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Summer School: Resourcing the Curriculum

Last semester was difficult. Completing two units successfully in the midst of working was an experience that I do not want to encounter any time soon. I have, however, learnt a great deal, 504, The Teacher as a Leader was the most enlightening course. Not only did I improve my technological skills but I now know that having a vision for the TL is essential, this I am sure will be a focus in the future. 501, Information Environment was also okay. One of the most important areas I need to focus on is reading the criteria linked to assessment tasks, just like I always tell me own students.

Now for 503, resourcing the curriculum. I have read over the assignments and gained some insights into what the subject entails. I am thinking at this time to base my first task on the JFK component of the History Extension course, an area I think needs to be developed. Here I go!

LEADERS!

Now this is a leader!

Leadership and all!

Finally completed the first task. Now to examine Part B. I have been looking back at my readings on leadership in order to use for assignment 2. Reading over Cheng's article Leadership and Strategy has reinforced much of what I have learnt. Yes, leaders need to be proactive and an area that Cheng mentions really makes a great deal of sense. Leaders need to be strategic, in our fast paced technological society teachers, schools, TL's need to think more carefully about the future. We need to be inspirational but most importantly we must become forward thinkers. How do we achieve this? by working cooperatively, embracing shared visions, not an easy task but it is achievable. This last idea is supported by Donham's article, she focuses on the link between leadership and the shared vision. TL's have a unique position, we work with all staff and students, to ensure that our schools are able to provide the best possible learning environment. A Huge Role!

ETL501 Information Environment

My first entry!! This course relates to the various information and learning contexts in the school environment. So far I have read about wiki's, wikipedia and criteria for websites. The latter being the focus for our first assignment. What I have so far is practical and information gained can be applied to a class room context. How many times have I told my students that it is OK to look at wikipedia but not trust its contents? It seems that I am not the only one!

Reading about the technical criteria was new for me, being a humanities students I have never really focused on this area but clearly it is an area that I need to develop. Now all I need to do is select two criteria for my assignment, this is going to be more difficult than I first thought because so many are geared to students in higher education.

The most important lesson I have learnt so far is that I do not spent enough time on preparing my senior students to clearly assess the relevance/reliability of a web site. It is never too late to begin!

Learning about leadership ETL504

I have neglected writing in my blog because of my workload both at school and at University. Completing two subjects was a choice that I am now reflecting on. This subject The Teacher Librarian as leader has been a challenge. Coupled with the readings on leadership has been our first task, a group presentation. We have been placed into groups and are in the process of working on our power point presentations. I have been fortunate to be placed with two other students who are both motivated and luckily for me are technologically literate. The assignment is due in two weeks and I feel that we are progressing really well.

One of the most difficult components of this task has been to employ the knowledge we have gained in our readings to our task. An important area of the leadership qualities of a teacher librarian is presented in the quote by Donham.“Helping the Principal begin to see the benefits of a library media environment in school decision-making groups is the first step toward exerting influence and ‘leading from the middle’. It is this area, leading from the middle where the TL has influence and one that makes a lot of sense. Working collaboratively with staff, being positive and consistent are also qualities that can be considered essential for a leader.

The next week will be hectic, hopefully our group will be able to finalise our presentation then it will be time to start on assignment 1 for 501.

Critical synthesis of reflection.

The decision to change my career path was the result of the many hours I have spent in the library guiding students with their research tasks. I felt that I could utilise my teaching skills to help students become more confident with their ability to retrieve resources, evaluate information and select appropriate books. Cataloguing and administration were also areas that I believed would form the foundation of this course. However, I was only partially correct and have since discovered the role of the teacher librarian is far more extensive than I'd anticipated. My blog entry of March 14 on the role of a teacher librarian, although not totally naive, failed to recognise that the role's various facets were as diverse as Purcell (2010) & Herring (2007) indicated. The forum entries by (Casey 2011) and (Antel 2011) echoed my thoughts on the role, and also my concerns about which areas of study to prioritise. However, after reading Barnett (2009) and Everhart (2007) on the teacher librarian's role as leader I began to appreciate that without developing leadership skills; especially around areas such as collaborative practices, integration of ICT, principal support and whole school vision, students may not acquire skills that develop independent thinking and learning.

Initially I believed that the leadership role of the teacher librarian was confined to the managing of library staff .The realisation that one of the vital roles of a teacher librarian was in fact leadership on a larger scale came as a surprise and I questioned how this could be achieved. My blog entry of 5 April addressed my concerns about the new positions being created in some schools that place teaching and learning, and the integration of ICT skills in the hands of separate leaders. I pondered, where does that leave the teacher librarian? The forum entry by (Johnston 2011) also raised the issue that having so many layers of management and leadership titles in a school could be problematic. I have come to the conclusion that teacher librarians need to be actively integrating of ICT skills across the curriculum. Furthermore, Herring's (2005) article suggested that teacher librarians needed to that it was important for teacher librarians to be seen as leaders in the instructional use of technological skills, or else it could mean the demise of the profession. I have also learnt that it is important for teacher librarians to develop and maintain close working relationships with other school leaders. This crucial role was one I had not previously envisioned, and my thoughts about how this could be achieved were reinforced in the forum entry by (Williams 2011) who claimed that the 'standards' in place do not match the current ‘reality’.

My blog entry of May 9 shows that my understanding of collaboration within the school context applied primarily to teachers and teacher librarians. However, other responses such as the entry by (Williams 2011) showed more awareness of the significance of collaborating with principals. After reading Farmer (2007) and Hay & Foley (2009) I gained a better understanding of the relationship that a teacher librarian needs to establish with their principal. In my blog entry of April 5 I began to see the big picture concerning the symbiotic relationship between teacher and teacher librarian, and realised that it could help establish a dynamic learning environment.

Early each academic year I enlist the help of the teacher librarian to conduct an information literacy skills lesson. Whilst this is done within the context of what is being researched, I have now realised that the teacher librarian’s role is much more complex. Todd’s (2006) article alerted me to the crucial role the teacher librarian plays in guiding the development of information literacy skills within a sound pedagogical framework. My blog entry of 22 April illustrates that I better understand the leadership role a teacher librarian plays in integrating literacy instruction across the curriculum. Garry Moore’s post (2011) proposes that there needs to be a whole school approach that integrates information literacy skills across the curriculum. Gibbs' (2003) article also identifies a similar role for the teacher librarian, one that helps guide and encourage a whole school vision. As Irene Lu’s entry (2011) states it is a ‘big job’; one that I now understand is an important role for the teacher librarian.

In my forum entry of 26 April I dealt with the area of transference of literacy skills. My then limited understanding of the meaning of ‘literacy skills’ mirrored Herring's (2011) research findings that focused on the practice of information literacy in schools. Carolyn King’s entry (2011) likewise indicated that many of the teachers in her school also do not fully grasp what constitutes information literacy. What's more, before starting this course I did not think the teacher librarian’s role included a whole school approach to developing information literacy. However, after reading Twomey's (2007) research that indicates the teacher librarian can empower their students, I believe what I have learned this semester is also 'empowering'. No longer do I see teacher librarians as primarily administrators and ‘helpers', I now understand the diverse and complex nature of this essential profession.

Reflection.

I am currently completing my second task for this course and while I am immersed in a sea of information I am feeling reflective. What have I learned? Certainly a lot more than I had anticipated. The role of the teacher librarian seems to endless and I feel that this new path I have chosen is going to pose a number of challenges.

Firstly, being a teacher in the humanities means that I am consistently asking my students to complete research tasks. I have to ask myself if I have given my classes enough direction or do I simply book a computer room and assume that they have acquired the necessary literacy skills to complete tasks? My own research has been difficult, after a 25 year period of not hitting the books, completing an essay has been to say the least daunting. Looking at the models in front of me I can say that my research process has reflected the stages as outlined by (Kuhlthau). Yet I have never used the model in my own teaching, something I will have to rectify...soon. Another area that I need to focus on more in class is that of metacognition. I know how I learn, the last 2 months have taught me that I have a preferred learning style and being able to reflect on this area is asset for my learning. Undoubtedly, it will also benefit my students.

Reading Hay's (1999) article Leadership's challenge: the fuzzy future has me thinking. She states that 'the moves towards outcome based assessment has shifted the focus for students towards exhibit learning in a real-world context', but I ponder, what about the fact that the HSC is still a content driven task? As a teacher of senior classes I know that I put aside learner-centered tasks in order to complete syllabus requirements. Again, I now feel that this is an area I need to address.

After beginning this course I decided that I had to try to improve my ICT skills, at times I feel that I am being left behind. Th literature also tells me that teacher librarians are leaders in this area. Well, I took the challenge and am now completing the Web2 course. I am 2 weeks behind (other priorities) but I know that I will catch up. If I had not begun this course I doubt if I would have had the desire or will to challenge myself and develop my skills.

The area that has been one of the most enlightening has been 'leadership'. Using my own school as a model I believe that this area one of the most essential for the teacher librarian. My own lack of knowledge about literacy instruction and learning models has been in part due to a lack of dissemination of information. The school librarian needs to be an advocate for their role and the role of literacy instruction as a whole school policy. There certainly is a lot more to this role than I expected. Back to my assignment I do hope that I am past the stage of confusion!

Collaboration

While I do see evidence of collaboration in the school I teach the readings on this topic have been enlightening. I can now see that on of the major roles of the TL is to encourage collaboration between themselves and educators. The consequence of this process clearly benefits the learning of students. This is clearly presented in views presented by (Montiel – Overall, 2006, Todd, 2008). They clearly demonstrate that collaboration between TL and teachers enables the needs of students to be achieved successfully. However, one cannot discount that there are obstacles. A lack of time and the absence of a whole school vision can hinder the possible achievements of collaboration. Clearly, the TL cannot achieve success in this field if there isn’t a whole school policy that encourages cooperation and shared planning between the TL and teaching staff.

Montiel-Overall (2006) states that collaboration requires equal participation and shared responsibilities. Teachers are more open to the process of collaboration when they consider their role is equal to that of the TL. Thus, the TL’s role is crucial; their ability to work effectively with teachers is essential.

I can’t help but ponder about the collaborative efforts I have experienced with the TL in my school. While our efforts have resulted in sound pedagogical practices it never occurred to me that the TL had worked tirelessly to establish and maintain an equal and cooperative relationship. Collaboration……I now realise the importance of this role!

Lessons for everyone!

Information literacy, is a concept or process that continues to evolve in our technologically savvy world. The various definitions I have encountered in my readings indicate the need for a multi-step process that ensures students are able to locate, evaluate and apply the knowledge they have gained from a variety of sources. It is this procedure that I as a teacher have utilised. What did come, as a surprise is the focus that academics place on the role of the teacher librarian in this inquiry process. In the high school where I teach, the process of research is guided very carefully by the KLA Coordinators with assistance from the Teaching/Learning Coordinator. There is collaboration with the teacher librarian but this is limited to guiding students to appropriate resources. Thus, what I have learnt certainly has been an eye opener.

I also see more clearly now that it is essential that the whole school is involved in developing information literacy. There needs to be consistency across the KLA’s and this is yet another role that the teacher librarian must actively lead.

James Henri (2004) puts forward an interesting idea. He suggests that some schools are more focused on how successfully students are able to store information. In doing so, students are gaining knowledge but lack real understanding. To be quite honest I can see myself in this category. I try to fill their minds with as much information as they will need to pass their exams. If I was to focus on developing their understanding I would not complete the course. So there is a dilemma. While our HSC exam (NSW) is knowledge based then the focus is going to be on gaining just that…..knowledge. What this course has taught me is that understanding is crucial and I will be more aware what I am doing in the classroom to ensure that my students are becoming critical, discerning learners, a small step I know but it is a beginning. Lesson learnt!

With a little help......from the principal

Time has been taken up completing Trial HSC marking, assessment marking and of course the first assignment, first for 25 years, so life has not been easy.

To be quite honest the role of the principal is an area I had not previously thought about. It was only after completing the required readings and also the information I accessed for the assignment that I felt enlightened. Hay, Foley's (2009) article titled 'School libraries building capacity for student learning in the 21C was inspirational. I now can see the whole picture, not only are teacher librarians creating an environment that encourages learning but they are at the forefront (or should be) of building a learning culture that is underpinned by appropriate pedagogical practices.
Teacher librarians need to collaborate with staff, students, administrators- most importantly, the principal. Without the support of a principal, the teacher librarian is would find it difficult to introduce whole school library programs that address the needs of both students and teachers. With technological advances changing the fabric of how and what we research, the TL needs to be up to date and ready to impart their knowledge in partnership with the school community.
To a large extent my views on the role of the principal as support fro the TL is shaped by my own context. I work in a high school where the TL is certainly given sufficient funds to purchase material for student learning and pleasure but her role in curriculum, ICT support is carried out by other leaders. Leaders of ICT, Teaching and Learning are roles that have emerged over the past five years and until today I have not thought about how this might affect the role of the TL. The fact is that all leaders should be able to collaborate in order to achieve common goals but I this might be a generalisation or 'wishful thinking'.  I have come to the conclusion that as teacher librarians we really must be proactive and have a clear vision for the future of our varied roles.
I am fortunate that I have a great working relationship with the teacher librarian in my school. We talk at length about the role of the TL, or what ideally it should entail. Today she handed me an interesting  article about the role of the TL. The Director of the booklegger was sitting at a table with guest delegates when one of the speakers asked him "What is the role of the school librarian today?", to the horror of librarians who were present, he replied, "There isn't one unless they create one!"

I now know what teacher librarians have to do....................

The role of a librarian

A teacher of Society and Culture and History Extension I have worked extensively in the school library helping a number of students access information. During this time I have developed quite a close working relationship with the librarian who has been a godsend. My understanding of the role of a teacher librarian thus stems from my interaction with library staff particularly over the last 14 years.

• a librarian is an outstanding communicator, one who collaborates with both staff and student in order to achieve quality learning
• ensures that each student has equal opportunity to all resources
• works closely with the class teacher to provide instructions that relate to information services
• ensures that the learning environment is welcoming for all students
• delivers lessons for both junior and senior students that comprehensively cover how to access a range of resources
• manages the day to day working of the library, this includes purchasing, programming, ICT areas
• effectively manages library staff
• is actively involved in the ICT committee
• encourages staff morale within the library
• ensures that appropriate booking systems for library rooms, equipment are maintained and adhered to

The above roles are not exhaustive and I'm sure that future readings will bring to light areas that I have not included. Even at this stage it is an enormous role, one that seems to be ever developing in our changing world.

.Getting there!

Getting there!

This week certainly has been enlightening. I finished my degree in 1986 when looking for material simply meant going to the catalogue. While I have acquired some skills with technology over the years, my experiences with the databases have been a first. Trying to navigate my way around sites was a challenge and the tutorials were a godsend. EBSCO certainly a lot easier than Informit, however I have no doubt that each will prove valuable when accessing resources. I feel that I wont feel confident with either database until I have to actually find specific articles for tasks. Creating a folder was easy but I still wonder how to access information from articles or texts that are not on library files? My next task will be examining the referencing system, this area I know has changed significantly since my days at University. So much to read and learn in what is a short period of time.

Week One

Just a week into my course and I have successfully created a blog. I realise that there are many features that I am unaware of but time, I am sure will see me more proficient. I am treating this task (creating a log) as a first of many new fields that will surface over the next two years. It is my understanding that this blog is akin to a journal, and as such I will be using it as a record of my knowledge, growth and perhaps obstacles.
Databases was a new topic and I do feel like a novice among others who are so much more computer literate. I will battle on, and as I always tell my students, you learn through your mistakes, I'm sure that this will apply to me as well.

Librarians are almost always very helpful and often almost absurdly knowledgeable.  Their skills are probably very underestimated and largely underemployed.  ~Charles Medawar