It has been ages since I blogged, so feel a trifle rusty...but I know that maintaining this blog will stand me in good stead for the final subject of this course.
This subject has been really interesting and is directly helping me in my work in the library. One of the reasons that I wanted to do this course was to learn about the reasons why I do some of the things that I am expected to do in my role.Up until this assignment we have read about collection management, selecting resources to support teaching and learning, focussing on selection aids and tools and criteria. In my job, I have really just been expected to order resources according to staff and student requests, catalogues that float past, booksellers and materials to support the curriculum.
However, I did not understand why I was selecting resources or the precise 'how-tos'. This subject has helped me achieve a greater understanding of what I should be looking for ie varied resources, varied formats and focussing on only what is needed and not buying 'just in case'. The one stand out message I have got from this is that the learning and teaching needs are paramount. Practically speaking, the learning I have gained is impacting already on my selection decisions and I feel more confident about rejecting some materials which I probably woud have purchased once before. No more just in case purchasing. It also helped me when I had a few fairly pushy book sellers. Armed with selection criteria in mind, I was able to decide much more quickly what I would purchase, thus not losing time as I tried to evade sales which I previously have felt pushed into.
Still a bit hazy about the difference between collection management and collection development. Will keep revisting this until I really get it.
However the assignment was relatively enjoyable...it was good to have to find new resources to support a poorly resourced subject area and by sheer chance I was already working through a real life scenario with this. Fortunately I have received some positive feed back from the staff member with whom I was collaborating, so that was a lovely experience. I just hope that the theory that needed to be addressed comes across in my essay, because I know what I am doing in real life. Using selection criteria has really helped me decide which resources to acquire and in conjunction with the ALIA/ASLA statements about resource provision, I am now very much more aware of provididng equitable access to all users, bearing in mind individual and curriculum needs.
Buying the Kennedy text has been very useful as has owning 'Learning For the Future'. I also found the statements by ALIA/ASLA very beneficial as a support for this subject.
Monday, April 18, 2011
Tuesday, August 24, 2010
REFLECTIONS ON PART 1 & ASSIGNMENT 1 ETL 501
This first part of this subject has been a huge learning curve! Even though I was dutifully working through the readings and exercises, nothing really fell into place until I began working on the first assignment - examining website evaluation criteria and evaluating websites.
After wading through many many possible website criteria, I settled on The CARP test and Evalu Tech. CARP is simple to remember - Currency, Authority, Reliability and Purpose. But unfortunately it overlooks any reference to technical aspects, which is included in the Evalu Tech criteria. Evalu Tech is very detailed - also a useful resource. I felt that using a combination of the two would be useful when examining website suitability for staff and students.
The exercise of going through these steps to learn about this topic has definitely helped me learn what to look for when preparing resources for the school community. Having to find reference literature to support why these details are important was difficult, but helped me then understand the theory behind the practical aspects of website evaluation criteria.
The other stand out information for me was provided by James in the study notes. This was the point that the educational purpose of a website is the most important aspect to consider as that is the key function of a learning website. The other points of reliability and technical criteria were also well explained, so these are the details that I have found most relevant in this first part of this subject.
After wading through many many possible website criteria, I settled on The CARP test and Evalu Tech. CARP is simple to remember - Currency, Authority, Reliability and Purpose. But unfortunately it overlooks any reference to technical aspects, which is included in the Evalu Tech criteria. Evalu Tech is very detailed - also a useful resource. I felt that using a combination of the two would be useful when examining website suitability for staff and students.
The exercise of going through these steps to learn about this topic has definitely helped me learn what to look for when preparing resources for the school community. Having to find reference literature to support why these details are important was difficult, but helped me then understand the theory behind the practical aspects of website evaluation criteria.
The other stand out information for me was provided by James in the study notes. This was the point that the educational purpose of a website is the most important aspect to consider as that is the key function of a learning website. The other points of reliability and technical criteria were also well explained, so these are the details that I have found most relevant in this first part of this subject.
Sunday, July 25, 2010
ETL 501 LEARNING AND TEACHING CONTEXT
I am finding this subject a little daunting initially. I think it's because I am not confident in the use of technology, although I am looking forward to gaining a lot of skills throughout this subject. Assignment 2 particularly will be challenging, but should help in my work in the library.
Through James' podcast and the readings, the points that made me stop and think about the work I do were that TLs need to contribute to not just support, learning and teaching in the school.This involves collaboration, the essential ingredient in the success of the library as a co contributor to teaching and learning in schools. I also had not considered or taken into account individual teaching styles,so that will from now on impact on my approach when interacting with staff requesting library assistance with assessments and classes.
Behaviourist and constructivist learning/teaching as being at polar ends of the spectrum also was a new insight for me. I believe that at our school there are both types of teaching and learning and that in fact there probably needs to be a balance of both. Sometimes new knowledge needs to be presented in a more traditional behaviourist approach before students are able to explore through constructivist methods new skills and knowledge.
Through James' podcast and the readings, the points that made me stop and think about the work I do were that TLs need to contribute to not just support, learning and teaching in the school.This involves collaboration, the essential ingredient in the success of the library as a co contributor to teaching and learning in schools. I also had not considered or taken into account individual teaching styles,so that will from now on impact on my approach when interacting with staff requesting library assistance with assessments and classes.
Behaviourist and constructivist learning/teaching as being at polar ends of the spectrum also was a new insight for me. I believe that at our school there are both types of teaching and learning and that in fact there probably needs to be a balance of both. Sometimes new knowledge needs to be presented in a more traditional behaviourist approach before students are able to explore through constructivist methods new skills and knowledge.
Monday, May 24, 2010
ETL401: Topic 6: Management Implications
This topic focused on time management, negotiation, leadership and management implications. I felt these readings related strongly to our previous topics from the perspective that in order to be a "successful" teacher librarian, one needs to incorporate all the aspects mentioned above and that as a consequence, collaboration, effectiveness and efficiency should flow.
I gained some new ideas and fresh perspectives on several concepts through the listed readings which I intend to use in my daily practice in our school library.
From Covey, I learnt that effectiveness and efficiency have two different meanings. Effectiveness applies to our interactions with people and efficiency with things. This has had an impact on my attitude towards the role of the teacher librarian as I am more aware of the need to apply different strategies and communication skills to contribute to the ongoing operation of our school library. As school libraries are constantly and directly involved in the interplay of 'things' and 'people', this article reinforced what I have learnt about the importance of collaboration and resource management, as well as the significance of applying the ASLA/ALIA Standards of professional excellence to daily practice.
As mentioned in my forum posting of May 24 - Topic 6, I have also looked at the skills that influential teachers on staff have. These are superior communication and negotiation skills. These teachers do not always make universally popular decisions, but it is their excellent communication skills that transform these decisions into acceptable and supportable strategies. Their behaviour is fair and they usually appear to be well respected. These apply to the behaviours a teacher librarian could develop and should assist with collaborative practice in regards to library practice and service. Gilman quotes Covey as saying
"the most effective are those who have moved beyond both independence and dependence to master the art of interdependence...working as team members."
This strongly reinforced the importance of effective collaboration with fellow staff to assist in providing a quality learning program for students.
In the second section of this topic, there was a fantastic resource from Hartzell. These has lists of articles and books to help guide library administrators on topics dealing with issues such as impact of school libraries on student learning, budget considerations etc. I intend to download this and keep it as a valuable resource when called upon to lobby for our library.
I will conclude with this quote, again by Todd Gilman, but initially by John Donne: " No man is an island, entire of itself; every man is a piece of the continent". Again this ties in with the whole idea of collaboration and reinforces to me of how important it is for the teacher librarian to function as a collaborative team member. Interestingly, through all I have written in this blog post, the recurring notion is that of collaboration. So, does this mean that the greatest impact that this subject has had on me is the significance of collaborative practice by the teacher librarian!?
REFERENCES
Covey, S.R. (1989). The seven habits of highly effective people: Restoring the character ethic, [Pt. 1], pp. 146-164 and [Pt. 2], pp. 165-182.
Gilman, T. (2007). The four habits of highly effective librarians, (Chronicle Careers), The Chronicle of Higher Education, May 23, available http://chronicle.com/article/The-Four-Habits-of-Highly-E/46544/
Hartzell, G.N. (2002). Capitalizing on the school library’s potential to positively affect student achievement: A sampling of resources for administrators, available http://www.laurabushfoundation.org/Handout.pdf
I gained some new ideas and fresh perspectives on several concepts through the listed readings which I intend to use in my daily practice in our school library.
From Covey, I learnt that effectiveness and efficiency have two different meanings. Effectiveness applies to our interactions with people and efficiency with things. This has had an impact on my attitude towards the role of the teacher librarian as I am more aware of the need to apply different strategies and communication skills to contribute to the ongoing operation of our school library. As school libraries are constantly and directly involved in the interplay of 'things' and 'people', this article reinforced what I have learnt about the importance of collaboration and resource management, as well as the significance of applying the ASLA/ALIA Standards of professional excellence to daily practice.
As mentioned in my forum posting of May 24 - Topic 6, I have also looked at the skills that influential teachers on staff have. These are superior communication and negotiation skills. These teachers do not always make universally popular decisions, but it is their excellent communication skills that transform these decisions into acceptable and supportable strategies. Their behaviour is fair and they usually appear to be well respected. These apply to the behaviours a teacher librarian could develop and should assist with collaborative practice in regards to library practice and service. Gilman quotes Covey as saying
"the most effective are those who have moved beyond both independence and dependence to master the art of interdependence...working as team members."
This strongly reinforced the importance of effective collaboration with fellow staff to assist in providing a quality learning program for students.
In the second section of this topic, there was a fantastic resource from Hartzell. These has lists of articles and books to help guide library administrators on topics dealing with issues such as impact of school libraries on student learning, budget considerations etc. I intend to download this and keep it as a valuable resource when called upon to lobby for our library.
I will conclude with this quote, again by Todd Gilman, but initially by John Donne: " No man is an island, entire of itself; every man is a piece of the continent". Again this ties in with the whole idea of collaboration and reinforces to me of how important it is for the teacher librarian to function as a collaborative team member. Interestingly, through all I have written in this blog post, the recurring notion is that of collaboration. So, does this mean that the greatest impact that this subject has had on me is the significance of collaborative practice by the teacher librarian!?
REFERENCES
Covey, S.R. (1989). The seven habits of highly effective people: Restoring the character ethic, [Pt. 1], pp. 146-164 and [Pt. 2], pp. 165-182.
Gilman, T. (2007). The four habits of highly effective librarians, (Chronicle Careers), The Chronicle of Higher Education, May 23, available http://chronicle.com/article/The-Four-Habits-of-Highly-E/46544/
Hartzell, G.N. (2002). Capitalizing on the school library’s potential to positively affect student achievement: A sampling of resources for administrators, available http://www.laurabushfoundation.org/Handout.pdf
Thursday, May 20, 2010
PART C: CRITICAL SYNTHESIS
My initial perception of a teacher librarian was quite traditional and narrow, instilled through limited interactions with teacher librarians and no professional reading in this area.
Within the first few readings about the role of the teacher librarian, my views were being extended and challenged and my understanding of the dynamic nature of this role began to evolve. I have moved from little appreciation and no understanding of the facets involved to a deeper, more comprehensive perception, shaped by readings, forum posts and assignment preparation. I now understand what a wide-ranging impact the teacher librarian can exert on the school community.
Readings which have had the greatest impact in terms of my understanding and professional practice relate to the concepts of collaborative teaching, the definition of an information literate school community and its creation, the variety of information skills models available, the ALIA/ASLA standards, the effect of principal support and collectively, how all of these aspects impact on student learning outcomes.
In Learning for the future: Developing Information Services in Schools (ASLA/ALIA, 2001), teacher librarians are described as curriculum leaders, information specialists and information service managers. In tandem with the implementation of the twelve standards of professional excellence for teacher librarians (ALIA/ASLA, 2004), the teacher librarian is in a position of great influence and responsibility to provide leadership in policy making, collaborative planning and teaching. Lonsdale (2003) reports that higher student achievement is gained through the provision of an adequately funded, staffed and resourced library and that other factors influencing student achievement are a strong computer network that provide links between home and school, an appropriate collection and a strong collaborative program which influences this collection development and the teaching of information literacy skills- skills which with practice and support will become transferable. Readings such as these have impressed upon me the responsibility of the teacher librarian to provide all the requirements – physical, intellectual and emotional to establish a quality service. However I have also learnt that one individual cannot accomplish these ideals alone and that the creation of an information literate community needs input from many key players.
The concept of collaboration between class teachers and the teacher librarian has also impacted my knowledge. Literature by Todd (2008), Lange, Montgomery and Magee (2003) and Gibbs (2003) has reinforced my understanding of the critical importance of collaboration and I now realise that the teacher librarian must work in conjunction with classroom teachers for deep understanding and relevant information and problem solving skills to be acquired by students. I have expanded on these ideas in my blog - April 17, 2010. Collaboration in information skill sessions needs to be planned and scheduled in with relevant research tasks so that students have a sense of purpose during their research sessions in the library.
Otherwise, a library run in isolation simply becomes a depository of resources with a limited depth of engagement for users.
Reading about the various information skills models was a positive learning experience because through the required readings and posts to the forum, I began to synthesize my own notions about which information model could best be utilized in the school that I am in (Dunn, 2010). I came to the conclusion that having professional knowledge of the major models would be useful in terms of sometimes needing to incorporate different models to best suit the group before me. As many of the models are similar in the process and procedure of steps, I feel that the aims are the same and so sometimes may interchange models. Kuhlthaus’ attention to the affective realm also appealed as it reinforces the need to educate the whole child. Wolf (2006) comments on the shift in feelings that Kuhlthau identified as the learner vacillates between indecision to confidence in the research process. Knowing the theory behind the emotions has increased my awareness of how the research process affects people and now, as I have prepared for several assignments, I too have identified with these emotions. As a teacher librarian, this will inform my practice by making me more aware of different levels of support needed by students and teachers and also allowing time and gauging how much support and information is needed by different library users.
Finally I have come to realise and appreciate the importance of a supportive principal in enabling the teacher librarian to have the adequate resources of funding, budget, staffing and a flexible timetable to facilitate the implementation of an exemplary service, thus making possible the creation of a genuine information literate community.
A motivating factor in becoming a teacher is often the desire to help others as well as wanting to ‘make a difference’. The teacher librarian role aligns with this and combined with the specific skills which a trained teacher librarian brings to the role, has the potential to impact favourably on student learning outcomes and establish motivation to pursue life long learning.
REFERENCES
Australian School Library Association & Australian Library and Information Association. (2001). Learning for the future: Developing information services in schools (2nd ed.). Carlton, South Victoria: Curriculum Corporation.
Australian School Library Association (ASLA) and Australian Library and Information
Association (ALIA). (2004). Standards of professional excellence for teacher librarians. Retrieved from http://www.asla.org/policy/standards.htm
Dunn, J. (2010, April 7). ETL401: Topic 4: Information literacy. Message posted to http://janalithobooks.blogspot.com
Dunn, J. (2010, April 17). ETL401: Topic 5: Collaborative Practice. Message posted to http://janalithobooks.blogspot.com
Gibbs, R. (2003). Reframing the role of the teacher-librarian: the case for collaboration and flexibility. Scan, 22(3), 4-7.
Lange, B., Montgomery,S. & Magee, N. (2003). Does collaboration boost student learning? School Library Journal, 49(6), 4-5.
Lonsdale, M. (2003). Lonsdale, M. (2003). Impact of school libraries on student achievement: a review of the research, Report for the Australian School Library Association, Australian Council for Educational Research, p. iv. Camberwell, Victoria.
Todd, R.J. (2008). The dynamics of classroom teacher and teacher librarian instructional collaborations. Scan, 27(20, 19-28.
Wolf, S. (2003). The Big Six information skills as a metacognitive scaffold: a case study.
American Association of School Librarians, 6(27), 1-13. Retrieved from http://www.ala.org/ala/divs/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume62003bigsixinformation.cfm
Within the first few readings about the role of the teacher librarian, my views were being extended and challenged and my understanding of the dynamic nature of this role began to evolve. I have moved from little appreciation and no understanding of the facets involved to a deeper, more comprehensive perception, shaped by readings, forum posts and assignment preparation. I now understand what a wide-ranging impact the teacher librarian can exert on the school community.
Readings which have had the greatest impact in terms of my understanding and professional practice relate to the concepts of collaborative teaching, the definition of an information literate school community and its creation, the variety of information skills models available, the ALIA/ASLA standards, the effect of principal support and collectively, how all of these aspects impact on student learning outcomes.
In Learning for the future: Developing Information Services in Schools (ASLA/ALIA, 2001), teacher librarians are described as curriculum leaders, information specialists and information service managers. In tandem with the implementation of the twelve standards of professional excellence for teacher librarians (ALIA/ASLA, 2004), the teacher librarian is in a position of great influence and responsibility to provide leadership in policy making, collaborative planning and teaching. Lonsdale (2003) reports that higher student achievement is gained through the provision of an adequately funded, staffed and resourced library and that other factors influencing student achievement are a strong computer network that provide links between home and school, an appropriate collection and a strong collaborative program which influences this collection development and the teaching of information literacy skills- skills which with practice and support will become transferable. Readings such as these have impressed upon me the responsibility of the teacher librarian to provide all the requirements – physical, intellectual and emotional to establish a quality service. However I have also learnt that one individual cannot accomplish these ideals alone and that the creation of an information literate community needs input from many key players.
The concept of collaboration between class teachers and the teacher librarian has also impacted my knowledge. Literature by Todd (2008), Lange, Montgomery and Magee (2003) and Gibbs (2003) has reinforced my understanding of the critical importance of collaboration and I now realise that the teacher librarian must work in conjunction with classroom teachers for deep understanding and relevant information and problem solving skills to be acquired by students. I have expanded on these ideas in my blog - April 17, 2010. Collaboration in information skill sessions needs to be planned and scheduled in with relevant research tasks so that students have a sense of purpose during their research sessions in the library.
Otherwise, a library run in isolation simply becomes a depository of resources with a limited depth of engagement for users.
Reading about the various information skills models was a positive learning experience because through the required readings and posts to the forum, I began to synthesize my own notions about which information model could best be utilized in the school that I am in (Dunn, 2010). I came to the conclusion that having professional knowledge of the major models would be useful in terms of sometimes needing to incorporate different models to best suit the group before me. As many of the models are similar in the process and procedure of steps, I feel that the aims are the same and so sometimes may interchange models. Kuhlthaus’ attention to the affective realm also appealed as it reinforces the need to educate the whole child. Wolf (2006) comments on the shift in feelings that Kuhlthau identified as the learner vacillates between indecision to confidence in the research process. Knowing the theory behind the emotions has increased my awareness of how the research process affects people and now, as I have prepared for several assignments, I too have identified with these emotions. As a teacher librarian, this will inform my practice by making me more aware of different levels of support needed by students and teachers and also allowing time and gauging how much support and information is needed by different library users.
Finally I have come to realise and appreciate the importance of a supportive principal in enabling the teacher librarian to have the adequate resources of funding, budget, staffing and a flexible timetable to facilitate the implementation of an exemplary service, thus making possible the creation of a genuine information literate community.
A motivating factor in becoming a teacher is often the desire to help others as well as wanting to ‘make a difference’. The teacher librarian role aligns with this and combined with the specific skills which a trained teacher librarian brings to the role, has the potential to impact favourably on student learning outcomes and establish motivation to pursue life long learning.
REFERENCES
Australian School Library Association & Australian Library and Information Association. (2001). Learning for the future: Developing information services in schools (2nd ed.). Carlton, South Victoria: Curriculum Corporation.
Australian School Library Association (ASLA) and Australian Library and Information
Association (ALIA). (2004). Standards of professional excellence for teacher librarians. Retrieved from http://www.asla.org/policy/standards.htm
Dunn, J. (2010, April 7). ETL401: Topic 4: Information literacy. Message posted to http://janalithobooks.blogspot.com
Dunn, J. (2010, April 17). ETL401: Topic 5: Collaborative Practice. Message posted to http://janalithobooks.blogspot.com
Gibbs, R. (2003). Reframing the role of the teacher-librarian: the case for collaboration and flexibility. Scan, 22(3), 4-7.
Lange, B., Montgomery,S. & Magee, N. (2003). Does collaboration boost student learning? School Library Journal, 49(6), 4-5.
Lonsdale, M. (2003). Lonsdale, M. (2003). Impact of school libraries on student achievement: a review of the research, Report for the Australian School Library Association, Australian Council for Educational Research, p. iv. Camberwell, Victoria.
Todd, R.J. (2008). The dynamics of classroom teacher and teacher librarian instructional collaborations. Scan, 27(20, 19-28.
Wolf, S. (2003). The Big Six information skills as a metacognitive scaffold: a case study.
American Association of School Librarians, 6(27), 1-13. Retrieved from http://www.ala.org/ala/divs/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume62003bigsixinformation.cfm
Saturday, April 17, 2010
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.
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.
Friday, April 16, 2010
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.
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.
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