ETL401: Topic 5: COLLABORATIVE PRACTICE

The readings build a compelling argument for the benefits of collaboration between the TL and CTs and although I completely agree with the concept, I can also see that there are many schools in which obstacles like time and cooperation hinder the progress of full collaboration. Posts on the forum and my own experience reinforce this.

The strength of these readings is that they are so detailed and well documented that they serve as both reminder and inspiration to persevere in establishing collaboration as the benefits to the school community are so great. The details provided will help me to focus on points to include when I begin working as a TL.

As I prepared for assignment 1, I was already thinking about how to establish collaboration...Module 5 has reinforced some of my initial ideas, ie not to just try to establish formal meeting times with teachers, but to also grab those impromptu moments just to get to know people - build bridges rather than barriers. The 1939 description of a TL by Althea Currin in Brown (2004, para 4) suggested that the TL is "flexible, wise and a social genius". How interesting that the attributes that a TL needs to display are still basically the same. People are still the same, with the same basic needs, but with new skills needed in an evolving, more technological learning environment.

The questions posed throughout module 5, require us to consider how to establish a collaborative environment. Undoubtedly, it is necessary to establish CPT in order to gain the benefits of an ILSC for staff and students. Like our students, our colleagues have individual learning styles and these need to be considered in our interactions, so that CTs can experience positive feelings with Tls. Apart from informal meetings, planning time needs to scheduled to maximise the planned experiences for students. In so doing, the flow on effect can increase to other staff who may still be reluctant to participate.

My favourite reading was Todd's because it was honest and up-front about the reasons why collaboration is difficult to establish in some schools and it also listed motivations for CTs and TLs in why collaboration works. The reasons why collaboration works with some staff were also listed, and since I personally agree with these reasons, this article provided evidence of what I believe needs to happen for successful collaboration. Todd (2008, p24) stated that "personal characteristics, good team dynamics and thorough preparation" are necessary. On page 25, Todd list key points as advice when instigating collaboration. This is an excellent guideline and one which I will try to adhere to in my work as a TL.

So, module 5 has helped me learn why collaboration is explicitly necessary by Tls and CTs in providing students with the best opportunities for learning. The readings have also consolidated the 'how' of the theory and reinforced the benefits that a TL can provide.

References

Brown, C. (2004). America's most wanted: teachers who collaborate. Teacher Librarian, 32(1), 13-18.

Todd, R. (2008). The dynamics of classroom teacher and teacher librarian instructional collaborations. Scan, 27(2), 19- 28.

ETL401 Reflection on assignment 1

When I first read the requirements for the assignment, I was overwhelmed by what was needed. However, as I progressed through the readings, bit by bit , the pieces of the jigsaw began to appear, although I still did not know how to put all those readings together. After listening to Roy's advice on the podcasts, the approach that was necessary became more apparent.

There have been some 'aha' moments, both in what I have read and also in how I felt as I worked throught the assignment.

The literature has really opened my eyes to the potential a TL has to offer a school. I hadn't realised how many key players there are in the creation of an ILSC. (And wow, look at me now...I didn't even know what ILSC stood for, let alone meant!) For me, I learnt that the definition of ILSC has many meanings, with sublteties in comparisons and contrasts. This helped me when reflecting on the school that I am working in. I realised that we are doing ok in some respects, but there is room for improvement. The readings on collaboration and the role of the TL helped me examine what could be done and how to address some of the obstacles currently in our school. I also realised that the TL has to be the driver, but can't do it alone and that it takes more than just money or time, but an attitude change in some areas by CTs, TLs and principals. I had never realised what a huge influence the principal has in supporting the work of the library.

Readings which provided 'aha' moments were Henri (2005), Understanding the information literate school community and Langford's (1999), Change begins with you: creating an information supernova. These readings struck a chord with me, because I identified with many of the points made, I learnt from them and felt that I would be able to try to implement them. I particularly liked that Langford mentioned that an ILSC provides emotional support, I really believe that all aspects of an individual need to be considered for successful learning to occur. I also learnt that there is a difference between collaboration and cooperation and that collaboration is what I need to aim for when I work as a TL.
Finally, I also realised that information skills need to have relevance and so the context in which these are taught needs to be established so that this is is achievable.

This assignment was a strong positive experience in the way that it brought together all the required readings and the thoughts and ideas that I had read on the forum. It helped me pull all these thoughts together and in so doing, helped me formulate a personal viewpoint on the role of the TL in an ILSC. It is a big ask, but quite exciting when you think about how much you can help. I have also started accessing OZ TL net and am finding it very useful in a practical sense as well as knowing that there is support out there.

During the process of the assignnment, I learnt that the emotional side , the worries, the feelings of the learner are an important consideration, so that is something that I will carry away and help students with when they next come to me for help...now I have walked a mile in their shoes. I also came to realise what a lot of time needs to be set aside to allow for preparation and writing - this was my first essay in 30 years! I certainly experienced those feelings for a few weeks.

The assistance in terms of the assignment forum, Roy's podcast in breaking the task down and the Learning Skills help pages was invaluable in helping me know what to do. I already knew that referencing is my area that needs development, I still need to sharpen up on this, hopefully I was ok in my references list, although I have just re-read my hard copy and found a mistake, must have been a case of not seeing the wood for the trees and pre-submission nerves.

Altogether, a worthwhile exercise, which I can hopefully use in a real life situation soon.

ETL 401 : TOPIC 4: Information Literacy

Having completed the readings for this topic, and also had some time to consider what I have learnt, I think that becoming aware of the various information literacy models has provided me with the confidence to sometimes use a model that best suits the group before me, rather than just adopt a particular model and impose it on the school body. This also allows for individual differences in learning styles. It was interesting to see the similarities and differences between the various models. The more succinct models, such as Herring's PLUS model are great for focussing on the major steps to include when teaching information literacy, but the more detailed models are also good to help tease out the details for inclusion. Perhaps the best model would be one that uses all of these as guidelines and then an individual model is created that is pertinent for each school community. The challenge and also the exciting part, would be to collaborate with the principal and class teachers in its creation.

I also found it interesting in our Herring reading that there is a school of thought that IL skills learnt in schools may not be lifelong (Lloyd 2003 & 2004). Are these skills only pertinent in an educational context? Food for thought there!

I listened to James' podcast about this topic at the end and I found this really helped pull all the readings together and helped me consider where I stand with some of the viewpoints that I had read.

Again, all these readings were very educational, as well as challenging, in terms of what lies ahead for me as a teacher librarian.

As always for me, there were a few standout quotes and thoughts during the masses of readings in this topic:

• Linda Langford's question about information literacy - 'Is it a concept or a process?' Now I think it's an amalgamation of both. I also now understand that the edges a bit blurred about the definition. Taylor (1979) suggests that IL is defined in terms of skills, whilst Kuhlthau (1993) states it is about behaviours and attitudes.
• Again in the Langford reading, the Australian definition of literacy could be the best - 'to be able to function well in society, which entails the ability to read, use numbers and to find information and use it appropriately.'
• David Warlick podcast- I agreed with the points raised about the definition of School Library 2.0. - User driven, student centred, experiential, collaborative knowledge builder and workspace. If you could see our library at lunchtimes - packed to capacity, noisy- but work noisy and resources being used, maybe we are doing some things right!

I also agreed with the points made in this podcast that we need to reshape ourselves and go where the users are and that teacher librarians are the strategy guide - we are the connection between the school community, teachers, parents students and administration.

It's a tall order but exciting and do-able! ) Think Positive :)