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...

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.

'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.

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 :)

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.

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!

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.

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...

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

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....

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.

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:

• 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!

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

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.

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.

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.

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...