Part C Critical Synthesis

A critical synthesis of my reflection on how my view of the role of the teacher librarian may have changed during the subject. Over the last few months my ideas of the role of the teacher librarian have changed dramatically. I have been a classroom teacher for the past eight years, where my experience of the Library has been vastly different from the recommendations and models put forward in the readings from ETL 401. The Library model in which I was familiar with (at my previous school) consisted of 45 minutes RFF teaching time, where my class was taken off into the abyss and returned 45 minutes later with a new library book (Bruce, 2010, September 24). There was certainly NO collaboration between the teacher librarian and the classroom teachers and the learning that took place in the library were separate from the learning happening in the classroom.

Upon embarking on my new position as teacher librarian, ICT coordinator and learning support teacher in a brand new catholic systemic school this year, I began researching the role of teacher librarian. As discussed above, I wanted to structure the library and ICT roles in a better way than I had previously experienced – At this point I began to research. I related to Kuhlthau’s ISP when initially researching information about how other teacher librarians operate. I specifically related to Kuhlthau’s second stage of ‘selecting a topic’, I recall feeling: confusion, sometimes anxiety, brief elation and anticipation (Kuhlthau, 1989). I picked up some ideas from my independent research and began teaching in my P-2 school.

As I began teaching in this new role, I enjoyed the experience and wanted to pursue higher education in this field. I was not happy being mainly a classroom teacher in the role of Teacher Librarian – I wanted to make this new school into a dynamic learning environment I now know is called an ‘information literate school community’, ILSC. After only a few weeks into the course, I saw a direct link with my improved knowledge affecting my teaching, as I began integrating Resource Based Learning (Bruce, 2010, July 28) in small steps.
I felt that term three, 2010 has been a huge learning curve and the decision to complete the Masters of Education (teacher librarian) has already shaped the way in which I am going about creating an information literate school community and view the role as teacher librarian. Through the readings the forum postings and the completion of my first assignment, I realised that the role of teacher librarian, was wider and deeper than I had first expected. Herring’s blog is an extremely useful resource, where I have learned a great deal. Herring advocates “that positive feedback is a key to good teaching, as is subject knowledge, best practices in teaching (e.g. Encourage students to think, to make connections…), personal qualities (e.g. Demonstrate an empathy with pupil thinking..), and professionalism. A good teacher is one who develops students as learners and of course”(Herring, 2010, April). This statement appeals to me and I can see many connections with the standards of professional excellence for teacher librarians (ALIA/ ASLA, 2004).

Throughout this course, I have realised that being a good leader is strongly connected to creating an information literate school community. I can see the need to act as an educator and advocate in the creation of an ILSC. As our school is brand new, I felt that I needed to discuss the information literacy model, implications on teaching and the importance of collaboration with my principal, as we are in the early stages of running as a school, with only three classes this year and eight starting in 2011. The library is being built at the moment and will serve as the heart of the school – connecting the current classroom building (consisting of 6 classrooms) with the new classroom building (8 classrooms)being built in 2011. The importance of leadership at this early stage is essential to set the school up for success, understanding that as teachers begin to work at the school, this model of collaboration supported by Todd and Kulhthau, (2003), will be the norm. Collaboration has become a learning I have taken on board, actively reflected in my programming and structure for term 4, (Bruce, 2010, September 20, September 24) and the Topic 5 forum posting(Bruce, 2010, 27 September forum posting).

I believe I am now heading in the right direction and will do the role justice. My understandings gained through ETL 401 as my starting point have completely changed my understanding of the role of teacher librarian and have made me aware of the standards to strive for (ALIA/ ASLA, 2004).

References

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

Bruce, J, (2010, September 27). ‘Collaboration’ Message posted to ETL401 Topic 5 Sub Forum. http://interact.csu.edu.au/portal/site/ETL401_201060_W_D/page/416f0e90-5013-4d64-802c-c995094fc028

Bruce, J. (2010, September 24). Essential learning Achievements and Collaboration. http://journeyofateacherlibrarian.blogspot.com/2010/09/essential-learning-achievements.html

Bruce, J. (2010, September 20). ‘Collaboration’. http://journeyofateacherlibrarian.blogspot.com/2010/09/collaboration.html

Bruce, J. (2010, September 18). ‘My life experience relating to Kuhlthau’. http://journeyofateacherlibrarian.blogspot.com/2010/09/my-life-expeience-relating-to.html

Bruce, J. (2010, September 16). ‘Information Literacy development’. http://journeyofateacherlibrarian.blogspot.com/2010/09/information-literacy-development.html

Bruce, J. (2010, September 12). ‘Life’. http://journeyofateacherlibrarian.blogspot.com/2010/09/life.html

Bruce, J. (2010, July 28). ‘TL’s and the Issue of RBL V’s RBT’. http://journeyofateacherlibrarian.blogspot.com/2010/07/tls-and-issue-of-rbl-vs-rbt.html

Bruce, J. (2010, July 19). ‘Reality sets I’. http://journeyofateacherlibrarian.blogspot.com/2010/07/reality-sets-in.html

Bruce, J. (2010, July 13). ‘The journey begins’ http://journeyofateacherlibrarian.blogspot.com/2010/07/journey-begins.html

Herring, J. (2010) James Herring’s Blog http://jherring.wordpress.com/ (April, 2010) ‘What makes a good teacher and water dragon’

Kuhlthau, Carol Collier (1989). Information Search Process: A Summary of Research and Implications for School Library Media Programs. SLMQ, 18(1). (Viewed 9 September 2010)

Todd, R. and Kulhthau, C.(2003) Student learning through Ohio school libraries. Background methodology and report findings. Retrieved 13/8/10 http://webfiles.rbe.sk.ca/rps/terrance.pon/OELMAReportofFindings.pdf

Essential Learning Achievements & Collaboration

After working on the first two parts of Assignment 2, I thought I would relate some of the learnings that are specific to me as a teacher in the ACT.

When looking at student learning outcomes, The Essential Learning Achievement (ELA) for information literacy in the ACT is: the student understands and applies the inquiry process. It became obvious that without collaboration occuring - the student learning outcomes are not being met. SO, how do Teachers meet the needs of the students, when the libary lesson is completely separate from classroom learnings??? This was the case in my pevious school - library was offered as RFF to the classroom teachers - the students were walked off into the abyss and I had no idea about what they actually did!

Every chance to learn clearly states that this ELA develops students’ capacities to use the inquiry process to seek information and use it to draw conclusions and generate new knowledge. Students develop their understanding of and capacity to apply the inquiry process as they use it in authentic situations as part of the topics they study within and across disciplines (Every Chance to Learn. p32). If this is to occur, collaboration is a central element in the achievement of this ELA.

Teachers must have a detailed knowledge of information literacy theory and practice if they are to develop the student as a lifelong learner. The teacher must have a high level of knowledge regarding pedagogy and repertoire of strategies including Guided Inquiry (Kuhlthau, 1989). The purpose “is to develop each student as a learner....The core business that distinguishes school as a social institution is the development of children and young people as learners. Curriculum develops the understandings, skills and attitudes for lifelong learning that are vital to the success of students in school, in further education and training and in the workplace”(Every Chance to Learn,p8). When a teacher has a good understanding of teaching, learning and the best information literacy models then they are able to utilise their knowledge and experience to maximise student learning outcomes in collaboration with the classrom teachers (CT).

Collaboration

This week I have been planning for term four before the school holidays . I have begun planning and restructuring the way in which we operate to create an ILSC at my school. This year has been a great opportunity for me to find my feet in this new role as Teacher Librarian, in a new school. There are only three classes at our school so far – and we are growing rapidly with 8 classes next year! I have found this to be an ideal time to learn about the role of the Teacher Librarian through completing this course and to discuss the structure and philosophy of the Library as the heart of the school with the Teachers and Principal. My goal is to adopt the information skills process put out by the DET to embed IL skills into our curriculum

It was nice to see the look of excitement on the teachers faces when I explained what I intended to do. I was able to show teachers that my job is to assist them in extending on the class learning, not to make their job any harder. I explained that I see my role teaching children in context to the learning already happening in the classroom. The look of both excitement and relief was observed on their faces –as I feel teachers are faced with the common problem of teaching in an overcrowded curriculum – assisting teachers in this way was received positively by making their job less burdened yet providing greater learning outcomes for the students!

My Life Expeience relating to Kuhlthau

MY LIFE =
• Being a Mum to 2 year old Son
• Being a Wife to a busy Husband
• Working full time in a brand new school
• Working as a Teacher-Librarian, Learning Support Teacher and ICT Coordinator
• Preparing documents for our school Registration (in three weeks)
• Busily adjusting the way in which the school Library operates (as I have been learning more about the role of Teacher Librarian and the various models – this has informed and changed the way in which I operate.
• Working my way though this very helpful and informative course, completing the readings and attempting to tackle the second assignment.
• Working my way through Assignment 2


As I tackle the business of life and prioritise my tasks, work through the assignments and try to unpack the information, I feel an overwhelming array of emotions, Kuhlthau reminds me this is OK! The process of information literacy is very real for me and I feel as though I am living through Kuhlthau’s Information Search Process. I am very aware of the information process I am taking and the real link this has influenced with my emotions.

As I begin the process of tackling the Assignment questions – I remind myself of how I best learn .... To read, think and reflect, read some more, think some more and reflect a whole lot more..... etc. I firmly believe that in order to really absorb and transform the knowledge and information, you need the time to learn about it, relate it to what you already know, and to think and reflect upon it. This process, adds to the richness of the initial information, and allows the learner to transform this knowledge into a new form of knowledge that is personal to them, when given time to THINK, LINK and REFLECT upon it.

Information Literacy Development

As I work at a brand new school, we are still developing policies and an information literacy policy is certainly one which I am keen to develop. I believe that the development of this policy will certainly provide direction for teachers to ensure students are well equipped to become information literate. This is the perfect time to really get things moving in the right direction from the beginning. I feel very fortunate to be in a position where everything is new and undefined, and it is up to us as the leaders in the school to really shape the way in which we develop information literacy!

LIFE

Well, it has now been three weeks since I have submitted assignment one - Three intense weeks! During this time I have found that I have been stretched to my limits as I have had a number of things impact upon my normal timetable and schedule- both at home and at work. I feel as though I have had to prioritise tasks and unfortunately keeping up with the uni schedule has not been number one on my priority list!. This is such an EXTREMELY stressful time for me as I have been operating on very little amounts of sleep, so that I could get the pressing things out of the way and re-focus on my uni work this week. I guess the readings from Covey have helped in this area, however I feel completely behind now and are super eager to get back into the content again!

TL's and the Issue of RBL Vs RBT

In beginning my Masters of Education (TL), I have realised, two weeks in to the course that it has opened up a whole new vocabulary, meta-language and array of acronyms that I am sure will be rolling off my tongue in no time at all. My head is buzzing with RBL, RBT (I used to think that stood for a random breath test)

It is my understanding that Resource Based Learning (RBL) = Student Centred Learning. When the teacher acts as facilitator and assesses while teaching, they guide students learning through questioning and prompts, structuring the learning environment, previewing resources, acting as a resource and engaging in dialogue with the student about their path. As opposed to Resource based Teaching (RBT) the teachers using the resources to support or enhance their teaching. Therefore RBL hands the reins to the students by providing them with the scaffolding and support they need to become confident lifelong learners.

For me, the key issues TL’s are facing in Australia seem to be financial and organisational ones. There is a lack of funding for TL’s time allocation and resource budget. Although the ideal model would be to adopt a flexible learning environment (RBL), the biggest hurdle seems to be focused on organisational and financial constraints.

There is a lot of power in being a positive and energetic role model is a school to bring about positive change. If you have the drive and determination (and the support of your Principal and Teachers) then these obstacles can be overcome. Therefore the key word here is COLLABORATION!