Critical synthesis on how my view of the Teacher Librarian has changed.

When I first started this course, I was very naïve about the role of the Teacher Librarian (TL) (Field 2011a) and saw my role mainly as chief educator of all things wonderful about books and information. At that stage, the roles of Media Specialist and collaborative negotiator were two that I had not yet considered as being a part of the TL’s job mainly due to my past relationships with TL’s. Many more readings later I came to see that I actually had no idea of the magnitude of the roles that a TL has in a school: those of teacher, leader, information specialist, instructional partner and program administrator (Church (2011), Purcell (2010) and AASL (2009)) and what these roles entailed. After reading the articles by Herring (2007) and Purcell (2010), I began to see how overwhelming the job of the TL could be. So, I could relate to Clark (2011) when she wrote about the need for effective management of the roles of the TL.

With all of these expectations, it could be easy to lose track of our number one priority – our clients. Parkin (2011) addressed this in his forum post and helped me put things into perspective as he spoke of our duty to staff and students as our main objective with all other roles seen as being supportive of that objective. Lamb (2011) reiterated this idea writing about how being a successful TL involves building relationships, sharing the vision of the library program and the mission of the school and collaborating with others, all with the benefit of our students in mind. Lamb (n.d) also reminds us that as the TL, we are not alone because by successfully using our role as leader, we can recruit others and though collaborations with staff and students we can achieve more than we ever could alone.

So, why didn’t I know anything about the roles of the TL? As Farley (2011) stated, it is up to the TL to promote themself so that the staff know exactly what it is the TL does. I touched on this briefly (Field, 2011b) when discussing the importance of letting everyone know how important the role of the TL is for the school community. ASLA (n.d) also discusses the need for advocating the TL profession and making others aware of the misconceptions of the TL role in schools. After reading Joyce Valenza’s (2010) manifesto, Field (2011c) I was truly inspired. It brought me to the realisation that if, as TL’s we are going to be able to successfully collaborate with teachers and work towards the school mission, first we need to make others aware of exactly how much of a difference we can make.
With regards to Information Literacy (IL), I must admit that sadly, I was unaware that there was such a term and knew nothing about it. With so much to read about the subject, I felt that I needed a definition if I was going to wade though it all Field (2011d). As I began to delve deeper, I found that many authors were able to discuss the characteristics of an information literate student but unable to agree on a definition. I came to realise that no matter the definition or the model you use, whether it be Kuhlthau’s ISP model or Herring’s PLUS model, the message is the same: the IL process should lead students toward becoming self-sufficient in finding, using and evaluating information. It is my job then, as TL, to make sure that I rise to the challenge and meet the needs of the 21st Century learner by teaching them the skills they need for lifelong learning. To do this I believe that I myself must become a lifelong learner. I feel that the role of TL will be an ever-changing one and I will need to keep abreast of the changes and be flexible.

The biggest problem during this course for me was that once I started reading about something, I then wanted to find out more. I scoured reference sections of articles to see what else was related to that topic, searched for it and read that too. Initially I saw this as a downfall, now I think that it may be one of my strengths. I have had many moments of doubt during this course and have felt overwhelmed at times so it is fitting that I end with a quote that is becoming my mantra:

Learning begins with uncertainty and is driven by the desire to seek meaning.

(Kuhlthau, 2004, p89)


References:

ASLA, (NSW) Inc. (n.d) What is advocacy? Retrieved September 28, 2011, from http://aslansw.org.au/advocacy/how-to-advocate.htm

Church, A.P. (2011). School librarians as teacher leaders. The Delta Kappa Gamma Bulletin. 77(3), 10-12.

Clark, L.(2011, July 27). Managing Roles [Forum Comment]. Retrieved from http://forums.csu.edu.au/perl/forums.pl?forum_id=ETL401_201160_W_D_Sub2_forum

Farley, A. (2011, July 24). Role. [Forum Comment]. Retrieved from
http://forums.csu.edu.au/perl/forums.pl?forum_id=ETL401_201160_W_D_Sub2_forum

Field, A. (2011a, July 27). Webinar 1 and my thoughts on the role of a Teacher Librarian. [Blog]. Retrieved from http://anexcitingjourney.blogspot.com/2011/07/webinar-1-and-my-thoughts-on-role-of.html

Field, A. (2011b, July 30). Collaboration and a dying breed. [Blog]. Retrieved from
http://anexcitingjourney.blogspot.com/2011/07/topic-2-role-of-teacher-librarian.html

Field, A. (2011c, September 2). Joyce Valenza – a great role model for Librarians everywhere! [Blog]. Retrieved from http://anexcitingjourney.blogspot.com/2011/09/joyce-valenza-great-role-model-for.html

Field, A. (2011d, August 23). Re: Definition. [Forum Comment]. Retrieved from
http://forums.csu.edu.au/perl/forums.pl?forum_id=ETL401_201160_W_D_Sub4_forum

Herring, J. (2007). Teacher librarians and the school library. In S. Ferguson (Ed.) Libraries in the twenty-first century: charting new directions in information. (pp 27-42). Wagga Wagga: Charles Sturt University.

Kuhlthau, C.C. (2004). Seeking meaning: A process approach to library and information services. (2nd ed.) Westport: Libraries Unlimited.

Lamb, A. (n.d) Overview: the school library media specialist. The School Library Media Specialist. Retrieved September 28, 2011 from http://eduscapes.com/sms/overview/specialist.html

Lamb, A. (2011). Bursting with potential: Mixing a media specialist’s palette. TechTrends: Linking Research and Practice to Improve Learning. 55(4), 27-36.

Parkin, D. (2011, July 25) Role of the TL. [Forum Comment]. Retrieved from
http://forums.csu.edu.au/perl/forums.pl?forum_id=ETL401_201160_W_D_Sub2_forum

Purcell, M. (2010). All Librarians do is check out books, right? A look at the roles of a school library media specialist. Library Media Connection. 29(3), 30-33.

Valenza, J. (2010) Manifesto for 21st Century school librarians. October, VOYA Magazine: Kurdyla Publishing. http://www.voya.com/2010/09/15/tag-team-tech-october-2010.

Mind maps and a brief break.

It has been awhile since my last blog...sigh! Last week I spent my first full week back at school teaching a Year 1 class. Sheesh - I had forgotten how totally draining teaching can be. On the upside the class was great and the teacher well organised. She left me a wonderful letter asking me to treat her class the way I would my own.... I thought that was lovely. The interesting thing with this class is that they are using mind maps. I saw them develop two mind maps over the week and it was fabulous to see that quite a few have grabbed a hold of this idea and run with it. Others are having trouble getting their ideas down on paper and a few of them are looking at it as a separate activity, not related to anything else that they are doing in the classroom. Oh, to have more time with that class.......

Due to my week of work, my TL studies took a backseat as I was expanding on lessons that the teacher left me and doing extra preparation at home. So, now having to jump back into it and juggle assignment work too. I need a holiday! :)

Joyce Valenza - a great role model for Librarians everywhere!

I read Joyce Valenza's Manifesto for 21st Century School Librarians (2010)- wow! So many ideas and I'll admit, so much I needed to look up! This is something that every (Teacher) Librarian needs to read and use as a great source of inspiration. She has fabulous ideas on how to get students motivated through Reading, Information landscape, Communication, Publishing and Storytelling. She has tips on creating a better physical space in your library, on how to develop your library collection and on how to introduce new technology tools into the library as well as work on your own professional development for the betterment of yourself and your students.

Then I heard her speak about 'What Librarians make. Or why should I be more than a Librarian.' She is certainly someone that I am going to aspire to be like when I become a Teacher Librarian. You get the real sense that she cares for each and every student that walks through her door and that she is there to make a difference. That's why I became a teacher, I wanted to make a difference in the lives of the children that I had the pleasure to teach. Sure, some of them were hard work, challenging and at times downright annoying but, for each of those children there was always a moment when I thought, "You know, I might actually be getting through to them." There was a brief glimpse of their potential and that was enough for me to keep slogging through.

I also read Taylor Mali's (1999) poem, 'What Teachers Make' which was the inspiration for Valenza's talk. I was reminded of the many times people have asked me how much I make and how cushy a teacher's job is, what with all those holidays! How many times have I wanted to lay it all out there about lesson preparation, rubric writing, assessment marking and report writing that is done outside of school hours. But, I haven't. Now, I'd love to quote from Mali and say,

"You want to know what I make?

I make kids wonder,
I make them question.
I make them criticize.
I make them apologize and mean it.
I make them write, write, write.........
Let me break it down for you, so you know what I say is true:
I make a goddamn difference! What about you?"

Great quote and poster (well, fingers crossed!)

It is no longer enough simply to read and write. Students must also become literate in the understanding of visual images. Our children must learn how to spot a stereotype, isolate a social cliche and distinguish facts from propaganda, analysis from banter, and important news from coverage.

Ernest Boyer (Past President, Carnegie Foundation for the Advancement of Teaching)

Information Literacy ......if others can't define it, then why am I trying???

So, have been faced with the readings for Topic 4 - Information Literacy. Time and time again I am reading about what an information literate learner will be like but not an actual definition for Information Literacy. So I Googled and Dogpiled and Metacrawled my way to .....
"Information literacy is knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner."
(Chartered Institute of Library & Information Professionals)- CILIP.
I have felt compelled to find a definition and now that I found one that makes sense to me, I can look at the information and refer back to the definition. That's what works for me.

I also found an acronym I like that will help me teach Information Literacy effectively and efficiently;
D.I.S.C.O.V.E.R
Define
Inquire
Search
Collect
Organise
Verify
Express
Reflect (University of Mary Washington - 2007)

Phew.... I'm done!

So, after a couple of weeks of wondering what possessed me to take on two subjects ....I'm done! Well, my first assignment for each subject are done anyway. Now to catch up on the modules.

I read a few interesting things in Topic 3 and for my own learning and retention, I'll write them here:

Project Based Learning (PBL) - Students solve carefully planned and assessed real world problems that have multiple solutions. It is organised around open-ended questions and requires inquiry, critical thinking, problem solving and collaboration allowing students to learn to work independently, resulting in a final product or performance.

Quality Teaching - 3 dimensions
* Intellectual quality - producing deep understanding of important concepts, skills and ideas. Students engage in high order thinking skills and communicate about their learning.
* Quality learning environment - a classroom where teachers and students work productively and are clearly focused on learning.
* Significance of students work - help make learning important and meaningful.

Dimensions of Learning - offers a way for students to think about the process of learning.
* Attitudes and Perceptions - establish positive attitudes to learning.
* Acquire and Integrate knowledge - relate knowledge to what they already know.
* Extend and Refine knowledge - compare, classify, analyze.
* Use knowledge meaningfully - problem solving, investigation, decision making, reasoning and analysis.
* Productive habits of mind - critical, creative and self-regulated thinking.

16 habits of mind
Supposed to be related to learning but I see these as relating to life in general.
*Persisting *Managing Impulsivity *Listening to others with Empathy *Think flexibly *Think about your thinking *Striving for accuracy & precision *Question & pose problems *Apply past knowledge to new situations *Think & communicate with clarity *Gather data through all your senses *Create, imagine, innovate *Respond with awe and wonder *Find humour *Take responsible risks *Think interdependently *Learn continuously

Heard something interesting....

I was speaking to someone over the weekend about going back to school. The conversation was going well until they asked me what I was studying. When I replied, "I'm studying my Masters in Teacher Librarianship", there was a distinct pause and then, "Isn't that a dying profession?" After my own considerable pause, a fierce sense of loyalty made me quote different people from the Forums on 401 and 501 and information that I didn't realise I had taken in came spouting out. I spoke of information literacy; the use of technology and the importance of tying it to the curriculum. I discussed the need for dictionaries in each classroom and the need for students to know alphabetical order. I was on a roll and quite pleased with my arguments for the Teacher Librarian. Then I realised, what an an underestimated, misunderstood profession it is. It is up to us and the other Teacher Librarians out there to toot our own horns and let people know that what we do is important and valuable. So, TOOT if you're a Teacher Librarian!