Thursday, September 30, 2010

Critical Synthesis

At the beginning of this course I reflected on my own experiences with libraries and librarians first as a student and then as a teacher. (Burns, C. 26.7.10) Although the library played a minor role in my schooling and in the early years of my teaching career, it increased in significance as I moved through teaching in the public, catholic and independent sectors.

This semester, new ideas have led to a better understanding and appreciation of the role of the Teacher Librarian (TL). Keeping up with new technologies is important. Todd, (2009) explained why this was important for a TL. He said that using new technologies like ‘blogging’, was about a ‘critical engagement with ideas’, which TLs should be demonstrating to students, coming to terms with these new technologies themselves and using them confidently. For me, this meant writing notes directly on the blog, not writing them in ‘Word’ first. It was a change in method that still requires considerable effort. (Burns, C. 23.8.10)

Another change in using the technology appropriately was involvement in the online forum. Checking postings each day and being drawn into the discussion reinforced the need for collaboration. As an older student it was a little daunting at first to use the forum however the comments of other students (Kadissi, S. 23.8.10) (Muse, M. 10.8.10) had me pause and want to join the discussion and contribute my thoughts. Meeting with some of the students at a local café reinforced this feeling of collegiality and the importance of shared learning. Research by Kuhlthau (2007) and Herring (2006) emphasised the importance of shared learning and its impact on learning communities.

The Information literate school community and the place of the TL in guiding this process as a leader became clearer through reading both Henri (2005) and Herring (2007). These readings made it clear that the TL was an equal partner in teaching information skills, not just a provider of resources and occasional lessons on ‘library skills’ mentioned by both Page (1991) and Todd (2009). The term, ‘equal partner’ caused me to reflect on my relationship with librarians while teaching. There was a sense of collaboration but not as I now understood this term. In hindsight, my students would have gained a great deal if our TL were actively included in the planning process, and in providing her expertise to support students with her knowledge of resources and learning models.

Kuhlthau’s research (2007) into learning models changed my thinking around tackling assessment tasks. As a learner I experienced first hand the feelings of anxiety and confusion in the initial stages of preparation and found that adopting the ISP model to guide my research made good sense. Using the model, or my own version adapted from my learning in Part A of this assessment task, helped me clarify and direct my study.

The Australian School Library Association (ASLA) standards for TL’s were initially overwhelming, however in discussion with the TL at my co-operating school it was explained that these standards were something to aspire to as a measure of professionalism. This TL also pointed out the support available from professional bodies such as SCIS and SLIL, which would assist in setting up appropriate systems in the library. The importance of continuing professional development and keeping up with new ideas and technologies was also highlighted to me.

Reflecting on the importance of the TL as a leader, and the management skills required to undertake this role reminded me of my last principal who had the ability to turn difficult situations round to positive ones. She was much admired by staff, students and parents for her personal and wise approach to every issue. Oberg, (2006) put a great emphasis on the TL being involved in school committees and the school executive, an ideal position from which they could make a difference to the school. Being involved and having an influence on scheduling, budget and policy-making would raise the awareness in the community of the central role of the library in building an information literate school community. (ILSC). An article by Page (1999), although more than 10 years old, added to my learning. Another more recent article by Montiel-Overall, (2005) gave me a better understanding of the importance of evidence-based research to support the TL’s stand on the place of the library as the hub of information literacy in the school.

The role of the TL as I now understand it, is different to my previous thinking. It is a little daunting, but also exciting. Here is an opportunity to make a difference not just to one classroom of students, but to all the students in the school, and to be a positive influence in the whole school community.

References
Burns, C (23.8.10) ‘Leadership and collaboration’. Topic 5 Subforum
Burns, C (2010) Librarylearning: Personal Blog. 26.7.10; 22.8.10; 23.8.10: http://cburns-librarylearning.blogspot.com/

Henri, J., & Asselin, M. (2005). Understanding the information literate school community. (pp27-42) Wagga Wagga, NSW Centre The information literate school community 2: issues of leadership (pp. 11-26). 2005: Charles Sturt University.

Herring, J. (2006). A critical investigation of students' and teachers' views of the use of information literacy skills in school assignments retrieved 18.8.10 http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume9/informationliteracy.cfm

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: Centre for Information Studies, Charles Sturt University.

Kadissi, S (23.8.10) ‘Information process models.’ Topic 4 Subforum

Kuhlthau, C., Maniotes, L., & Caspari, A. (2007). Guided Inquiry Learning in the 21st Century. Westport CT: Libraries Unlimited.

Muse, M (27.8.10) ‘Information literacy musings’ Topic 4 Subforum

Montiel-Overall, P. (2005 A theoretical understanding of teacher and librarian collaboration, School Libraries Worldwide, 11(2), 24-48. Retrieved 27.8.10 from http://web.ebscohost.com.ezproxy.csu.edu.au

Oberg, D (2006 ) Developing the respect and support of school administrators. Teacher Librarian, 33(3), 13-18. Retrieved August 3, 2010, from CBCA Complete. (Document ID: 989412481).

Page, C.-A. (1999). Developing the school resource centre program: A developmental approach. In K. Haycock (Ed.), Foundations for effective school library media programs (pp. 207-214). Englewood, CO: Libraries Unlimited

Standards of Excellence for Teacher Librarians. (2004). Australian School Library Association. Retrieved from www.asla.org.au/policy/standards.htm

Todd, R. (2009) ‘The changing information environment and student learning.’ Scan 28/1 P28-30 February 2009

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