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

More on IL models

The studies done by Herring (PLUS model) and Wolf (Big 6 model) on information literacy models made for interesting reading. The common element was the beneficial nature of using scaffolding to assist students on their research journey, and what impact this had on achievement and attitude. Both studies focused on eighth grade students however, I found it interesting that no TL was mentioned in the Big 6 study (except the researcher), whereas the Herring study involved the teachers and the TL working collaboratively. There were no negative responses recorded by students in the Big 6 model study, whereas the PLUS model study had some negative responses (e.g. It was boring etc.), which I felt was more realistic for that age group. Post-activity surveys were completed for both, but there were no negative responses reported in the Big 6 study. They also both conducted exit interviews and Herring's study provided students with a booklet to use during the task, and Wolf's study had students complete a journal throughout the task, to record their progress and feelings. I felt both studies were fairly similar, and both concluded that the use of an information literacy model was beneficial, and provided a scaffold which supported students through the activity. The only exception to this were the more able students in the Herring study, who did not need to rely on the scaffold, as they naturally undertook the steps independently anyway. I felt the studies were very informative and offered some new questions to be answered.

Possibilities

Having read Page, Montiel-Overall and Todd as part of Module 5, I am quite excited by the possibilities that exist for developing an ILSC in the two schools I am connected to at the moment. The process of change is happening in both, but it really needs some commitment from the school leaders to make it get off the ground. CLMT needs an overworked TL to get a lift and some support for them to move on and get collaboration happening in more than one unit per term . This might mean some input at an executive level and even better the development of an IL policy for the whole school.

For St GGHS it needs the principal to step further along the collaboration line and explore how a traditional school can make the leap that will give it the edge they are looking for.

Montiel-Overall in her writing has given a series of markers or models that can be used to explain to a school executive the benefits of an ILSC. Page has ideas that I think will transfer well in the system that I work in. Start small is a very good way of thinking when you are starting something new. I am looking forward to putting these ideas into practice.

Information Literacy, some more thoughts.

Yesterday was a big study day and some thoughts that arose were around the article by Herring and Tarter. Their research produced interesting results, many positives as you would expect when it was conducted by the originator of the model. The most interesting thing to me was the comment about transference of skills from one curriculum area to another. This has cropped up before and in later readings on this topic others mentioned this. Herring states that this idea of transference needs to be actively encouraged by staff because it won't happen otherwise. He says this "Thus the authors recognise that enabling students to transfer information skills across subjects and year levels should be an important aim within a school and that future studies could be designed towards this end. The authors also recognise that information literacy in the school context is not equivalent to information literacy in many workplaces” (retrieved from interact resources site 24.8)

He also mentions in the (Herring 2006) article the importance of metacognitive skills in the process of learning. The understanding from this is that it isn’t all roses,this might not be the way. Just giving them a process is not enough, It needs more than that to prepare for higher education and the workplace. I liked the idea of other skills such as reading body language being part of the curriculum. This suggests that more important is a curriculum designed to include all areas, so a more open design allowing for the development of these skills also across a whole school.

This would mean that the school had a IL policy, one that all teachers took on board. This would certainly raise the profile of the TL, but it would also make it better for them as others would be aiming for the same result in a way that was supported by the school leaders. These ideas were also found in the Wolf reading as well as he commented on the use of scaffolds ‘A major issue in relation to metacognitive strategy instruction is that many students use a strategy when required, but fail to use it when the requirement is removed (Cavanaugh and Perlmutter 1982). This suggests that a model other than direct instruction would be beneficial to students. Costa (1984) and Brown et al. (1984) advocated for the infusion of strategy instruction throughout the curriculum' Wolf later conceded that this use of scaffolding being transferred to other tasks can only be achieved if they are 'made aware that this is one possible strategy to use in order to successfully navigate problem situations.’

Post-assignment Thoughts

Since the first assignment went off I have been thinking about my learning. It was interesting to take time to reflect. Towards the end of the assignment I had found myself becoming an advocate for change, not only within schools but also in our whole system of education. After examining the school that I have connected with for this course, I was surprised at the traditional mould that still exists in the centre of the 'new' wave of thinking on education and especially on learning for the future. Teachers, and I think schools are hard pressed to maintain their standing in the 'mySchool' comparisons without going really out there and heading off in new directions which may prove too radical.

There is so much that is good in the whole 'mindset' of an ILSC but there is so much to change to make it happen. Even just reading the posts on the forum it is obvious that some principals want to save money and not even have a TL while others are all for it but are reluctant to plunge in. There needs to be some major public re-education if this is to happen in the way that will mean benefits for the students of today and the future. A lot depends on it.

I have really learnt from the readings and when comparing it from my own school library background, there really isn't anything much that does stay the same, except perhaps there are still books!

By the way, I have taken Ross Todd's article on 'The changing information environment and student learning' published in SCAN in Feb last year, to heart. I usually prepare my posts on a word document and paste them in. This time I am writing it in as I think about it, straight on the blog. Todd says that we have to embrace the new technologies, not just dabble around the edge if we want to benefit from it. Many TL's are taking it on, it was time I did too.

Something Political 18.8.10

With an election looming this weekend, I just have to air my views on our education system. Just reading for assessment task one, has made me so aware of the differences that exist nation wide in education systems and the need to change this to create the better Australia they keep promising us! As the Federal Election draws near and the promises are being announced each day with ever increasing amounts of money pledged to fix this or that, I ponder the need for real policy changes in Federal thinking on education. We have NAPLAN and a national curriculum, but I don’t see the changes happening that will really make a difference.

If the Federal Government wants to really take this country into the 21st century and grow our wealth of ideas and standing in the world, then it must reconsider its approach to education. A national curriculum is one thing but what about a national Information Literacy policy? What about really spelling out what it means to be able to reach the goal of an Australia up there with the best in the world, on a par, or even better, producing a literate, creative future.

Our education system is beleaguered by public exams and now a national curriculum all underscoring the need to use “teaching to the test’ methods. Schools and teachers are hard pressed to deliver what everyone wants. We talk about change, but lets start at the source, the policy makers, the money makers! Lets set in place an environment that will foster the type of thinking that will make Australia equal to other countries in the 21st Century. Release education systems form these type of benchmarks and spell out what is needed so it becomes a national system of IL, not just an election promise, current today and gone once the votes are cast. What about a bi-partisan committee that actually does something, makes it happen, because unless some thought is given to this it won’t happen and it makes it hard for public education to move forward if it is bound by old fashioned public exams and rules and conventions.

Change and Teacher Librarians 5.8.10


I have been reading and considering the Role of the TL. The whole idea at first appears overwhelming, but reflecting on this as I drove home yesterday it occurred to me that it is not impossible. Busy, yes, but in the course of a teaching day, sometimes more than once, the TL wears many hats.

The role of the Teacher librarian has changed considerably as I have noted in my first post on my library history.
Yes, the TL has to be multiskilled and multitalented. It has always been that way, but perhaps not recognized or expected or indeed as necessary as much as it is now.

At first the task seems overwhelming, but it is possible, not all the hats have to be worn at once.
Consider the TL in a school I know. She meets with the Yr 6 teachers before school to plan a unit on important people in Australian history and work out the rubrics for the students as a guide for self evaluate and teacher assessment. At 9.30 she reads a story to Kindergarten and discusses the characters before supervising their borrowing. Next she takes Yr 6 for an information skills lesson at 10.00 to begin the new unit. This is followed by Yr 4 with First Fleet research at 10.40 and another Kinder class before morning tea. And so the day goes on.

At lunch the TL opens the library to the school for borrowing and leads a story time for the infants, also supervising borrowing and computer use. After lunch more senior classes, a meeting with the principal about the afternoon’s staff meeting. After school, a report at the staff meeting on progress of the newly created parent section and new resources available for use.
Is this a typical day? Yes and there is always more. TL’s are important leaders in their schools, offering a range of services to the students, staff and parent community.

The influence of the TL in their school is often determined by the principal, the schools resources and available budget. I believe that this is not something that should be so open to all these variables. It is more important to education generally that the TL exercises an active role in building an ILSC wherever they are, working towards this goal.

Involvement in the school executive and a say on wider school issues would consolidate the role of the TL and in doing so, improve the learning of the school community. This not just a 'now' thing, but an investment in the learning of the students and teachers for the future.