A growing understanding of the role of the Teacher Librarian.

As I reflect upon my previous blog entries, particularly of those from ETL401, I have to say that my understanding of the role of the teacher librarian has only expanded. Teacher librarians are not limited to working within the confines of a physical library space. In the changing education environment, we must maintain relevance and in doing so, make our roles indispensable. We have to make our presence felt in the teaching community, for we are not limited to curating a collection. This subject, Literature across the curriculum, has also informed my practice as a teacher in the English classroom. In my role as a literacy coach, I have advocated for a move away from the 'class novel' in order to truly differentiate in the English classroom. The research that I have undertaken in this subject only supports this view, that to encourage a love of reading and sound reading comprehension skills, programs such as Literature Circles (Daniels, 2014) are more beneficial to our students. In the secondary school setting, old habits die hard, and I am stuck in a school with an old-fashioned curriculum (and library) so progress is slow. This subject has allowed me explore the idea that we need to accommodate for the diverse student population, not limiting ourselves to 'the canon' or what is popular. We have to ensure  'that the collection that we curate broadens their horizons beyond what series has just been made into a film franchise, or that matches their lunchbox. (Dafoulis 1/8/2014) I now have the confidence to include texts that meet the demands of the Australian curriculum, but also those that introduce students to characters that represent our whole community, not just those that fit a particular archetype. The importance of including 'literature from a wide range of time periods, races, classes, genres, perspectives and themes' (Beach, 2011) cannot be overlooked. This subject has strengthened my view that a teacher librarian needs to be a fervent collegiate collaborator, to advise teachers of strategies for sound information literacy skills, as well as team teaching where appropriate. At times in my current school setting, I get frustrated with the pace at which any curriculum modifications occur, but I must remember that ‘Educational change arrives slowly’ (Ballew, 2014) so I want to do all that I can to steer that change in the right direction.' (Dafoulis, 10/2/2014) 
I am newly inspired by the likes of Stephen Krashen, and the thought that silent, sustained reading does not need to be assessed, nor does what the student is reading actually matter. (Krashen, 2011) Students are subject to enough standardised testing in the school year, with On Demand (in Victoria) as well as the NAPLAN assessments in Years 7 and 9. A teacher's judgement and ongoing formative assessment to check for critical thinking and comprehension skills is far more valuable to students' learning outcomes. I just have to convince my colleagues, and the administration that this is the case. Slowly, but surely, I am still 'dreaming big' about the difference the library can make on student success, not just in the realm of English, but in all subject areas. 

Ballew, L.M. (2014) The Value of School Librarian Support in the Digital World, Knowledge Quest, 42 (3) 64-68

Beach, R., Appleman, D., Hynds, S., & Wilhelm, J. (2011). Teaching Literature to Adolescents       

             Retrieved from http://CSUAU.eblib.com/patron/FullRecord.aspx?p=667835

Dafoulis, D (2014, August 8) {Online forum comment} Retrieved From 
           http://interact.csu.edu.au/portal/site/ETL402_201460_W_D/page/5b6fcbed-6026-4233-8047-f2919d65b1aa

Dafoulis, D (2014 February 2) Introduction to Teacher Librarianship : A reflection. Retrieved from: http://mintjulepmusing.blogspot.com.au/2014/02/introduction-to-teacher-librarianship.html#more

Daniels, Harvey (1994). Literature Circles: Voice and Choice in Book Clubs and Reading Groups. 

Krashen, Stephen D. (2011). Free Voluntary Reading. Retrieved from http://www.eblib.com

Reflection on a model library collection.

Dreaming big, but making small changes in the real world. 

I think that in the research that I have conducted, I have been very critical of the current library I work in, to the point where I have created, or ‘dreamt’ a school that is the antithesis of my current school. I am having a progressive meltdown of sorts, thinking of ways to get my late-adapting administration to bring our students up to speed with the 21^st Century in current educational practices, and information spaces.  These things are difficult  when “the technology available is out-dated and slow, due to budget restraints-our security door is just a prop- the unit broke years ago, and it costs more than our annual budget to replace!” (Dafoulis, 2014) I have subsequently immersed myself in digital expansion solutions, rebelling against the luddites that I have found myself amongst. The amount of ‘e-solutions’ that I have discovered over the course of this unit is astounding; one only needs to read my reference list in the submitted assignment to see this.

As I planned for this model collection, I thought about what should be nurtured in young learners, like critical thinking, and authentic experiences. That the collaborative, inquisitive year seven students should not lose that sense of wonder as they get drilled with content and rote learning until all of the fun is drained from any educational setting. What initially, and still appeals to me professionally is that “a school library is a non-commercial enterprise. It only seeks to assist and engage the patrons” (Dafoulis, 2014) One of the reasons why I think that the library is an important learning space is that it is the richest concentration of information in a school setting, where Information Literacy is promoted and supported by the Teacher Librarian or Information Specialist. This “transformational process in which the learner needs to find, understand, evaluate and use information to create for personal, social or global purposes.” (Abilock, 2004 p.1)  will hopefully transform the students approach to learning and gathering information as well.

My decision to choose bring your own device (BYOD) in the model library setting was one that I had come to from observation of my students, as well as several university visits. “Under the BYOD system, classroom digital devices would not only be purchased by the school district; students would also have the option to use their own smartphones and tablet computers to complete class projects or access learning resources while at school.” (Concordia, 2014) Whilst there is still a place for computer laboratories, I think to keep children connected, the library should ‘speak their language’ with digitally curated spaces online, accessible from any device that students are comfortable with. This also eliminates a large portion of school budget spending, which allows greater flexibility to acquire more items for the collection.

Funding this space has been an interesting exercise, probably designed with a particular ideology in mind. I think that artists and journalists should be paid for their work, and that copyright law should be adhered to so that these individuals are paid for their services accordingly. I discovered that I am in strong opposition to censorship, and while there should be limitations on some borrowers, a good library knows its users, and a sound collection management policy should be all a library needs to guide its acquisitions.  Writing a policy document for my current place of employment will be a challenge, but one can only try.

My new priorities in my current workspace are to create a better dialogue between curriculum leaders and myself at my school so that the non-fiction collection can be strengthened. At present, “junior classes (year 7 and 8) all have to use a tablet as a replacement for all textbooks.” (Dafoulis, 2014) so I can see a willingness to transition some aspects to digital text. However, I happen to have a principal that wants to see the resource centre remain a print-rich environment, which poses no problem as far as I can see, so long as the print resources are relevant and balanced.  I want to revitalise the collection, and the learning space itself, creating an environment that is conducive to collaboration and inquiry. Through my frequent visits to universities and other independent (read-better funded) schools, I have gained insight into several possibilities that can be achieved through small changes. Baby steps Dani, baby steps. 

References:

Abilock, D (2004) Information literacy: an overview of design, process and outcomes.            http://www.noodletools.com/debbie/literacies/information/1over/infolit1.html

Concordia University (2014) Retrieved from:

http://education.cu-portland.edu/blog/tech-ed/what-is-byod-bring-your-own-device-and-why-should-teachers-care/

http://www.slideshare.net/Bibliothekia/the-school-library-as-contemporary-learning-environment

Dafoulis, D (2014, March 21^st ) Online forum comment. Retrieved from:

http://interact.csu.edu.au/portal/site/ETL503_201430_W_D

Dafoulis, D (2014, March 25^th )Online forum comment. Retrieved from:

http://interact.csu.edu.au/portal/site/ETL503_201430_W_D

Dafoulis, D (2014, July 16^th) Online forum comment. Retrieved from:

http://interact.csu.edu.au/portal/site/ETL503_201430_W_D

Poor neglected blog.

Life gets in the way so very often. After a long hiatus, I am back, thinking hat on, with a purpose and a promise to be more involved in my blog and my studies. It's amazing how much has changed since I have begun my Masters, especially my perception of the role of the Teacher Librarian, and what it takes to make a good library.

Learning on the job, in a library that has only had well-meaning teaching staff manage it has been terribly daunting and exciting at once. I think what fascinates me is what is selected to spend budgets on, and what is neglected.

How am I going to be a good leader in this context? The dusty, dated library needs an overhaul-maybe data is the key?

Literacy is the other hat I wear at my school, so combining the two should prove fruitful. Softlink found that schools' NAPLAN data increased when there was adequate funding for libraries and library specialists. (Softlink, 2013)

I need to convince the school I work in that greater capital needs to be spent on the upkeep of the library environment- mission brown, wood panelling and green laminex of the eighties is hardly retro-chic. The place is crying out for a makeover- sure I can be 'frugal and flexible' (http://eduscapes.com/sms/administration/budget.html)
 with acquiring resources for the collection, but a brand new library is beyond my budget!  This once state-of-the-art technical school of the eighties has been allowed to languish in the face of constant education budget cuts-I need to make my role, and the space that I work in, an irreplaceable, valued part of the school community.

Selecting Criteria for Resource Collection - ETL503

In this subject, I have decided to annotate a unit of work that I will be teaching later in the year, in a subject area I am familiar with, with a new topic (text) and in a new school environment.


Rather than 'reinventing the wheel', I thought it best to stick to an established selection criteria that has had obvious success.


I have an understanding of the needs of the student of the school, having taught them for a term thus far, and realise that they need a lot of background information and understanding of the wider world beyond the regional city in which they live.


The school has a limited budget, and minimal capacity for e-book use at this stage. PDF files, digital and interactive free resources, print texts and films are all included in the resource list.


This is the selection criteria that I have chosen to use for Assignment 1-

To determine the suitability of the resources that are in the collection, The South Australian Department of Education and Children's Services'; Choosing and using teaching and learning materials (2004, p.10) broad selection criteria will be used.

Teaching and learning materials, whether purchased or donated, should be selected and accessed in ways which ensure they:

 

1. are directly related to a preschool's or school's curriculum policy and program, based on the department's frame work of standards and accountability, and include, where relevant, support for the recreational needs of children and students.

 

1. support an inclusive curriculum, thus helping children and students to gain an awareness of our pluralistic society and the importance of respectful relations with others.
    
2. encourage understanding of the many important contributions made to our common Australian heritage by men, women, Aboriginal and Torres Strait Islander peoples, people from diverse cultural and linguistic groups, people with disabilities and minority groups.
    
3. motivate children, students and educators to examine their own attitudes and behaviour and to comprehend their duties, responsibilities, rights and privileges as citizens in our society.
    
4. are relevant for the age of the children or students for whom they are selected and for their emotional, intellectual, social and cultural development. This includes the assurance that children and students will not be exposed to offensive materials; that is, materials which describe, depict, express or otherwise deal with matters of nudity, sexual activity, sex, drug misuse or addiction, crime, cruelty, violence or revolting or abhorrent phenomena in a manner that a reasonable adult would generally regard as unsuitable for minors of the age of the relevant children and students.
    
5. provide opportunities for children and students to find, use, evaluate and present information and to develop the critical capacities to make discerning choices, so that they are prepared for exercising choices, so that they are prepared for exercising their freedom of access, with discrimination, as informed and skilled adults.
    
6. represent a range of views on all issues

 For consistency, the general selection criteria that will follow the broad selection criteria is also from the same reputable South Australian guidelines.

           1.Authority:

• Qualified and /or experienced author.
• Reputable sources of information.
• Recognised publisher/producer.
• Information is accurate.
   
  2. Physical format and technical quality:

• Quality materials.
• Sturdy construction.
• Attractive presentation and clear reproduction.
• Software is compatible with the network and must be tested before purchase.
   
  3.Arrangement of material:

• Content is easily accessible.
• Instructions and support materials are adequate, clear, comprehensive and effective.
   
  4. Appropriateness:

• Content, language, symbols and concepts are at a suitable level for the intended user.
   
  5.Currency:

• Information presented must be up-to-date.
   
  6.Cost:

• Value for money.
• May be used across a number of curriculum areas and levels.
   
  7.Availability:

• Currently available to schools.
• Readily available to schools.
   
  8.Format:

• The most suitable medium to present the subject matter. This includes paperback, hardback, big book, newspapers, magazines, audio cassettes and CDs, video cassettes, DVDs, kits, realia, games, charts, posters, slides, film, computer software, CD-ROM and online resources.
   
  9. Controversial material:

• Consider any controversial content and/or issues.
   
  Retrieved from:

http://interact.csu.edu.au/portal/site/ETL503_201430_W_D/page/107347c1-3a72-453a-8091-13f98fefcf2c 

Introduction to Teacher Librarianship : A reflection.

            “Oh, you want to be a librarian, does anyone even read books anymore?”  After a particularly stressful year with a marking overload and the frustration of not having the time to plan excellent lessons, I started to think seriously of becoming a qualified teacher librarian. I love to read, my favourite class to teach is English Literature, surely that means I’d be a perfect librarian? In each of the four schools I had worked in, the ‘happy place’ of many was the library. The initial reasons that drew me to undertaking this course was that I wanted to ‘become a librarian so that literacy and reading comes to the forefront in my school’ (Dafoulis, 2013). I would get to read books to recommend to students and curate a collection to cater to their needs, right?  After the first few weeks of reading for this subject, I began to discover that to be great teacher librarians, there is so much more that you must do.

As I ponder the course so far, looking back at my previous blog entries, I see a determined English teacher, wanting what is best for the literacy of her students. She was a little defeated from an exhausting year at a school that was a little too focused on number crunching than what was actually happening in the classroom. With the benefit of a break and the promise that a position in a new school has enabled, I have a fresh perspective. Now that I have begun to understand the complexity of librarianship, I have been able to expand my focus beyond classroom outcomes, to improving the overall learning in the school community. My second blog post revolved around the importance of literacy. While it is still a focus in the role of the teacher librarian, it is much less to do with what I had been promoting as a literacy coach in my previous role, and more to do with information literacy.

My third blog post demonstrated growth in my understanding of information literacy and how to promote and encourage it as a teacher librarian. In my writing, I reflected on the definition of information literacy, and that ‘it is not limited by a certain set of skills, but it is a concept that is supported by skills’ (Dafoulis, 2014). To be a teacher of the concept, I must become a flexible collaborator that is up to speed with new initiatives in information literacy models that are appropriate across all curriculum areas. I have a renewed appreciation of the rigour involved in implementing sound constructivist learning frameworks.  There is so much to do in the process of planning, so the success of using these models relies on collegiality and flexibility. I can now see myself in the History classroom lecturing students on the importance of critical questions and reliability of source material. I feel confident that if I approach my colleagues with a helping hand and the offer of shared planning and teaching, that the uptake of these frameworks will be successful.  ‘Educational change arrives slowly’ (Ballew, 2014) so I want to do all that I can to steer that change in the right direction.

             The writing of Joyce Valenza in her 2010 ‘revised manifesto’ resonated particularly with my growing understanding of what it takes to be a relevant and innovative teacher librarian.  Her ‘non-negotiables’ list is somewhat intimidating- how on earth will I be able to keep on top of all of that? There are so many areas to be aware of, my humble high school library might just burst! I take Valenza’s ever-growing list as a guide to the endless possibilities that lie ahead.  I look forward to being able to ‘retool and learn’ (Valenza, 2010) and to ‘represent our brand’ (Valenza, 2010) to the wider school community.

             My view of the role of the teacher librarian has changed from my initial assumptions. I now can see that “school libraries are not mini ‘public-libraries’ and should be seen as centres for learning, not dominated by fiction books.” (Herring, 2007) Curating the library collection and recommending books and publications to colleagues and students is just the tip of the iceberg. “Librarians have a much wider influence reaching a larger number of students and teachers” (Ballew, 2014) so I must use this influence to create better student learning outcomes, and to support my colleagues to do the same. In my third post, I wrote, ‘It is my understanding that a teacher librarian has to be the innovator in a learning environment if they wish to remain relevant, and that they must challenge the perception of the library so a school community can move forward into the future.’ (Dafoulis, 2014) demonstrating my changing understanding of the role. I never really thought of the role of the teacher librarian as one of leadership, but over the course of the subject, I have come to understand that it is an integral part of the role. 

‘Information literacy is more than a set of skills

            Practically speaking, I’d like to think that all teachers are teachers of information literacy. In a way, the term is an extension of literacy, suited to all areas of learning, not just in the educational sector. The term itself is so difficult to define, but I’d like to think that as it is evolving, it is not limited by a certain set of skills, but it is a concept that is supported by skills.  These skills are seen in a variety of information literacy models such as Kulthau’s Information Search Process (ISP) model, Herring’s (2004) PLUS (Purpose, Location, Use and Self-evaluation) model and the Big 6 model (Eisenberg and Berkowitz 1990). Where would using an information literacy model fit in to my role as a teacher librarian? I am about to begin employment in a secondary school, as a teacher librarian and English teacher. I understand that I will be collaborating with junior English classes to teach a class called ‘Reading and Research’, in which I take each class through how to use the library. This would be a perfect opportunity to model and instruct students to become ‘information literate’, addressing critical thinking, processing and filtering information and assessment of their learning. Establishing what resources and frameworks will work best will be something that I have to overcome moving into the future.

            The philosophy of the school I will be working in is one that does not believe in the use of technology for technology’s sake. There is an understanding that our students have the capacity to find information, it is my role to show these students to be discerning. The principal of the school wants us to teach students to be better communicators and responsible synthesisers of information. They must, therefore, learn to filter for the best and most relevant, reliable information. The challenge is for teacher librarians to teach students to be critical and to question the content that they are presented with, whether it be newspaper articles or blog pages. Students should be encouraged to have respect for the learning process in this world of instant gratification. To be a proficient lifelong learner, students should have the ability to evaluate their own understanding, and information literacy models do give a framework for rigorous teaching and learning processes. Information literacy can be interpreted as a ‘means to an end’ (Langford, 1986, pg. 39), that end being what student outcomes will be supported and enriched by the concept.  I will have to discover what educational outcomes need to be met with the cohort of students in my new school setting.

            Alongside my teacher colleagues, an information literacy model would be of great assistance in collaborative teaching  units of work. I can see the merit of the Big 6 model, that has six steps that support stages of gathering and using information, as a teacher librarian, I would be able to instruct and model #2 - Information seeking strategies, as well as facilitate #3 – Location and Access. (Eisenberg, 1990).  To follow the structure of the model and fulfill all of the steps, the subject teacher would have to be on board to ameliorate the success of the model. On the other hand, Herring’s PLUS model comes across as a simpler framework that could be as easy as providing all teachers and students with a PLUS booklet to accompany an assignment. To use this in the library when undertaking research for all subject areas would support consistency across the school so that ‘students and school staff will view information literacy in a similar way.’ (Herring, 2011a)

Literacy in all shapes and sizes is not going anywhere but forward, in its various permutations. Giving students the skills to function well in society, with particular focus on learning, the information literacy frameworks can provide a thoughtful, reflective and critical path to accessing and utilizing information.

References

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

Herring, J. (2006). A critical investigation of students' and teachers' views of the use of information literacy skills in school assignments. School Library Media Research, 9.

Herring, J. (2011). Assumptions, Information Literacy and Transfer in High Schools. Teacher Librarian, 38(3), 32-36.

Kuhlthau, C.C. (2004). Learning as a process, in Seeking meaning: A process approach to library and information services, Westport, Conn.: Libraries Unlimited, pp.13-27

Langford, L. (1998). Information literacy: a clarification http://www.fno.org/sept98/clarify.html

The convergence of literacies in the 21st Century

Blog Post #2

Over the course of study, my understanding of the capacity of the Teacher Librarian (TL) has widened alarmingly. I have become engrossed, inspired and at times completely overwhelmed at the possibilities that lie ahead of me in my future as a TL. One of the areas that I perceive as most challenging is that of the emergence of new literacies, or 'transliteracy' (Ipri, 2010). A TL should have a firm grasp on the use of technology and curating a digital and interactive collection.  It is my understanding that a Teacher Librarian has to be the innovator in a learning environment if they wish to remain relevant, and that they must challenge the perception of the library so a school community can move forward into the future. The modern library environment is one where traditional reference texts and print are no longer the resources that we come to rely on to gain information.

Literacy is evolving quickly, and it is imperative that a TL works with students and teachers to act as 'catalysts for change in a new, information-rich culture' (Lorenzo, 2007) The implications of this evolution of sorts is that the TL must be the kind of student that they wish to teach. In my reading and preparation for my assignments, I am comparing aspic

ts of inquiry-based learning, and find myself mirroring behaviour that I would like to see in my classroom and library environment. I would hope that I model 'innovative thinking and inquiry' (Lamb, 2011) to the adolescents that I teach. A student with sound 'Information Literacy' not only has a good grasp of the content, but they have skills to problem-solve, to relate to peers, to evaluate and assess, to think critically and to navigate through a complex digital environment to gain the information that they seek. 

21st Century developments have meant that the digital environment is far more prominent as a medium for research and publishing. Teacher Librarians are advocates for good 'digital citizens', those students who have 'a day-to-day skill set, social responsibility, beyond basic skills, and encoding and decoding skills'. (Waters, 2012)  The learners of today are far more connected to the digital environment, with the prevalence of tablets, one-to-one laptop programs and the ever-burgeoning smart phone, 'digital natives' are overwhelmed with complex information at a rapid rates. A TL needs to use this to develop their collection and teaching practice accordingly. They need to recognise that the learning landscape is one that is interactive, multilayered and no longer confined to the physical space of the library-it moves in and out of the digital environment at any given time. Student outcomes are at the forefront of every schools' priority, and "school libraries that adapt to the digital needs of their students not only continue to build a reading culture in the school, but provide the materials for motivation, differentiation, collaboration and connections necessary for 21st Century learning." (O'Connell, 2012) 

The convergence of literacies in the learning environment means greater communication is enabled. Staff can collaborate with the TL and each other more readily with a flexible team approach. Students can be connected to their classes using microblogging tools such as Edmodo to collaborate with peers and maintain their research and information collection using Endnote. Teacher Librarians curate the online presence of the library, giving them the perfect opportunity to model proficiency in these emerging literacies. Managing the collection is no longer as simple as cataloguing printed text. A 'proactive librarian integrate and interacts' (Lorenzo, 2007)

References

Ipri, T. (2010) Introducing Transliteracy. College & Research Libraries              

                News 71(10), 532-567

Lamb, A. (2011). Bursting with Potential: Mixing a Media Specialist's Palette. Techtrends: Linking Research & Practice To Improve Learning, 55(4), 27-36.

Lorenzo, G. (2007) Catalysts for Change: Information Fluency, Web 2.0,    

            Library 2.0 and the New Education Culture. Clarence Center, NY: 

            Lorenzo Associates Inc., March

O'Connell, J. (2012) Change has arrived at an iSchool library near you, in P. 

           Goodwin & J. Parker (Ed.) Information literacy beyond Library 2.0. 

          London:Facet Publishing, UK

Waters, J.K. (2012). Turning students into good digital citizens. THE Journal, 9 April. Retrieved from http://thejournal.com/Articles/2012/04/09/Rethinking-digital-citizenship.aspx