum about Wikipedia.
Personally, I support the use of Wikipedia - I would be a hypocrite if I did not. I refer to it on a regular basis if I need to quickly find out a piece of information. I do not however support its use as the sole source of information when it comes to important matters - and I think it should always be used with a degree of caution, and the awareness that it may not be correct. I believe teachers should have expectations of their students that Wikipedia can be used as a starting point, but multiple references are needed to support a fact or argument.
On the forum Chenelle suggested discussing Wikipedia with students carefully, looking at the following web page: 'Wikipedia: Researching with Wikipedia'. She also suggested the creation of a wiki as a class, so that students become aware of just how easy it is for people to change the information - I think these are both great ideas. Glad she is in my group for ETL504!
ETL501 Making a start
Finally making a proper start on this subject! The week my assignment is due. Once again I have focused on one subject (and that not very well).
In the forum, Bloom's taxonomy and Gardner's multiple intelligences have been linked and students have suggested combining them together in a table format for a variety of learning activities to suit students. Many had not seen this before and were surprised by it. It made me realise just how clever and on the ball my friend Amy was in third year uni - she created one of those tables for one of our group assignments. I think it is a wonderful way to cater for different learning styles and to take Bloom's taxonomy into account so that there is a focus on cognitive objectives as well as knowledge gain.
Jenna suggested this website as a good resource on the forum - I think it is definitely a good start, though you may wish to come up with your own activities as Amy did all those years ago... well, three.
Multiple Intelligences and Bloom's Taxonomy Grids
Sunday, August 15, 2010
Pending assignment doom
Once again things are looking grim. Once again the lesson I am learning is to be more organised, have more self-discipline, and to keep on top of my studies early instead of leaving things until the last minute and then going into panic mode. Problem is, I don't seem to actually learn these lessons, as I find myself repeating the same mistakes. My intentions are good, but I don't seem to be able to implement them properly. We can always hope for next time I suppose. Well, plan for next time!
I have done a bit of reading this week, starting to get a more well rounded understanding of the things we are learning about in ETL504 TL as Leader. I just worked on the PowerPoint for a while, and can see myself getting that done tomorrow. Problem is I also need to get part B of that assignment, as well as ALL my readings for ETL501 Information Environment done and Assigment 1 for that subject completed - all by Friday morning (when I'm going away to return Monday morning...). Four days (minus SES meeting, and tutoring including planning). It's times like this I am glad I do not have a full time job and have a supportive boyfriend who is willing to support me at these times - encourages me to focus on my studies and not worry about work if I need extra time for assignments.
Off topic... Okay, I will get a good night's sleep, get up early tomorrow and knuckle down all day. I will also blog about the things I have been learning in my readings tomorrow, about being a leader and working in teams.
I have done a bit of reading this week, starting to get a more well rounded understanding of the things we are learning about in ETL504 TL as Leader. I just worked on the PowerPoint for a while, and can see myself getting that done tomorrow. Problem is I also need to get part B of that assignment, as well as ALL my readings for ETL501 Information Environment done and Assigment 1 for that subject completed - all by Friday morning (when I'm going away to return Monday morning...). Four days (minus SES meeting, and tutoring including planning). It's times like this I am glad I do not have a full time job and have a supportive boyfriend who is willing to support me at these times - encourages me to focus on my studies and not worry about work if I need extra time for assignments.
Off topic... Okay, I will get a good night's sleep, get up early tomorrow and knuckle down all day. I will also blog about the things I have been learning in my readings tomorrow, about being a leader and working in teams.
Thursday, August 5, 2010
Hugo Cabret
I just found out they are making the Invention of Hugo Cabret into a movie - and Jude Law is in it! Something to look forward to...
Lessons From Geese
Lessons From Geese
This clip was shared in the forum, and I find it a great analogy for how we should work in teams, and what leadership should be about. Thank you Maria for sharing this one and giving us something to read/watch that made us smile :)
The differences between Bennett and Tribus
For me, the Tribus reading was when I started to get a handle on things. I was one of the (possibly many) students who found the Bennet reading really heavy going - I found it really difficult to stay focussed on what he was saying, and therefore did not comprehend some of it, and did not retain much of it at all. I just so happened to try to read it when I was stuck in a car for 24 hours - what an opportunity to get lots of reading done! And because it was such a challenge, that opportunity was wasted (I mostly read my novel instead!).
The things that did stick out for me in the Bennet reading (my interpretation of them):
- p100: Process is as important as product (this is also highlighted in the Tribus reading as principle #3), interdependence within an organisation and how this can change (in a school, we can and should rely on each other and can get support and ideas from the staff around us), interdependence between organisations (Bennett highlighted this as meaning schools are restricted with what they can do, but perhaps it can also be interpreted as meaning that schools can and should communicate with each other for positive ideas and change).
- p106: Every person has the opportunity to have some kind of influence, how they use this opportunity is an important factor in what the working environment will be like.
- pp109-110: Hegemony and discipline. Hegemony comes about with 'coercion and consent', taking account of what is wanted and compromising whilst still ultimately leading towards the original aim. Discipline (I found that this was not as clearly defined) controls how individuals think as well as how they act (p110). It is obvious who is in charge and making decisions, individuals are not made to feel that they are having an impact on the decision as they are with hegemony.
- pp114-115: Deployment of power: Overt - direct/provisional, positive/negative; Covert - positive/negative.
It was a lot of hard work to drag those concepts out of the Bennett reading. Tribus on the other hand was more reader friendly I felt. The four principles that Tribus oulined and elaborated on did not take a huge effort when it came to applying them to education - I could see the relevance to the role of the TL and so was engaged in the reading.
My interpretation of the principles:
#1 The manager works ON the system trying to improve it continuously with help from the people IN it.
#2 Put quality first - think about how to solve all problems with quality.
#3 Put your attention on the process to improve the product.
#4 Set goals for the whole system, rather than for the individual.
I like these principles and can see how they would help a school to run as an effective organisation. Anyone in a leadership position could use these to ensure their leadership is effective, whether the principal as an obvious leader, or the TL leading from the middle. Communication would be an essential given as overall goals are set for everyone to work towards.
Bennett focuses on what leadership can look like, Tribus describes what he thinks it should look like. Bennet looks at organisations in general, Tribus focuses on schools. Bennet used bigger words and more complex structure in his language and made me feel inadequate, Tribus made me feel capable...
Now to get some more reading done.
The things that did stick out for me in the Bennet reading (my interpretation of them):
- p100: Process is as important as product (this is also highlighted in the Tribus reading as principle #3), interdependence within an organisation and how this can change (in a school, we can and should rely on each other and can get support and ideas from the staff around us), interdependence between organisations (Bennett highlighted this as meaning schools are restricted with what they can do, but perhaps it can also be interpreted as meaning that schools can and should communicate with each other for positive ideas and change).
- p106: Every person has the opportunity to have some kind of influence, how they use this opportunity is an important factor in what the working environment will be like.
- pp109-110: Hegemony and discipline. Hegemony comes about with 'coercion and consent', taking account of what is wanted and compromising whilst still ultimately leading towards the original aim. Discipline (I found that this was not as clearly defined) controls how individuals think as well as how they act (p110). It is obvious who is in charge and making decisions, individuals are not made to feel that they are having an impact on the decision as they are with hegemony.
- pp114-115: Deployment of power: Overt - direct/provisional, positive/negative; Covert - positive/negative.
It was a lot of hard work to drag those concepts out of the Bennett reading. Tribus on the other hand was more reader friendly I felt. The four principles that Tribus oulined and elaborated on did not take a huge effort when it came to applying them to education - I could see the relevance to the role of the TL and so was engaged in the reading.
My interpretation of the principles:
#1 The manager works ON the system trying to improve it continuously with help from the people IN it.
#2 Put quality first - think about how to solve all problems with quality.
#3 Put your attention on the process to improve the product.
#4 Set goals for the whole system, rather than for the individual.
I like these principles and can see how they would help a school to run as an effective organisation. Anyone in a leadership position could use these to ensure their leadership is effective, whether the principal as an obvious leader, or the TL leading from the middle. Communication would be an essential given as overall goals are set for everyone to work towards.
Bennett focuses on what leadership can look like, Tribus describes what he thinks it should look like. Bennet looks at organisations in general, Tribus focuses on schools. Bennet used bigger words and more complex structure in his language and made me feel inadequate, Tribus made me feel capable...
Now to get some more reading done.
Wednesday, July 21, 2010
Working with a group
For our first ETL504 assignment we have to work in a group to create a PowerPoint presentation. Already my group is starting to email and chat and to discuss ideas. I think we will be able to work well together, and I am looking forward to completing this assignment as a team.
Will keep you posted on how it all goes...
Will keep you posted on how it all goes...
Friday, July 16, 2010
A new semester
It is the beginning of my second semester of my Masters degree. I have made rosy plans to be much more organised this time around, to stay on top of my studies to ensure that I do not get as overwhelmed as I did last semester. I passed my subjects, and am even proud of my results to a degree, but I know I can do better than that and intend to put in more effort this time around and to prioritise more effectively.
The first step has been taken on schedule - I am getting organised and doing the things that are suggested on on the subject schedules, and in the week that they suggest them. This is hopefully a sign of good things to come!
I am looking forward to actually making time to figure out how to make my blog more attractive this time around; I am looking forward to using it as my learning journal, to keep track of what I am learning and to sort out my thoughts when things get complicated.
Best wishes to all the students out there getting ready to knuckle down once again!
The first step has been taken on schedule - I am getting organised and doing the things that are suggested on on the subject schedules, and in the week that they suggest them. This is hopefully a sign of good things to come!
I am looking forward to actually making time to figure out how to make my blog more attractive this time around; I am looking forward to using it as my learning journal, to keep track of what I am learning and to sort out my thoughts when things get complicated.
Best wishes to all the students out there getting ready to knuckle down once again!
Wednesday, May 26, 2010
Critical Synthesis
Part C – A critical synthesis of my reflection
As a child imagining myself as one day becoming a librarian, I had a very limited view of what this would involve (see blog post, ‘Then and now’, http://tlinthemaking.blogspot.com/2010/03/then-and-now.html). My observations as a student and as a casual teacher had given me some ideas about what a great teacher librarian looked like, and how empty a school felt without one. I had observed a teacher librarian (who was respected though she was still obtaining her Masters degree) who I had perceived as being great at her profession. I noticed the care she took to cater for student needs, and that she put effort into compiling digital resources on the school’s network, so was already becoming aware of the multiplicity of roles a teacher librarian can take on before I began studying – little did I know, I still had so much to learn.
Towards the beginning of the course I began to notice a shift in my thinking – I was beginning to think like a teacher librarian (see blog post, ‘Starting to think like a teacher librarian’, http://tlinthemaking.blogspot.com/2010/03/starting-to-think-like-teacher.html). I began thinking about the roles that I would play, what people’s perceptions of teacher librarians are, and what kinds of work environments I might end up working in. I found myself reading newspaper and journal articles, such as the article by Riley (2010) and wondering ‘what will this mean for me as a teacher librarian?’
One thing that helped that thinking to change was my increase in knowledge as I read through the modules of my subjects. I found that there were quite a few important concepts that I did not have knowledge or understanding of, even though I only graduated with my teaching degree at the end of 2008. I had not heard the term ‘information literacy’, let alone ‘information literate school community’. Not only do I now understand what these terms mean, but that information literacy is vitally important for our students. I understand that there are many things I will be able to do to create and extend students’ information literacy as a teacher librarian, such as scaffolding them as they learn the information process, giving them opportunities to conduct their own research, and collaborating with teachers to plan resource based learning (RBL) units. RBL was another concept I had not heard of before studying this subject. I knew about integrated and inquiry based units from my university studies, but learned from this subject that these can and should incorporate resource based learning, where the teacher and the teacher librarian collaborate and students are able to access resources that suit their learning style and ability. My learning about this concept can be clearly seen in the Module 1 forum (Thomas, 2010), where I profess confusion about what RBL is – I am able to say that I have a greater understanding two posts later, stating how reading Module 3, particularly the Campbell, Flageolle, Griffith & Wojcik reading (2002), helped me.
Reading what others wrote in the forums also helped to change my view of the role of the teacher librarian. An example of this, and of a major point of my learning journey, was the post by Graham Bebington (2010) about ‘evidence-based research’. My response to his post shows the impact it had on me – I now understand the importance of collecting evidence to show that the role I am playing is an important one, for job security, job satisfaction, and respect from colleagues.
Another learning tool which has shaped my learning journey has been the assignment – completing assignments has not only consolidated the learning from reading the coursework, and improved my referencing skills, but has created moments of deep learning in itself. In completing Assignment 1, I became aware of many of the obstacles in the way of information literacy in a school I know. I realised what potential challenges I face, and was able to think of ways I might combat them. This increased my confidence in my ability to be a leader in this area in the future if it is needed – I can encourage the school community to understand the importance of information literacy, and I can encourage classroom teachers to collaborate with me as teacher librarian to support student learning – these are things I would not have thought about doing before starting this subject. The second assignment allowed me to analyse information skills models, and to think about how I will apply them in the future. It also cemented in my mind the image of the teacher librarian I wish to be by asking me to evaluate the standards of professional excellence for teacher librarians (ALIA/ASLA, 2004) – I wish to be a professional who refers to these standards on a regular basis and strives to achieve them, with student learning at the heart of all I do as a teacher librarian.
I no longer just imagine myself in a lovely big room with books (though this is still an appealing part of being a teacher librarian), helping people to find them. I imagine myself making a difference to student learning, as well as to their passion for the written word. I have always known that my passion for sharing my love for reading had the potential to make a difference to the attitudes of children – now I understand it is through my actions as well as my attitude that I will show my passion, and help to pass it on. I understand that being a teacher librarian is being a professional, with many roles to play – even more than is suggested by the title itself.
References:
ALIA /ASLA (Australian Library & Information Association and Australian School Library Association). (2004). Standards of professional excellence for teacher librarians. Retrieved May 23, 2010, from http://www.asla.org.au/policy/standards.htm
Bebington, G. (2010, March 10). Re: evidence-based research. Message posted to ETL401 Module 2 sub-forum.
Campbell, L., Flageolle, P., Griffith, S., and Wojcik, C. (2002). Resource-based learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Riley, K. (2010, March 8). Why take the teacher out of the librarian? In Education: journal of the N.S.W. Public School Teachers Federation 91(3), p19.
Thomas, J. (2010, March 19). Is it a question of terminology? Message posted to ETL401 Module 1 sub-forum.
As a child imagining myself as one day becoming a librarian, I had a very limited view of what this would involve (see blog post, ‘Then and now’, http://tlinthemaking.blogspot.com/2010/03/then-and-now.html). My observations as a student and as a casual teacher had given me some ideas about what a great teacher librarian looked like, and how empty a school felt without one. I had observed a teacher librarian (who was respected though she was still obtaining her Masters degree) who I had perceived as being great at her profession. I noticed the care she took to cater for student needs, and that she put effort into compiling digital resources on the school’s network, so was already becoming aware of the multiplicity of roles a teacher librarian can take on before I began studying – little did I know, I still had so much to learn.
Towards the beginning of the course I began to notice a shift in my thinking – I was beginning to think like a teacher librarian (see blog post, ‘Starting to think like a teacher librarian’, http://tlinthemaking.blogspot.com/2010/03/starting-to-think-like-teacher.html). I began thinking about the roles that I would play, what people’s perceptions of teacher librarians are, and what kinds of work environments I might end up working in. I found myself reading newspaper and journal articles, such as the article by Riley (2010) and wondering ‘what will this mean for me as a teacher librarian?’
One thing that helped that thinking to change was my increase in knowledge as I read through the modules of my subjects. I found that there were quite a few important concepts that I did not have knowledge or understanding of, even though I only graduated with my teaching degree at the end of 2008. I had not heard the term ‘information literacy’, let alone ‘information literate school community’. Not only do I now understand what these terms mean, but that information literacy is vitally important for our students. I understand that there are many things I will be able to do to create and extend students’ information literacy as a teacher librarian, such as scaffolding them as they learn the information process, giving them opportunities to conduct their own research, and collaborating with teachers to plan resource based learning (RBL) units. RBL was another concept I had not heard of before studying this subject. I knew about integrated and inquiry based units from my university studies, but learned from this subject that these can and should incorporate resource based learning, where the teacher and the teacher librarian collaborate and students are able to access resources that suit their learning style and ability. My learning about this concept can be clearly seen in the Module 1 forum (Thomas, 2010), where I profess confusion about what RBL is – I am able to say that I have a greater understanding two posts later, stating how reading Module 3, particularly the Campbell, Flageolle, Griffith & Wojcik reading (2002), helped me.
Reading what others wrote in the forums also helped to change my view of the role of the teacher librarian. An example of this, and of a major point of my learning journey, was the post by Graham Bebington (2010) about ‘evidence-based research’. My response to his post shows the impact it had on me – I now understand the importance of collecting evidence to show that the role I am playing is an important one, for job security, job satisfaction, and respect from colleagues.
Another learning tool which has shaped my learning journey has been the assignment – completing assignments has not only consolidated the learning from reading the coursework, and improved my referencing skills, but has created moments of deep learning in itself. In completing Assignment 1, I became aware of many of the obstacles in the way of information literacy in a school I know. I realised what potential challenges I face, and was able to think of ways I might combat them. This increased my confidence in my ability to be a leader in this area in the future if it is needed – I can encourage the school community to understand the importance of information literacy, and I can encourage classroom teachers to collaborate with me as teacher librarian to support student learning – these are things I would not have thought about doing before starting this subject. The second assignment allowed me to analyse information skills models, and to think about how I will apply them in the future. It also cemented in my mind the image of the teacher librarian I wish to be by asking me to evaluate the standards of professional excellence for teacher librarians (ALIA/ASLA, 2004) – I wish to be a professional who refers to these standards on a regular basis and strives to achieve them, with student learning at the heart of all I do as a teacher librarian.
I no longer just imagine myself in a lovely big room with books (though this is still an appealing part of being a teacher librarian), helping people to find them. I imagine myself making a difference to student learning, as well as to their passion for the written word. I have always known that my passion for sharing my love for reading had the potential to make a difference to the attitudes of children – now I understand it is through my actions as well as my attitude that I will show my passion, and help to pass it on. I understand that being a teacher librarian is being a professional, with many roles to play – even more than is suggested by the title itself.
References:
ALIA /ASLA (Australian Library & Information Association and Australian School Library Association). (2004). Standards of professional excellence for teacher librarians. Retrieved May 23, 2010, from http://www.asla.org.au/policy/standards.htm
Bebington, G. (2010, March 10). Re: evidence-based research. Message posted to ETL401 Module 2 sub-forum.
Campbell, L., Flageolle, P., Griffith, S., and Wojcik, C. (2002). Resource-based learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Riley, K. (2010, March 8). Why take the teacher out of the librarian? In Education: journal of the N.S.W. Public School Teachers Federation 91(3), p19.
Thomas, J. (2010, March 19). Is it a question of terminology? Message posted to ETL401 Module 1 sub-forum.
Tuesday, May 25, 2010
Presentation
I wish I'd managed to find time to make this blog more aesthetically pleasing. I guess I will have some more time soon!
Wednesday, May 19, 2010
ETL503 Assignment 2
I have finished assignment 2 for ETL503. I feel like I put a lot of effort into it, but that perhaps I could have put more in. It has left me exhausted though. Well something has. Perhaps it's the weather. Perhaps there is something wrong with me. I just do not feel like doing anything. I feel weak and like curling up and reading a book. I now have another entire assignment to write in less than a week so I really hope I can get myself into gear soon...
I am really unsure as to how I went with the assignment. I know I was way over the word limit (and perhaps less worried about that fact than I should have been...). I do not feel confident that I completely understood what was expected of me. I think the task was one that required a lot of interpretation, I just hope I interpreted it how the person who is going to mark it will interpret it...! I was more careful this time to pay attention to what the outline was asking for, to ensure that I covered all the elements of the assessment.
I found it really challenging to start with a document and to change it. It was hard to know how much work you had to go, and it was difficult to decide what to change, what to delete and what to leave at times. I feel that perhaps I went around it the wrong way and should have clearly outlined what I wanted in the document for myself before adjusting the policy I was given to work with, rather that starting with that policy itself. To do this ideally though I would have needed to give myself more time. I really hope that I can stick to my intentions next semester and keep on top of the coursework so that I am prepared when assignment times come around...
Anyway I had better get stuck into this next assignment, lots to do! I hope the motivation and energy levels increase as I go...
I am really unsure as to how I went with the assignment. I know I was way over the word limit (and perhaps less worried about that fact than I should have been...). I do not feel confident that I completely understood what was expected of me. I think the task was one that required a lot of interpretation, I just hope I interpreted it how the person who is going to mark it will interpret it...! I was more careful this time to pay attention to what the outline was asking for, to ensure that I covered all the elements of the assessment.
I found it really challenging to start with a document and to change it. It was hard to know how much work you had to go, and it was difficult to decide what to change, what to delete and what to leave at times. I feel that perhaps I went around it the wrong way and should have clearly outlined what I wanted in the document for myself before adjusting the policy I was given to work with, rather that starting with that policy itself. To do this ideally though I would have needed to give myself more time. I really hope that I can stick to my intentions next semester and keep on top of the coursework so that I am prepared when assignment times come around...
Anyway I had better get stuck into this next assignment, lots to do! I hope the motivation and energy levels increase as I go...
Wednesday, May 12, 2010
Learning all the time.
In the middle of my first assignment. Well, I don't think actually that I am even halfway yet which is concerning but that's a different matter... I just wanted to comment on something that I had learned whilst working away.
Just now I have been learning about the importance of keeping resources in a centralised area so that everyone has access to them and it is known where they are. The school that I am looking at for my ETL503 assignment has teacher resources and especially digital resources all over the place and they are not looked after by the TL - I think the school should have invested long ago into making sure someone was keeping track of them and everyone was able to find what they need when they need it. I think in the long term that would have saved them money, and it definitely would have made a difference to teacher morale, and student learning experiences.
Now for someone to collect everything and start a centralised collection it is going to be a huge task... and I need to write how they should go about it in my collection policy? I'd better get back to work.... so much to do.
Just now I have been learning about the importance of keeping resources in a centralised area so that everyone has access to them and it is known where they are. The school that I am looking at for my ETL503 assignment has teacher resources and especially digital resources all over the place and they are not looked after by the TL - I think the school should have invested long ago into making sure someone was keeping track of them and everyone was able to find what they need when they need it. I think in the long term that would have saved them money, and it definitely would have made a difference to teacher morale, and student learning experiences.
Now for someone to collect everything and start a centralised collection it is going to be a huge task... and I need to write how they should go about it in my collection policy? I'd better get back to work.... so much to do.
Monday, May 3, 2010
ETL401 Topic 4: The Information Search Process
Today I learned that there are a myriad of outlines existing to provide teachers, TLs and students with a structured process to follow when information is needed for something. Another student suggested in the forum that the best approach would be to look at various existing outlines and formulate your own, suited to your school as a whole, or individual classes and students. I agree with this in theory, but in practice I think that it would not always be necessary - some existing processes might suit the school or students perfectly without adjustment - why spend time and effort creating a new one if there is an appropriate one already, and probably presented in an easy to follow way?
Perhaps this idea could be adjusted - maybe rather than creating a new process no matter what, students and staff can be asked to look at the processes and decide which one suits them, and adjust it if they think that is necessary. Then a focus on assessing its effectiveness after using it would be appropriate.
Perhaps this idea could be adjusted - maybe rather than creating a new process no matter what, students and staff can be asked to look at the processes and decide which one suits them, and adjust it if they think that is necessary. Then a focus on assessing its effectiveness after using it would be appropriate.
Hindsight
I am having a 'kick-myself' moment - finally catching up on readings, and realising that if I'd read them at the recommended times I would have had the resources I was looking for when I was doing the assignment! I somehow didn't realise that topic four had exactly what I was looking for...
I am really hoping I can learn from my experience this semester, and attack next semester head on, with gusto, and keep up to date, putting in a reasonably even spread of time and effort so that I do not end up in the situations I have found myself in this semester where I was behind from the start and never caught up.
I am looking forward to next semester now... but perhaps that is just because I want for this semester to be over!
I am really hoping I can learn from my experience this semester, and attack next semester head on, with gusto, and keep up to date, putting in a reasonably even spread of time and effort so that I do not end up in the situations I have found myself in this semester where I was behind from the start and never caught up.
I am looking forward to next semester now... but perhaps that is just because I want for this semester to be over!
Sunday, May 2, 2010
A wall.
I have hit one. A wall that is. I do not feel motivated or excited about my studies at the moment. I wonder if I ever will again. I do not want to sit at my computer (other than to play solitaire and to check emails...). I am overwhelmed by the fact that once again I have fallen behind, and the idea of catching up and completing my assignments in time seems an impossible one. I received my first assignment back, with writing all over it about the things I did wrong and a mark on the front that cut me deeply. I do not see how I will do any better in the next assignment for this subject, and do not feel motivated to complete it as people who actually work in a library, or at least a school, probably do (at least for them it has another important purpose). I am doubting myself, and questioning the wisdom of completing this course - am I going to be able to get a job out of it? Do I want to work in this area? Will I ever find a library that will encourage passion in me and give me the freedom to inspire others like I have dreamed?
Let's just hope I can get through this rough patch and eventually answer all those questions with a resounding YES!
Let's just hope I can get through this rough patch and eventually answer all those questions with a resounding YES!
Sunday, April 18, 2010
What I learned from ETL401 Assignment 1
This assignment put on a nice front, asking for 1000 words less than the ETL503 one. The first 500 words though took a very long time. I actually felt like I had to drag the words out of me when talking about an 'information literate school community' and I am not convinced that the words I dragged out were very good ones.
I feel like the rest of the assignment flowed better, but as usual I am not confident in how I went (this does not mean I will not be disappointed if/when I get a mark that is below average).
In the assignment I discussed the importance of the teacher librarian in the creation of an information literate school community - I can definitely see the role that a TL can play, the potential that role has to make a difference. I can also see though that there are many obstacles in the way of TLs, particularly the one which I looked at in my paper - that of classroom teachers not realising the aforementioned potential of the TL. Perhaps classroom teachers do not realise the importance of information literacy (perhaps I should have mentioned that in my assignment....), but in the school I was looking at they definitely do not collaborate with the TL for resources, and for the units their students are working on. The students are not given library time to acquire resources for the unit they are working on either.
I looked at some solutions for this, including the TL approaching a small number of staff members and getting them to collaborate and use the library more effectively, with the idea that this would catch on with other teachers over the years. I wonder if this would work. I wonder if this would lead to the importance of hte library being raised in people opinions, and therefore more time and money being put into it in the long run - would this lead to a better library over all? I think many teacher librarians are in a situation where they feel overwhelmed by all the obstacles in their way to creating a better library environment and being the TL they have been trained to be and wish to be - but perhaps if as TLs we choose one obstacle to focus on and see where that leads us. Perhaps if we focus on the right things, the library could eventually become the heart of the school, as I believe it should be.
One of the interesting things I got out of this assignment, was understanding the implications of RFF a bit better, and thinking about how much blame can be laid on the RFF itself. Initially the TL I spoke to suggested the fact that she was an RFF teacher as being an obstacle. The more I discussed this (Roy was extremely helpful) and thought about it however, the more I realised that RFF was not necessarily the problem, but people's attitudes towards it. Every teacher has planning time, and at those times another teacher takes his or her class. Just because they are relieving the teacher does not mean they cannot play an important teaching role. Teachers should respect that role, and the TL herself should know inwardly and outwardly that she is playing an important part in the school community and the students' learning. Also, it does not prevent the TL from making some kind of difference to the information literacy of the students - it is still possible to collaborate with teachers, and for students to use at least some of their 'library time' working on their current unit, as I stated in my paper.
Hopefully this assignment will help me to remember in the future that I can play an important role as a TL, and that information literacy is an important goal for a school. Hopefully it will help me if I am ever in a situation where I am not respected for my knowledge and abilities as a teacher librarian, but am looked at primarily as an RFF teacher, to see myself as the former, and to slowly work on getting others to do the same.
We can make a difference.
I feel like the rest of the assignment flowed better, but as usual I am not confident in how I went (this does not mean I will not be disappointed if/when I get a mark that is below average).
In the assignment I discussed the importance of the teacher librarian in the creation of an information literate school community - I can definitely see the role that a TL can play, the potential that role has to make a difference. I can also see though that there are many obstacles in the way of TLs, particularly the one which I looked at in my paper - that of classroom teachers not realising the aforementioned potential of the TL. Perhaps classroom teachers do not realise the importance of information literacy (perhaps I should have mentioned that in my assignment....), but in the school I was looking at they definitely do not collaborate with the TL for resources, and for the units their students are working on. The students are not given library time to acquire resources for the unit they are working on either.
I looked at some solutions for this, including the TL approaching a small number of staff members and getting them to collaborate and use the library more effectively, with the idea that this would catch on with other teachers over the years. I wonder if this would work. I wonder if this would lead to the importance of hte library being raised in people opinions, and therefore more time and money being put into it in the long run - would this lead to a better library over all? I think many teacher librarians are in a situation where they feel overwhelmed by all the obstacles in their way to creating a better library environment and being the TL they have been trained to be and wish to be - but perhaps if as TLs we choose one obstacle to focus on and see where that leads us. Perhaps if we focus on the right things, the library could eventually become the heart of the school, as I believe it should be.
One of the interesting things I got out of this assignment, was understanding the implications of RFF a bit better, and thinking about how much blame can be laid on the RFF itself. Initially the TL I spoke to suggested the fact that she was an RFF teacher as being an obstacle. The more I discussed this (Roy was extremely helpful) and thought about it however, the more I realised that RFF was not necessarily the problem, but people's attitudes towards it. Every teacher has planning time, and at those times another teacher takes his or her class. Just because they are relieving the teacher does not mean they cannot play an important teaching role. Teachers should respect that role, and the TL herself should know inwardly and outwardly that she is playing an important part in the school community and the students' learning. Also, it does not prevent the TL from making some kind of difference to the information literacy of the students - it is still possible to collaborate with teachers, and for students to use at least some of their 'library time' working on their current unit, as I stated in my paper.
Hopefully this assignment will help me to remember in the future that I can play an important role as a TL, and that information literacy is an important goal for a school. Hopefully it will help me if I am ever in a situation where I am not respected for my knowledge and abilities as a teacher librarian, but am looked at primarily as an RFF teacher, to see myself as the former, and to slowly work on getting others to do the same.
We can make a difference.
What I learned from ETL503 Assignment 1
It has been a while now since I finished assignment 1 for ETL503. As soon as I finished it I had to move onto the ETL401 assignment 1, and then once that was finished I just ignored uni stuff completely for a while... I felt I deserved it... (I probably didn't).
I found the assignment experience rather a stressful one (not unusual at all for me). But I did learn from it. I learned about the selection and acquisition processes that I will need to utilise as a teacher librarian. Actually, I really only learned about the selection process, I am worried that I did not talk about the acquisition process enough... but that is not important now (at least not until I receive the assignment back with scribble all over it...).
Selection:
I learned that I need to make sure I get information from a variety of sources. When I am working in a school I will ensure I get ideas from students and staff, but I will also rely on some of the resources I started to discover when doing this assignment - bookshops/websites, reviews and bibliographies. I now have access to a few of these, and I am sure I will learn about more as time goes on. I know how to use them. I learned to check resources on multiple sites to ensure they are suitable. I learned that suitable means suitable for the context it is being acquired for - this needs to be taken into account at all times. Just because a book has a good review or is in a bibliography does not mean it is suitable for the age-group you are buying for for example.
The assignment allowed me to imagine what it will be like as a teacher librarian, having to be aware of what is lacking in the school's collection, and to carefully work out what resources will address that deficiency. It was quite exciting even imagining the collection I came up with, and the difference it could make - how good would it be to do it in real life one day!
I look forward to it....
I found the assignment experience rather a stressful one (not unusual at all for me). But I did learn from it. I learned about the selection and acquisition processes that I will need to utilise as a teacher librarian. Actually, I really only learned about the selection process, I am worried that I did not talk about the acquisition process enough... but that is not important now (at least not until I receive the assignment back with scribble all over it...).
Selection:
I learned that I need to make sure I get information from a variety of sources. When I am working in a school I will ensure I get ideas from students and staff, but I will also rely on some of the resources I started to discover when doing this assignment - bookshops/websites, reviews and bibliographies. I now have access to a few of these, and I am sure I will learn about more as time goes on. I know how to use them. I learned to check resources on multiple sites to ensure they are suitable. I learned that suitable means suitable for the context it is being acquired for - this needs to be taken into account at all times. Just because a book has a good review or is in a bibliography does not mean it is suitable for the age-group you are buying for for example.
The assignment allowed me to imagine what it will be like as a teacher librarian, having to be aware of what is lacking in the school's collection, and to carefully work out what resources will address that deficiency. It was quite exciting even imagining the collection I came up with, and the difference it could make - how good would it be to do it in real life one day!
I look forward to it....
Monday, April 12, 2010
Struggling.
I now have 6 hours to finish my ETL401 scholarly paper. I have felt weak and tired all day, finding it hard to concentrate. My motivation is low. I am not confident in what I have written, and what I am writing is coming slowly. I have about 800 words to go and worry that I will not get it done (certainly not to my satisfaction) in the time I have left. I am worried that the way I feel is going to be a continual thing that no one is ever going to be able to tell me how to fix - it is so subjective, all I have to go on is that I feel weak and shaky. I will continue to be careful with what I eat (sticking to low GI options where possible) and see if I feel better tomorrow. Though that will be too late for this assignment... I had better just try to focus on it and see if I can get it finished, even if it's not perfect.
Wednesday, March 31, 2010
What possessed me to study again?
Struggling along with ETL503 assignment 1 at the moment...
Surely with my four year Bachelor Degree still so fresh in my mind (after graduating just over a year ago), including the horror experience of writing a 5000 word research project (which turned out well, but the stress involved!!!!), I would hesitate some more before signing up for another two years of the stress of writing essays!
Talk to you on the other side I guess...
Surely with my four year Bachelor Degree still so fresh in my mind (after graduating just over a year ago), including the horror experience of writing a 5000 word research project (which turned out well, but the stress involved!!!!), I would hesitate some more before signing up for another two years of the stress of writing essays!
Talk to you on the other side I guess...
Monday, March 29, 2010
ETL503 Module 1 Key Findings
The terms collection management and collection development can often refer to the same thing (though collection development sometimes focuses on 'selection and aquisition'), selection, acquisition, evaluation, preservation and deselection/weeding (from the Kennedy text).
School Collections need to be relevant to that school. The teacher librarian needs to communicate with staff and students to ensure she obtains what is needed.
The resources need to be up to date with the learning that needs to occur, as well as up to date technologically, and the TL needs to be able to support staff and students in obtaining and using them.
School Collections need to be relevant to that school. The teacher librarian needs to communicate with staff and students to ensure she obtains what is needed.
The resources need to be up to date with the learning that needs to occur, as well as up to date technologically, and the TL needs to be able to support staff and students in obtaining and using them.
'Teacher librarian' vs 'director of learning technology'
Should we change the terminology in order to ensure people realise we are advancing as technology and attitudes do? Will the term 'director of learning technology' gain more respect than 'teacher librarian' in the future? Will an 'information services unit' be more likely to be used by students than a 'library'.
I do not think so. I think that changing the name of something means nothing if it has not changed, and I believe if something does change then those who are exposed to it are aware of that whether the name has changed or not. If a teacher librarian and a director of learning technology do the same thing - support students and staff by providing them with information support and reading material, among other things - then the name is not going to make a difference to those around them.
The only situation where this terminology might be useful in my mind, is the one where students and staff are not aware of the role the TL wishes to play, or how important a resource the school library is - but even then I think if the TL campaigns hard enough he or she should be able to eventually have everyone realise what they haven't already, and changing the terminology could potentially do more harm than good, with people seeing it just as a name change...
I think TLs and their libraries should move with the times, and do what libraries have always done - provide everyone with up to date information and textual entertainment. Hopefully everyone will realise the potential their TL and library has sooner rather than later.
I do not think so. I think that changing the name of something means nothing if it has not changed, and I believe if something does change then those who are exposed to it are aware of that whether the name has changed or not. If a teacher librarian and a director of learning technology do the same thing - support students and staff by providing them with information support and reading material, among other things - then the name is not going to make a difference to those around them.
The only situation where this terminology might be useful in my mind, is the one where students and staff are not aware of the role the TL wishes to play, or how important a resource the school library is - but even then I think if the TL campaigns hard enough he or she should be able to eventually have everyone realise what they haven't already, and changing the terminology could potentially do more harm than good, with people seeing it just as a name change...
I think TLs and their libraries should move with the times, and do what libraries have always done - provide everyone with up to date information and textual entertainment. Hopefully everyone will realise the potential their TL and library has sooner rather than later.
Mal Lee's article...
... is even more scary! He is basically saying that teacher librarians will not be needed in another 50 years. Whether I'm being selfish or thinking of people who wish to become teacher librarians in 30 years time, it will not be good if he is right! And I cannot agree with him. I agree that our role needs to evolve as language and the use of texts does, but I think print books will always have a place in society, and what better way to improve your language skills than by enjoying yourself by reading a good book...
Bring on technology, but don't push out books...
PS - I have finally realised that I can make the words that I type into hyperlinks, instead of having a hideous web address in the middle of my post. In this post, the first clause is the link to the article in question :)
Bring on technology, but don't push out books...
PS - I have finally realised that I can make the words that I type into hyperlinks, instead of having a hideous web address in the middle of my post. In this post, the first clause is the link to the article in question :)
Doug Johnson's article
This article makes me slightly uncomfortable. It brings up points which I can definitely relate to. I am in love with the written word, and it scares me that I will potentially need to downplay it. I have already come to terms with websites, illustrated information books, graphic novels and comics as being legitimate forms of text that some readers prefer - in fact I suspect many children would read more if they were provided with these rather than a narrow selection of texts - but this article gave me the feeling that I am going to have to equally promote things such as video, audio dialogue and dramatisation as equal to print texts. ]
Don't get me wrong, I like and respect these things, and believe they have a place in schools, I am just not sure I like the idea of them playing a strong role in the library... I know that some children will prefer these things, and perhaps learn better with them, but part of me still feels that they will be missing out if the wonder of curling up to enjoy a good novel, or even comic or information text, is not introduced to them as having an important role. I wonder if reading books is placed alongside engaging with multimedia formats as an equal, whether students will potentially miss out on the joys of reading for enjoyment (and the benefits and learning that occurs through this) because they will be drawn by the colours, sound and movement of the latter.
I wonder if this subject will change my perspective.
Don't get me wrong, I like and respect these things, and believe they have a place in schools, I am just not sure I like the idea of them playing a strong role in the library... I know that some children will prefer these things, and perhaps learn better with them, but part of me still feels that they will be missing out if the wonder of curling up to enjoy a good novel, or even comic or information text, is not introduced to them as having an important role. I wonder if reading books is placed alongside engaging with multimedia formats as an equal, whether students will potentially miss out on the joys of reading for enjoyment (and the benefits and learning that occurs through this) because they will be drawn by the colours, sound and movement of the latter.
I wonder if this subject will change my perspective.
ETL503 Dramas
Euh... Assignment looming... Text book still lacking... Wishing I did something earlier about ordering a copy directly or at least getting some photocopies... Now I will have to ring the uni tomorrow (if I am not working - I could get the call yet...), and see if they can email me some scanned copies at least, so that I can complete the assignment. I am doing my best to complete the first three modules without the text book. I have basically left it until now as I hoped the text book would arrive (any day now...!). So now I have to do all three modules (without the text book) and complete the assignment by Friday night (my brother and his gf are visiting from interstate over the weekend), and I will be working Wednesday and Thursday (teaching all day, which I need to prepare for), and possibly tomorrow (is it bad when you don't want to get work? :-S ). Ok I'd better stop wasting time complaining about it and get stuck into it!
Thursday, March 25, 2010
Topic 3 - The TL and the curriculum
Topic 3 has clarified a few things for me, and extended my knowledge of what resource-based learning is is. I understand now that resource-based learning (or RBL) is an over-arching term, an umbrella if you like, under which many different teaching/learning approaches fit. It describes learning where individual students are able to use the resources that suit them - resources to suit different levels of understanding, skills and learning styles. Therefore approaches such as units of inquiry fit within resource-based learning as long as students are exposed to a variety of resources, and given options about which ones they will use.
I feel that I still have a little way to go before having a full understanding of exactly where RBL fits within the scheme of the very many teaching/learning approaches and terms, but I have taken some steps this week.
I feel that I still have a little way to go before having a full understanding of exactly where RBL fits within the scheme of the very many teaching/learning approaches and terms, but I have taken some steps this week.
Relating quality teaching to Inquiry and the Habits of Mind
I created this table to help myself understand the links between the dimensions of quality teaching (as outlined in the 'quality teaching in NSW public schools' discussion paper: http://www.curriculumsupport.education.nsw.gov.au/qualityteach/assets/pdf/qt_disc_pap.pdf) and Inquiry learning and the Habits of Mind. I found it quite enlightening comparing them in this way, it reconfirmed my confidence in the advantages of inquiry learning, and kindled an interested in the Habits of Mind as a classroom tool - something I have not looked at closely before now. It also made me realise that both could be used effectively together for an excellent learning experience (that fits with the NSW 'dimensions of quality teaching').
I am not sure if it will clarify anything for others, or if it was really just a tool for clarifying my own thoughts, but feel free to have a look...
Once I figure out how to attach a document to a blog.... Or embed it or whatever is necessary...
I am not sure if it will clarify anything for others, or if it was really just a tool for clarifying my own thoughts, but feel free to have a look...
Once I figure out how to attach a document to a blog.... Or embed it or whatever is necessary...
Committee to examine school libraries and teacher librarians in Australian schools
The House of Representatives Standing Committee on Education and Training will be conducting an inquiry on the role, adequacy and resourcing of school libraries and teacher librarians in Australia's public and private schools.
They are interested in written submissions from people who are interested. Click on the link below for more information:
http://www.aph.gov.au/house/committee/edt/schoollibraries/media/media01.pdf
They are interested in written submissions from people who are interested. Click on the link below for more information:
http://www.aph.gov.au/house/committee/edt/schoollibraries/media/media01.pdf
Multiple Intelligences tests
I find Gardner's theories on Multiple Intelligences fascinating. Perhaps you would like to test yourself - which intelligences do you favour? The following websites have some easy to complete tests that will give you an idea of how you learn best, what kind of learner you are and where your passions lie.
I have put them in my order of preference, taking into account how easy the test is to complete, and how the results are displayed. I used the first one at the start of an integrated unit on multiple intelligences and it was really popular with the Year 5 students - a great starting point.
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/questions/choose_lang.cfm
http://literacyworks.org/mi/assessment/findyourstrengths.html
http://www.acceleratedlearningnetwork.com/learning_test.html
And yes, I may have gotten a bit distracted with these....
I have put them in my order of preference, taking into account how easy the test is to complete, and how the results are displayed. I used the first one at the start of an integrated unit on multiple intelligences and it was really popular with the Year 5 students - a great starting point.
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/questions/choose_lang.cfm
http://literacyworks.org/mi/assessment/findyourstrengths.html
http://www.acceleratedlearningnetwork.com/learning_test.html
And yes, I may have gotten a bit distracted with these....
Wednesday, March 24, 2010
Topic 2 - Key ideas
These are some of the things I got from the readings of topic 2:
Teachers need to become information literate in order to help students to become so;
Teacher Librarians need to support teachers more;
Principals need to support both by driving school policy and rewarding good practices. (Henri, 2005)
A reminder of the importance of 'learning to learn'. (Henri, 2005)
TLs and Principals can be an effetive team. There need to be effective communication between the two, and a common world view, then the TL can be 'an ally working for the common good of the school'. (Oberg, 2006) (Haycock, 1999)
Teachers need to show evidence that they have specialist skills, and that these are making a difference. They can do this by using research findings that already exist, or by generating their own research findings, e.g. student performance in relation to library use. (Oberg, 2002)
I found conflicting opinions in regards to the amount of research supporting the importance of libraries and TLs... Oberg (2002) seemed to think there is plenty of research out there, whereas I am sure I read elsewhere, during this topic as well as whilst completing my research project at university (on strategies to support reading for pleasure), that there is a need for more research linking school libraries with student achievement and/or reading habits.
Teacher Librarians should fit with these words: facilitate, support, change agents, innovators, opinion leaders, monitors, initiative, confidence, communication skills, leadership qualities, willingness to take risk, commitment to meeting student needs....... (Haycock ,1999)
Some big ideas, and some big expectations.
Teachers need to become information literate in order to help students to become so;
Teacher Librarians need to support teachers more;
Principals need to support both by driving school policy and rewarding good practices. (Henri, 2005)
A reminder of the importance of 'learning to learn'. (Henri, 2005)
TLs and Principals can be an effetive team. There need to be effective communication between the two, and a common world view, then the TL can be 'an ally working for the common good of the school'. (Oberg, 2006) (Haycock, 1999)
Teachers need to show evidence that they have specialist skills, and that these are making a difference. They can do this by using research findings that already exist, or by generating their own research findings, e.g. student performance in relation to library use. (Oberg, 2002)
I found conflicting opinions in regards to the amount of research supporting the importance of libraries and TLs... Oberg (2002) seemed to think there is plenty of research out there, whereas I am sure I read elsewhere, during this topic as well as whilst completing my research project at university (on strategies to support reading for pleasure), that there is a need for more research linking school libraries with student achievement and/or reading habits.
Teacher Librarians should fit with these words: facilitate, support, change agents, innovators, opinion leaders, monitors, initiative, confidence, communication skills, leadership qualities, willingness to take risk, commitment to meeting student needs....... (Haycock ,1999)
Some big ideas, and some big expectations.
Friday, March 19, 2010
Then and now
When I was a child, and completely smitten with the written word, particularly in novel form, I dreamed of working in a library surrounded by wonderful books, and of reading and writing them in my spare time. The libraries I was familiar with contained books and books only, with maybe a few computers starting to appear in a corner somewhere or an adjoining room - separate to the library in my mind. There were beanbags and reading corners, lovely people to help you find the books you were looking for, or even to recommend one or two to you on the odd occasion. I looked forward to a day when I would know all the things about books that they knew, when I'd be able to put things in order on the shelf, and find things for other people. Of perhaps sneaking a read of a blurb or a page here and there...
Now I realise there is not going to be much time to sneak a read of a page!
Of course, I will make sure I do so anyway if it is going to help me to know the content of the library I am working in, but after reading the standards of professional excellence for teacher librarians on the ASLA website (see previous post), I realise that my wonderful dream when I was young was entirely too simplistic. Admittedly, I did not at that stage combine my teacher dreams with my librarian ones, but still there are skills I will need that I would not have suspected I would need back then for either role. The expectations that I have for myself, as I strive to become an 'excellent teacher librarian', have expanded, as have the expectations of the role of the teacher librarian in general. Below are some of the expectations that from my experience are relatively new to the profession - that I do not remember seeing when I was at school:
Now I realise there is not going to be much time to sneak a read of a page!
Of course, I will make sure I do so anyway if it is going to help me to know the content of the library I am working in, but after reading the standards of professional excellence for teacher librarians on the ASLA website (see previous post), I realise that my wonderful dream when I was young was entirely too simplistic. Admittedly, I did not at that stage combine my teacher dreams with my librarian ones, but still there are skills I will need that I would not have suspected I would need back then for either role. The expectations that I have for myself, as I strive to become an 'excellent teacher librarian', have expanded, as have the expectations of the role of the teacher librarian in general. Below are some of the expectations that from my experience are relatively new to the profession - that I do not remember seeing when I was at school:
- Understanding and appreciating the role of information and communication technologies (ICTs) in lifelong learning - ICT is a major thread throughout the entire ASLA document, a thread that has only woven itself in in the last decade or two
- Contributing to school programs and resourcing the curriculum for classroom teachers as well as implementing an effective learning program in the library itself
- Collaborating with teachers, planning and implementing programs involving information literacty and literature
- I do not remember seeing evaluation by the teacher librarian at my primary school (this does not mean it did not happen, but the fact that the library is now completely unused makes me wonder). I have recently come to realise that this is an important aspect of a TLs work in this day and age - to ensure his or her profressional survival
- Empowering all school community members to become life long learners
- Undertaking research - keeping abreast of new research in education and using this knowledge to inform school library programs, as well as to engage in educational debates within the school
- Organising and encouraging library-related professional development for staff
- Taking on leadership roles within the school - this I definitely do not remember seeing throughout my school years
- Encouraging the whole school to focus on information literacy - to implement policy together
It truly is a changing profession, as was highlighted in the 7.30 Report on ABC last night (Thurs 18th March 2010, approx 17mins into the broadcast, available http://www.abc.net.au/iview/#/view/533599).
As I think I have said before, I am glad that so much is expected of me, and I look forward to having so much input to a school community one day, but at the same time it is rather daunting!
Thursday, March 18, 2010
An even better outline of the role of a TL
The PDF at the top of the web page (link below) gives a very comprehensive outline of what all teacher librarians should be aiming for. It is both encouraging and daunting to me, that so much is expected of us.
http://www.asla.org.au/policy/standards.htm
http://www.asla.org.au/policy/standards.htm
What teacher librarians do
I have had it suggested to me that teacher librarians don't do all that much. Put on the spot, and rather shocked that someone could think this, I struggled to come up with a defence. I think this web page, which we are directed to in topic two, explains our role rather well:
http://www.asla.org.au/policy/teacher.librarian.qualifications.htm
and I wish I had known of it before the above suggestion was made.
http://www.asla.org.au/policy/teacher.librarian.qualifications.htm
and I wish I had known of it before the above suggestion was made.
Monday, March 15, 2010
Libraries and learning over time (Topic 1)
Time changes things. In regards to education, things seem to be changing at an increasing pace. What is needed to function in future society is becoming clearer, and it is not the tradional knowledge and understanding that has been the focus in the past.
It is becoming clear that students need to have more control over their learning, that they need to come out of school as continual learners with the ability to extend their knowledge and skills, to adapt to the ever changing world that we are in, to think critically and to be able to analyse. School is no longer the place where one learns content - the 'three Rs' or even the Key Learning Areas that encompass other subjects. Now students need to learn, and in many cases are learning, to function in society, to be proactive in their learning rather than passive.
As a recently graduated Primary Teacher, this sounds like a very daunting task - I can see the benefit from a teacher's perspective to have someone like a teacher librarian with support and ideas on how to incorporate these skills, particularly through technology as well as the other resources a library possesses.
To me, one of the keys to this is to encourage learners to be interested in what they are doing. To see a relevence to them, and to get enjoyment out of learning. Learning should be exciting.
And already a passion of mine is calling out to be spruked - reading for enjoyment. If children can realise that reading can be something to be enjoyed, they are at a huge advantage. The reading they do in their own time increases their reading speed, vocabulary and overall ability to read (not to mention writing and spelling). It can incite an interest in different topics and open the world to many.
In my mind, literacy is the start, and the centre, of all learning. We just have to remember that literacy is no longer the ability to read a novel, it is the ability to read all kinds of texts, including those of the digital variety. Libraries today should promote literacy and learning, and encourage an eagerness for both.
Today's blog was inspired by the following YouTube video:
http://www.youtube.com/watch?v=2L2XwWq4_BY&feature=player_embedded
as well as the following text:
Haycock, C-A. (1991). 'Resource-based learning, a shift in the roles of teacher, learner', NASSP Bulletin, Vol 75(535), pp 15-22.
It is becoming clear that students need to have more control over their learning, that they need to come out of school as continual learners with the ability to extend their knowledge and skills, to adapt to the ever changing world that we are in, to think critically and to be able to analyse. School is no longer the place where one learns content - the 'three Rs' or even the Key Learning Areas that encompass other subjects. Now students need to learn, and in many cases are learning, to function in society, to be proactive in their learning rather than passive.
As a recently graduated Primary Teacher, this sounds like a very daunting task - I can see the benefit from a teacher's perspective to have someone like a teacher librarian with support and ideas on how to incorporate these skills, particularly through technology as well as the other resources a library possesses.
To me, one of the keys to this is to encourage learners to be interested in what they are doing. To see a relevence to them, and to get enjoyment out of learning. Learning should be exciting.
And already a passion of mine is calling out to be spruked - reading for enjoyment. If children can realise that reading can be something to be enjoyed, they are at a huge advantage. The reading they do in their own time increases their reading speed, vocabulary and overall ability to read (not to mention writing and spelling). It can incite an interest in different topics and open the world to many.
In my mind, literacy is the start, and the centre, of all learning. We just have to remember that literacy is no longer the ability to read a novel, it is the ability to read all kinds of texts, including those of the digital variety. Libraries today should promote literacy and learning, and encourage an eagerness for both.
Today's blog was inspired by the following YouTube video:
http://www.youtube.com/watch?v=2L2XwWq4_BY&feature=player_embedded
as well as the following text:
Haycock, C-A. (1991). 'Resource-based learning, a shift in the roles of teacher, learner', NASSP Bulletin, Vol 75(535), pp 15-22.
Friday, March 12, 2010
Starting to think like a teacher librarian
It appears that the teacher-librarian in me is starting to come out. Today I read an article thinking from the perspective of a TL.
I found an article in the NSW Teachers Federation Journal, Education, discussing the threat to teacher-librarian positions if the Education system goes ahead with 'increased school-based decision-making'. Having come from Victoria where such a structure is already in place, I can see that this does have the potential to impact on what are sometimes seen as non-essential positions - I have spent time in a number of schools where the library is neglected and not used to its full potential. I do not know for sure if the cause of this is the school-based decision-making and budgeting, or if the the situation of the school has made it difficult for a TL to be employed - rural schools for example, with a smaller school population, would have a very specific role for a teacher librarian that would perhaps not be full time - how difficult is it for them to find an appropriate employee? Is it perhaps a better option for them to rely on parents or the mobile library van? But then I have worked in a larger school, based in a large satellite city, which 'could not afford' to employ a teacher librarian.
Reading the article from the perspective of a training teacher-librarian, a few things were of notable interest. I found it really interesting the roles that a TL takes on. It made me even more certain of the extremely important role a Teacher Librarian can play - I am becoming more and more certain that every school can benefit from the employment of a passionate and effective teacher-librarian. We can support teachers, aid with technology, and most importantly of all in my opinion, we can have a real impact on students' passion for books and reading.
The article did cause me to wonder though whether becoming a teacher-librarian is going to increase my chances of getting a job or not. Have I taken this step too soon? Are there going to be positions available to me when I have graduated? If I end up teaching in classrooms for many years to come, will I forget all I have learned about teaching in libraries?
The article made me more confident in the importance of teacher-librarians in schools, but less confident in the fact that I will be able to become one any time soon.
I found an article in the NSW Teachers Federation Journal, Education, discussing the threat to teacher-librarian positions if the Education system goes ahead with 'increased school-based decision-making'. Having come from Victoria where such a structure is already in place, I can see that this does have the potential to impact on what are sometimes seen as non-essential positions - I have spent time in a number of schools where the library is neglected and not used to its full potential. I do not know for sure if the cause of this is the school-based decision-making and budgeting, or if the the situation of the school has made it difficult for a TL to be employed - rural schools for example, with a smaller school population, would have a very specific role for a teacher librarian that would perhaps not be full time - how difficult is it for them to find an appropriate employee? Is it perhaps a better option for them to rely on parents or the mobile library van? But then I have worked in a larger school, based in a large satellite city, which 'could not afford' to employ a teacher librarian.
Reading the article from the perspective of a training teacher-librarian, a few things were of notable interest. I found it really interesting the roles that a TL takes on. It made me even more certain of the extremely important role a Teacher Librarian can play - I am becoming more and more certain that every school can benefit from the employment of a passionate and effective teacher-librarian. We can support teachers, aid with technology, and most importantly of all in my opinion, we can have a real impact on students' passion for books and reading.
The article did cause me to wonder though whether becoming a teacher-librarian is going to increase my chances of getting a job or not. Have I taken this step too soon? Are there going to be positions available to me when I have graduated? If I end up teaching in classrooms for many years to come, will I forget all I have learned about teaching in libraries?
The article made me more confident in the importance of teacher-librarians in schools, but less confident in the fact that I will be able to become one any time soon.
Wednesday, March 10, 2010
A little about myself (in dot point form):
- As a child I always loved reading. I dreamed of becoming an author, a teacher and a librarian at different stages, and still wish to become all three at some point, perhaps all at the same time.
- I grew up in country Victoria.
- I graduated with a Bachelor of Education (Primary) from the University of Melbourne at the end of 2008.
- The Teacher Librarian at the school in which I had my final placement was inspirational and made me realise that my thoughts of librarianship as a child were not so farfetched. She helped to make me realise that my passion for books and reading could actually make a difference to the reading habits and the lives of my future students.
- I taught as a CRT (Casual Relief Teacher) in Victoria for the first six months of 2009. Not getting as much work as I needed, I contemplated further study, investigating the Masters of Education (Teacher Librarianship) taught through Charles Sturt University. It was not to be. Yet.
- In the July of 2009 I semi-blindly followed a certain member of the defence force interstate to the Newcastle area of NSW (Well, I put a lot of thought into the decision to move, I was just unprepared regarding employment, and the challenges I would face in trying to get it).
- After moving here I found out that there was at least a ten year wait for a permanent position. I do not expect to be here that long.
- After some cafe work, I got a part time job in the local bookshop (fitting really!), and eventually started to pick up some casual teaching, as well as a couple of tutoring sessions.
- I realised that now was the time for the Masters Degree. I am not working full time (though the inconsistent hours are going to make things challenging), and further study will hopefully increase my chances of getting employment in the future - an important step to take where the defence force is involved.
- I have made a very poor start to the course, falling behind in the first weeks, but intend to fall into some kind of routine. I hope to gain a great deal from this course, and I look forward to years in the future surrounded by books, and children, making a difference to the lives of both.
Finally, I make a start...
I cannot believe this is the first official blog I have ever created. I feel that as a member of Generation Y it should be a given that I am up to date with this sort of technology, and yet I am aprehensive and taking these first steps very tentatively.
At the same time though, I am very excited about gaining new skills that I know I will be able to apply in the future when I do finally get my career rolling. And I have a feeling that I will end up rather enjoying myself...
At the same time though, I am very excited about gaining new skills that I know I will be able to apply in the future when I do finally get my career rolling. And I have a feeling that I will end up rather enjoying myself...
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