Final thoughts...??

How has my view of the teacher librarian changed? Let me count the ways…

At the start of this subject, I did not even realise that Teacher and Librarian went together…I thought they were two completely separate roles. Wow was I mistaken!! I also had some preconceived ideas of the role of a teacher librarian, which were; book borrowing, teaching lessons across all KLA’s and stages and reading a new book followed by a relevant activity. In my first post for my blog, the key point that I discovered in the introduction was that I needed to look at and think about the library in much broader terms. http://embracinglearning.blogspot.com/2011/12/thoughts-few-weeks-in_30.html

These preconceived ideas were reinforced during my prac placements, because, it felt like the teacher librarians at the time were, implementing those ideas when I observed them during library time. My blog entry for January 4, 2012, details these experiences.  http://embracinglearning.blogspot.com/2012/01/bit-more-on-tl-roles.html I now realise how small these experiences were and how much more I could have used the TL when participating on Prac.

Moving further into the subject I now understand that the role of a teacher librarian is continually changing. The first turning point in my understanding came via the forum. I engaged in an interesting dialogue with Roy, one of the lecturers, about measurable goals. ‘…this type of statement can be classified as a 'motherhood' statement and we are working in the field of education where what we do must be measurable.’ (Crotty, 2011). It highlighted the importance using correct language when describing the outcomes for TL’s. I stated that I wanted to ‘instil a love of reading’ in students but as Roy pointed out – How is this measured? I now look at this statement as coming off the top of my head without a lot of thought behind it. Now I would say that I would like students to recognise the need to be able to access many forms of media and find some enjoyment.

My ‘A-HA’ moment came when I was researching the various roles of the teacher librarian and came across some YouTube clips that showed how valuable the TL could be to a preservice teacher, Hey….That’s ME!!! The link to the clip can be found at http://embracinglearning.blogspot.com/2011/12/great-advice-from-librarians.html

The TL can (and should) be used as a resource in schools. They have access to the newest resources, relevant programs and have access to all KLA’s and stages. TL's need to have a clear understanding of what literacy entails in today's schools, as literacy is central to teaching most activities. As my blog post for January 7, 2012, shows ‘I took the concept of Information literacy very lightly.’ (Wheeler, 2012) I believe that ‘I tend to look at literacy and think of reading....but I understand now that literacy is reading, composing and more and includes multimedia as well as traditional forms like books, magazines and comics.’ (Wheeler, 2012). This can be found at http://embracinglearning.blogspot.com/2012/01/literacy-in-21st-century.html

Collaboration between teacher librarians and teachers is something that should be obvious but unfortunately is not. There are issues surrounding this concept that I would like to explore further. The advantages of collaboration are that units of work which were developed together can be taught cooperatively with the class teacher and the sharing of relevant resources among the school community. Through collaboration, the teacher librarian actively seeks out new resources to support the curriculum.

For me, the role of the teacher librarian is much broader than I expected it to be. As I have previously stated, I believed that the TL’s role revolved mainly around books but I have been pleasantly surprised to find that the role is deep, rich and an asset to any school.

References:

Crotty, R. (2011, November 24). [Topic 2 - Jacinta Wheeler] Re: Principal's role comments [Online forum comment]. Retrieved from http://forums.csu.edu.au/perl/forums.pl?forum_id=ETL401_201190_W_D_Sub4_forum&task=frameset

Wheeler, J. (2012, January 4). Bit more on the TL role. [Blog]. Retrieved from http://embracinglearning.blogspot.com/2012/01/bit-more-on-tl-roles.html

Wheeler, J. (2012, January 7). Literacy in the 21^st Century. [Blog]. Retrieved from http://embracinglearning.blogspot.com/2012/01/literacy-in-21st-century.html

Management....

The final module of this subject focuses on management. To become an effective teacher time management and negotiation skills need to worked on until perfected.A smart manager of time will use other people's models like Bonanno or Pappas.

Being flexible is also a key factor in efficient time management as is the TL being able to be interdependent - meaning they are able to be a contributing member of a team but able to complete activities independently.

Juggling the idea of being either a teacher or a librarian when organising tasks could be made easier by considering themselves as a educator. This is further assisted by making task goals school orientated rather than class or library orientated.

I found some clips that outline time management strategies. The first one states that at the centre of time management is focusing on the end result and the second one looks at the importance of using 'to-do-lists'.

http://www.youtube.com/watch?v=rM1A9zFkfHw

http://www.youtube.com/watch?v=SuhGwaZiNIk

Collaboration and the TL...

This modules focus is on collaboration between teachers and the TL. A high functioning library fosters the concept of collaboration, in an environment that encourages learning and the seeking out of knowledge, using available resources.

As I have discovered during this subject, the TL is central to planning and implementing rich learning activities that assist with student learning, but I have also noticed that in some schools TL's are under-utilised.

I did some research and found some clips that show a teacher discussing their experiences with collaborating with the teacher-librarian.

Susan saw her collaboration as a partnership with the TL, during which they 'co-teach' the students and share the responsibility equally.

http://www.youtube.com/watch?v=4_flMmx2jVQ

In part 2 of this clip, Susan and Buffy discuss a collaboration from the past 18 months. The main concept that they both recognise as a necessity is giving yourself permission to fail. This means that if during the learning process, something is not working, that is ok. Change it to something else. Take a risk.

http://www.youtube.com/watch?v=s_2vRbtq7oY&feature=related

The main thing I have discovered is that both parties need to be willing to work together and to share ideas and teaching methods. If this does not occur then it becomes cooperation not collaboration.

Literacy in 21st Century....

Literacy has change so much in recent times. I found some clips that offer to shed some light of literacy today.

This clip shows how media in a technological world is shaping the lives of youth and how redefining the literacy skills will be necessary for youth to be able to function successfully in the world they live in.

http://www.youtube.com/watch?v=Wn0_H-kvxkU

This clip looks at different forms of media.

http://www.youtube.com/watch?v=d9ZRDRPqoXo

This last clip questions how teachers can use emerging literacy to enhance learning.

http://www.youtube.com/watch?v=wHSwxT4kJWQ

TL's need to have a clear understanding of what Literacy entails in today's schools, as literacy is central to teaching most activities.

I took the concept of Information literacy very lightly. I learned that Information Literacy is a title that encompasses so much more than I expected. I tend to look at literacy and think of reading....but I understand now that literacy is reading, composing and more and includes multimedia as well as traditional forms like books, magazines and comics.

This is a topic I would like to look deeper into....

Guided Learning....

Guided Learning is when teacher assistance is less and students are able to construct meaning to solve problems. ASLA offers a statement regarding the TL and guided inquiry. This statement outlines the following that learning today requires a team approach in a collaborative and supportive learning environment. Guided inquiry fosters engagement and reflection, building on what learners already know.
The process involves planning, guiding and modelling collaboratively with learners which enables learners to develop higher-order thinking.  Learners are able to use a variety of sources of information and different modes of learning to enhance their deeper understandings. Collaboration with peers is critical in developing the skills of lifelong learning. (ASLA, 2009).

'The school library is an active learning environment where information literacy is taught through carefully planned, closely supervised and targeted intervention by an instructional team which includes the professional contribution of the teacher librarian.' (ASLA, 2009).

This reference show how important the role of the TL in guided learning can be.

References:
Australian School Library Association. (2009). Statement on guided inquiry and the curriculum. In ASLA             website. Retrieved from http://www.asla.org.au/policy/guided.inquiry.curriculum.htm

Information Literacy....

There seems to be conflicting definitions of 'Information Literacy'. I have developed my own after looking at a few different views.
I believe that information literacy is knowing when information is needed, being able to find information and then evaluate the relevance and value of that information.

Herring and Tarter (2006, p.3) extend on my view by saying that an information literate student will be able to: identify the purpose of information; identify relevant sources; learn from such sources by evaluating; use the information to produce curriculum related work and to extend their own learning of a concept or topic; reflect on their ability to identify a purpose; transfer skills across subjects; transfer relevant information skills from school to the outside world. (Herring & Tarter, 2006).

There are many different models around that show the information literacy process. Some links are shared below:

http://ictnz.com/infolitmodels.htm

http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/teachingideas/info_skills/assets/infoprocesscycle.pdf

The second link is the one we are expected to be comfortable with as it is taught in other subjects. It involves a cycle of Defining - What do I really want to find out? Locating - Where can I find the information I need? Selecting - What information do I really need to use? Organising - How can I use this information? Organising - How can I use the information? Presenting - How can I present this information? Assessing - What did I learn from this?

 This process would be easy for a TL to teach to students. A TL would have access to relevant resources to create small activities that show this process in detail.

Reference:

Herring, J. and Tarter, A. (2007).Progress in developing information literacy in a secondary school using the PLUS model. School Libraries in View, 23, 23-27.

What is IBL.....

Well this one was confusing, I completed my own research and got conflicting information. Most of the information I could find stated that the process is student driven and begins with a question within a general topic. The aim (I think) is for students to develop discovery skills such as being able to research properly.

I found a clip that went through a IBL model which I found useful.

http://www.youtube.com/watch?v=sLQPXd8BiIA

This clip shows a teacher implementing IBL within her classroom.....It is starting to make sense to me now!!

http://www.youtube.com/watch?v=z8Lh5MfyE-E

IBL and PBL are learning activities that TL's can teach in conjunction with the classroom teacher. By being part of the programming of the unit collaboration the TL knows exactly what resources the students need and what is expected outcome of the activity.