I am just at the end of my last assignment where I have had to become skilled in using ADDC14 or DDC22 in just a few weeks. Quite a feat really.
But I have felt trememdous growth due to being pushed so hard into the unknown.
I can see how much structure and organisation is needed in libraries in order to have a system that provides easy access and usuability. The whole process of becoming familiar with using ADDC14 has been very arduous and difficult to master. The whole process of becoming familiar with thissystem has taught me that librarianship is not for the faint hearted and is quite a bit more involved than most people realise. It reminds me of the thought that not many people are truly aware of all that a teacher librarian position involves and it is these behind the scenes insights that greater respect for the postion grows. I guess a lot of positions have elements that the general popoulation are unaware of and in this case, the whole process of having and maintaining an organised library is quite in depth and requires specific expertise.
I guess it is showing me just that, that a librarian position requires a lot more expertise than I originally thought and I do enjoy that as I would like a job that is challenging and rewarding that requires specific skills that not just anyone can do.
Overall, this subject, as fast paced as it was, is probably the one where the most growth in my knowledge has occured and also one in which I feel much empowerment in now knowing how to successfully classify a whole range of resources.
The lat point I can make is that I also see the great value in maintaining a standardised set of rules that enable consistent classification across libraries within Australia. And due to SCIS standards, even more specific rules for schools. Standardisation is a necessary part of having consistency across as many libraries as possible.
Friday, October 7, 2011
Sunday, September 11, 2011
Subject Headings
Hi everyone.
I have just finished a very difficult assignment on Subject Headings. Difficult because I have never come across this before and I couldn't get my mind around all the concepts. I really felt like I was being thrown in the deep end without a life raft but managed to cope with help from the forums and chatting with some experienced librarians.
So for me, understanding and using subject headings is now a vital part of my role as a TL. I can clearly see how invaluable this subject has been in extending my knowledge and expertise in this very important aspect of running a library.
I can clearly see how SCIS and SCIS OPAC is important to thoroughly understand, even if I will not be the one to do most of the cataloguing. There will come times when library staff will need help and guidance so it is vital that the Teacher Librarian has a very solid grasp of how to use this resource.
I did find the exercises extremely difficult but it was because they were so difficult that I learnt so much.
Oh well, off to the next assignment.
I have just finished a very difficult assignment on Subject Headings. Difficult because I have never come across this before and I couldn't get my mind around all the concepts. I really felt like I was being thrown in the deep end without a life raft but managed to cope with help from the forums and chatting with some experienced librarians.
So for me, understanding and using subject headings is now a vital part of my role as a TL. I can clearly see how invaluable this subject has been in extending my knowledge and expertise in this very important aspect of running a library.
I can clearly see how SCIS and SCIS OPAC is important to thoroughly understand, even if I will not be the one to do most of the cataloguing. There will come times when library staff will need help and guidance so it is vital that the Teacher Librarian has a very solid grasp of how to use this resource.
I did find the exercises extremely difficult but it was because they were so difficult that I learnt so much.
Oh well, off to the next assignment.
Wednesday, July 20, 2011
all things bibliographic
Hi everyone.
I have just finished reading an amazing article that not only framed lots of things rolling around in my head but was also very encouraging as to the role of the TL. It can be found at http://www2.curriculum.edu.au/scis/connections/teacher_librarians_and_the_networked_school.html
Really it is largely about keeping ahead of the Jones' when it comes to technology so as to maintain our relevance as TL. If we don't evolve our services within this ever increasing digital community we really are doing our community a diservice. Not only will we fade in to the background but we will remain in a very fiddly and time consuming environment. If we adopt a more digital mindset and developo an attitude that change is just somein\thing we have to accept and deal with, then our itme and energies will be used more wisely and we will in fact have more time to do more. The digital world really does bring many many advantages and, as one develops more expertise, releases the TL to do more. After all, we all wish we had more time to do things, right?
I am very very excited. I kind of feel like i ma in a pioneeer era of TL's who are breaking the mould of traditional ways of dealing with disseminating information in all its various formats, and learning new and exciting ways of meeting client needs more efficiently, accurately and with a broader base to draw upon as we move toward integration of library systems.
I have just finished reading an amazing article that not only framed lots of things rolling around in my head but was also very encouraging as to the role of the TL. It can be found at http://www2.curriculum.edu.au/scis/connections/teacher_librarians_and_the_networked_school.html
Really it is largely about keeping ahead of the Jones' when it comes to technology so as to maintain our relevance as TL. If we don't evolve our services within this ever increasing digital community we really are doing our community a diservice. Not only will we fade in to the background but we will remain in a very fiddly and time consuming environment. If we adopt a more digital mindset and developo an attitude that change is just somein\thing we have to accept and deal with, then our itme and energies will be used more wisely and we will in fact have more time to do more. The digital world really does bring many many advantages and, as one develops more expertise, releases the TL to do more. After all, we all wish we had more time to do things, right?
I am very very excited. I kind of feel like i ma in a pioneeer era of TL's who are breaking the mould of traditional ways of dealing with disseminating information in all its various formats, and learning new and exciting ways of meeting client needs more efficiently, accurately and with a broader base to draw upon as we move toward integration of library systems.
Monday, July 18, 2011
Study tour - continued
State Library of Queensland
I was very inspired by the emphasis put on client perspectives when planning for the future. It is one thing to think you are doing the community a service but it is another thing to actually address real needs. It was also very impressive at just how proactive this library is in keeping up with the latest technologies and providing services to empower the community to be confident users. One difference though between my future role as teacher librarian (TL) and SLQ is that it was mentioned if users are not into being taught how to access info., then they are happy to locate the info. (even if not the preferred type of help) but as a TL it is very important to maintain an emphasis on making sure the students are building up information literacy skills. It all boils down to the sort of clientele and what you are seeking to achieve.
This session contained a lot of interesting and valuable info. So much so that I couldn't copy it down as well as I would have liked. I would have loved to have handouts of the power points so I could then listen better and make side notes instead of copious ones. Thankyou for the handout at thee end but for all of them would have been great. I thought the venue was excellent, however we only got access to get inside at the start due to a library worker being allowed to escort us upstairs. A securty lady was mouthing to me through the doors that we couldn’t come in until this lady happened to help. Perhaps future groups could have someone meet us outside from the course as the security people didn't seem to know we were there for a course The venue though was very pleasant and introducing ourselves added a nice personal touch..
The tour of SLQ revealed to me how important the aesthetic appeal is to capture and maintain user interest, ease of use and a feel good sense of being in a library. I was equally inspired by the range of services and how these could be incorporated into a school library, even if on a different and smaller scale - indigenous, heritage, music etc…It was also beneficial to see how they view and deal with the ever increasing digital content so that it fits in with user's ability to access this co-ntent from outside the library's physical confines such that there is available a network of libraries within the enormous online world. The fact that nothing remains static hit me -change / defining new ways of looking at content seems unavoidable and made me realise that SLQ is practising what they are preaching to move library services forward.
The tour was absolutely fantastic and was well timed in the day, although it perhaps could be at the end as I was getting very tired listening to the last speaker even though he had lots of good points. Three sessions of listening at the end of the day was a lot. The tour guide was very well versed and easy to talk with and the tour was very smoothly run and informative. I would have personally liked to have had the opportunity to spend time with the resources but I understand time was limited. It did however inpsire me to visit a state library where I live to explore the sorts of things I was introduced to today Also, again, handouts with the last 3 speakers would have been great and I did wonder if a tea/coffee session at the end would encourage mingling and connections as at lunch and morning tea most went in several directions.
Brisbane Girls Grammar
The overiding message to me today was how critical and vital online digital services are and how we simply must get a hold of as much as we can in knowledge and experience of current and cutting edge technologies if we are to provide services that meet not only user needs but also match user abilities. I also realised the critical need to market what I can do as a TL for the client base such that libraries can be at the forefront of inspriring technology use within the school, particularly with teachers. I felt equally inspired to help instil a culture of searching for content in school users,that libraries don't need to be a completely silent place of learning - so long as an allocated silent area exists - and that TL's need to activley engage in faculty meetings to be trully relevant and maintain a high profile of being useful
A strength and weakness is the venue. While it was absolutely awe inspiring with wonderful displays and insights of what libraries can be, not many libraries have the funding for staffing and equipment to achieve what these ones are doing and perhaps gave an overinflated view of what less fortunate TL's can achieve.The speakers were very impressive though and it was wonderful to be in a place where their obvious enthusiasm is infectious. They are certainly people I would like to keep in touch with as you provided speakers who have certainly taken up the challenge to engage in best practice. It was also great to explore two quite different school libraries, catering for different needs and with obvious differences in funding, that were in very close proximity so that we weren't wasting time changing location,
National Archives of Queensland
What struck me here was that they are very process driven.They don't so much engage in helping user's search for their needs, rather supply them with what they want once they have found the reference for it. The process of providing identified content bypasses building up clients' ability in developing information literacy skills as I realised they are not there for that purpose. Very interesting to see this, that there are libraries that don't match the same focus as others.It also once again hit me just how infiltrating digital use is becoming, to the point that so much is now online that you don't really need to venture near an original document anymore.Online technologies are yet again the changing focus and the challenge appears to be enabling users to understand what is available online and help new visitors to navigate with ease.
It was wonderful to have the power point handouts so we could simply add notes instead of trying to write madly. The first speaker was very organised, easy to follow, interesting and approachable. The content was also very well thought out and the many examples of their resources was very very interesting and helped to understand just what they provide as we didn't have any hands on materials to view.The tour was ok but quite short, but maybe they didn't have much more to show us.I would personally have liked to be taken directly to one of the storage boxes on the shelves or map drawers and see what it looked like inside. Seeing they mentioned it was more about the process of providing conent it would have been great to engage in such a process.The second speaker was easy to follow and provided useful information for us to reflect upon.
Mater Macauley Library
What impacted me here was the degree of interconnections maintained between the staff of the "Health Hub" libraries as well as the degree of staff infiltration among the clients they cater to. It impressed me as they are so willing and giving of their energy into this in an unintrusive, purely helpful manner where they nearly intuitive know when to back off. This seems to be the way it is with all the libraries visited so far but this one has such a wide range of needs -grad/postgrad/proffesionals/interns/temp and assist. staff etc…-and the ability to be flexible in their approach toward them all is quite impressive.Once again digital and online services stood out as an important focus and for this library, marketing their services via online means (facebook/twitter etc..)showed to me their need to be continually known and relevant.
he venue was very nice indeed and being able to visit a medical library was a valuable option as it revealed factors of concern that aren't concerns elsewhere (e.g the unique range of clientele). I would have once again really appreciated a handout of the power points but the speakers were all very very down to earth and easy to follow. They were really a pleasure to mix with at morning tea and it was a shame we couldn't stay longer. The staff were very well prepared and had excellent information to share with us.I noticed they tried to answer a lot of the checklist points that was sent to us via the forum which was very inciteful of them and very much appreciated to reflect upon. It may have been nice to see them in action helping someone, even if videoed and shown on the large screen (eg their invovlement with the journal club).
Queensalnd University of Technology
This library showed me the importance and impact of gearing the services toward the clientele base and the extent to which client needs drive purpose. The huge emphasis they place on workforce planning impressed me in that they are obviously focussed on current purpose with a mind to acknowledge future needs.Change seems to not just be a current event to get over and done with but a lifestlye mindset to be valued. I saw this for example as they spoke of the refurbishing and changes to work spaces where they expect more and more various types of workspaces to develop as print collections decrease. Once again I value being presented with the knowledge that everything digital and online seems to be the predominant way of the future and also that they continaully evaluate its impact and not just blindly take or keep everything on board.
The venue was once again very impressive and I very much enjoyed the tour although my tour guide admitted he was unprepared and it did show as he lacked direction as we began. While he was knowledgable, I did wonder that if he was prepared, we may have been better informed. The meeting room and speakers were once again excellent and very well prepared but again, handouts would have been good. The last session, while very interesting, on the Day in the life of, I was feeling like I had information overload and afternoon tea while we listened to them mayhave broken it up a bit. The effort they put in for us was obvious and I again appreciated that they tried to address the Chekclist sheet we were sent on the forum.This was a most postive/ worthwhile visit and very inspiring as all the speakers were obviously enjoying their various roles.
Brisbane square library and customer centre
The venue was once again very impressive and I very much enjoyed the tour although my tour guide admitted he was unprepared and it did show as he lacked direction as we began. While he was knowledgable, I did wonder that if he was prepared, we may have been better informed. The meeting room and speakers were once again excellent and very well prepared but again, handouts would have been good. The last session, while very interesting, on the Day in the life of, I was feeling like I had information overload and afternoon tea while we listened to them mayhave broken it up a bit. The effort they put in for us was obvious and I again appreciated that they tried to address the Chekclist sheet we were sent on the forum.This was a most postive/ worthwhile visit and very inspiring as all the speakers were obviously enjoying their various roles.
really enjoyed this venue very much indeed. To see a library that is so aesthcetically pleasing and obviuosly so well designed was wonderful. This sort of work environment is very attractive to me,not only with the amazing building but with the huge range of services they provide, catering from very young to old and across several lifestyle needs (work/student/leisure/businessetc…) All the staff were very well prepared with relevant and interesting topics that were inspiring. My only criticsm is the first speaker spoke too fast and I didn't have enough time to read let alone write down points. Handouts once again would have been awesome. Finally, being allowed to view their very expensive book sorter was a real privilege and eye opener - thankyou as to see this sort of equipment in action is rare unless engaged in employment there.
Summary Reflection
This study tour opened my eyes and broadened my understandings in many ways. I was a little overwhelmed by my realisation that I, as an up and coming TL, need to accept continual change to the extent that it needs to be a mindset in order to basically keep ahead of the Jones' if I am going to provide a valid and relevant service to the community. Within this change is the fast paced technology movements made with digital and online services. This is just the way it is and I feel I have to jump aboard or stay afloat on a makeshift old fashioned raft. I also saw how purpose driven all the libraries were and how important it is to ensure library services are client oriented in a way that the services are intrinsically helpful. Developing more client focussed workspaces and friendly service is a must.Basically, ongoing evaluating and satisfying client needs was really driven home to me.
I was very inspired by the emphasis put on client perspectives when planning for the future. It is one thing to think you are doing the community a service but it is another thing to actually address real needs. It was also very impressive at just how proactive this library is in keeping up with the latest technologies and providing services to empower the community to be confident users. One difference though between my future role as teacher librarian (TL) and SLQ is that it was mentioned if users are not into being taught how to access info., then they are happy to locate the info. (even if not the preferred type of help) but as a TL it is very important to maintain an emphasis on making sure the students are building up information literacy skills. It all boils down to the sort of clientele and what you are seeking to achieve.
This session contained a lot of interesting and valuable info. So much so that I couldn't copy it down as well as I would have liked. I would have loved to have handouts of the power points so I could then listen better and make side notes instead of copious ones. Thankyou for the handout at thee end but for all of them would have been great. I thought the venue was excellent, however we only got access to get inside at the start due to a library worker being allowed to escort us upstairs. A securty lady was mouthing to me through the doors that we couldn’t come in until this lady happened to help. Perhaps future groups could have someone meet us outside from the course as the security people didn't seem to know we were there for a course The venue though was very pleasant and introducing ourselves added a nice personal touch..
The tour of SLQ revealed to me how important the aesthetic appeal is to capture and maintain user interest, ease of use and a feel good sense of being in a library. I was equally inspired by the range of services and how these could be incorporated into a school library, even if on a different and smaller scale - indigenous, heritage, music etc…It was also beneficial to see how they view and deal with the ever increasing digital content so that it fits in with user's ability to access this co-ntent from outside the library's physical confines such that there is available a network of libraries within the enormous online world. The fact that nothing remains static hit me -change / defining new ways of looking at content seems unavoidable and made me realise that SLQ is practising what they are preaching to move library services forward.
The tour was absolutely fantastic and was well timed in the day, although it perhaps could be at the end as I was getting very tired listening to the last speaker even though he had lots of good points. Three sessions of listening at the end of the day was a lot. The tour guide was very well versed and easy to talk with and the tour was very smoothly run and informative. I would have personally liked to have had the opportunity to spend time with the resources but I understand time was limited. It did however inpsire me to visit a state library where I live to explore the sorts of things I was introduced to today Also, again, handouts with the last 3 speakers would have been great and I did wonder if a tea/coffee session at the end would encourage mingling and connections as at lunch and morning tea most went in several directions.
Brisbane Girls Grammar
The overiding message to me today was how critical and vital online digital services are and how we simply must get a hold of as much as we can in knowledge and experience of current and cutting edge technologies if we are to provide services that meet not only user needs but also match user abilities. I also realised the critical need to market what I can do as a TL for the client base such that libraries can be at the forefront of inspriring technology use within the school, particularly with teachers. I felt equally inspired to help instil a culture of searching for content in school users,that libraries don't need to be a completely silent place of learning - so long as an allocated silent area exists - and that TL's need to activley engage in faculty meetings to be trully relevant and maintain a high profile of being useful
A strength and weakness is the venue. While it was absolutely awe inspiring with wonderful displays and insights of what libraries can be, not many libraries have the funding for staffing and equipment to achieve what these ones are doing and perhaps gave an overinflated view of what less fortunate TL's can achieve.The speakers were very impressive though and it was wonderful to be in a place where their obvious enthusiasm is infectious. They are certainly people I would like to keep in touch with as you provided speakers who have certainly taken up the challenge to engage in best practice. It was also great to explore two quite different school libraries, catering for different needs and with obvious differences in funding, that were in very close proximity so that we weren't wasting time changing location,
National Archives of Queensland
What struck me here was that they are very process driven.They don't so much engage in helping user's search for their needs, rather supply them with what they want once they have found the reference for it. The process of providing identified content bypasses building up clients' ability in developing information literacy skills as I realised they are not there for that purpose. Very interesting to see this, that there are libraries that don't match the same focus as others.It also once again hit me just how infiltrating digital use is becoming, to the point that so much is now online that you don't really need to venture near an original document anymore.Online technologies are yet again the changing focus and the challenge appears to be enabling users to understand what is available online and help new visitors to navigate with ease.
It was wonderful to have the power point handouts so we could simply add notes instead of trying to write madly. The first speaker was very organised, easy to follow, interesting and approachable. The content was also very well thought out and the many examples of their resources was very very interesting and helped to understand just what they provide as we didn't have any hands on materials to view.The tour was ok but quite short, but maybe they didn't have much more to show us.I would personally have liked to be taken directly to one of the storage boxes on the shelves or map drawers and see what it looked like inside. Seeing they mentioned it was more about the process of providing conent it would have been great to engage in such a process.The second speaker was easy to follow and provided useful information for us to reflect upon.
Mater Macauley Library
What impacted me here was the degree of interconnections maintained between the staff of the "Health Hub" libraries as well as the degree of staff infiltration among the clients they cater to. It impressed me as they are so willing and giving of their energy into this in an unintrusive, purely helpful manner where they nearly intuitive know when to back off. This seems to be the way it is with all the libraries visited so far but this one has such a wide range of needs -grad/postgrad/proffesionals/interns/temp and assist. staff etc…-and the ability to be flexible in their approach toward them all is quite impressive.Once again digital and online services stood out as an important focus and for this library, marketing their services via online means (facebook/twitter etc..)showed to me their need to be continually known and relevant.
he venue was very nice indeed and being able to visit a medical library was a valuable option as it revealed factors of concern that aren't concerns elsewhere (e.g the unique range of clientele). I would have once again really appreciated a handout of the power points but the speakers were all very very down to earth and easy to follow. They were really a pleasure to mix with at morning tea and it was a shame we couldn't stay longer. The staff were very well prepared and had excellent information to share with us.I noticed they tried to answer a lot of the checklist points that was sent to us via the forum which was very inciteful of them and very much appreciated to reflect upon. It may have been nice to see them in action helping someone, even if videoed and shown on the large screen (eg their invovlement with the journal club).
Queensalnd University of Technology
This library showed me the importance and impact of gearing the services toward the clientele base and the extent to which client needs drive purpose. The huge emphasis they place on workforce planning impressed me in that they are obviously focussed on current purpose with a mind to acknowledge future needs.Change seems to not just be a current event to get over and done with but a lifestlye mindset to be valued. I saw this for example as they spoke of the refurbishing and changes to work spaces where they expect more and more various types of workspaces to develop as print collections decrease. Once again I value being presented with the knowledge that everything digital and online seems to be the predominant way of the future and also that they continaully evaluate its impact and not just blindly take or keep everything on board.
The venue was once again very impressive and I very much enjoyed the tour although my tour guide admitted he was unprepared and it did show as he lacked direction as we began. While he was knowledgable, I did wonder that if he was prepared, we may have been better informed. The meeting room and speakers were once again excellent and very well prepared but again, handouts would have been good. The last session, while very interesting, on the Day in the life of, I was feeling like I had information overload and afternoon tea while we listened to them mayhave broken it up a bit. The effort they put in for us was obvious and I again appreciated that they tried to address the Chekclist sheet we were sent on the forum.This was a most postive/ worthwhile visit and very inspiring as all the speakers were obviously enjoying their various roles.
Brisbane square library and customer centre
The venue was once again very impressive and I very much enjoyed the tour although my tour guide admitted he was unprepared and it did show as he lacked direction as we began. While he was knowledgable, I did wonder that if he was prepared, we may have been better informed. The meeting room and speakers were once again excellent and very well prepared but again, handouts would have been good. The last session, while very interesting, on the Day in the life of, I was feeling like I had information overload and afternoon tea while we listened to them mayhave broken it up a bit. The effort they put in for us was obvious and I again appreciated that they tried to address the Chekclist sheet we were sent on the forum.This was a most postive/ worthwhile visit and very inspiring as all the speakers were obviously enjoying their various roles.
really enjoyed this venue very much indeed. To see a library that is so aesthcetically pleasing and obviuosly so well designed was wonderful. This sort of work environment is very attractive to me,not only with the amazing building but with the huge range of services they provide, catering from very young to old and across several lifestyle needs (work/student/leisure/businessetc…) All the staff were very well prepared with relevant and interesting topics that were inspiring. My only criticsm is the first speaker spoke too fast and I didn't have enough time to read let alone write down points. Handouts once again would have been awesome. Finally, being allowed to view their very expensive book sorter was a real privilege and eye opener - thankyou as to see this sort of equipment in action is rare unless engaged in employment there.
Summary Reflection
This study tour opened my eyes and broadened my understandings in many ways. I was a little overwhelmed by my realisation that I, as an up and coming TL, need to accept continual change to the extent that it needs to be a mindset in order to basically keep ahead of the Jones' if I am going to provide a valid and relevant service to the community. Within this change is the fast paced technology movements made with digital and online services. This is just the way it is and I feel I have to jump aboard or stay afloat on a makeshift old fashioned raft. I also saw how purpose driven all the libraries were and how important it is to ensure library services are client oriented in a way that the services are intrinsically helpful. Developing more client focussed workspaces and friendly service is a must.Basically, ongoing evaluating and satisfying client needs was really driven home to me.
Study Tour
What an amazing adventure full of learning I have just had in Brisbane as I visited several different sorts of information centres, from archives to State libraries to university Libraries to school libraries.
What really struck me was how client oriented all the centres were.
It also struck me at how much the centres had to stay abreast of current technologies in order to maintain relevance and as up to date accessibility as possible.
Creating client friendly space was also a major factor in keeping these libraries current. Most had whole floors or sections devoted entirely to computer/online/digital access. Most also were creating areas of silent space as many parts of libraries are increasingly in need of spaces where noise takes place.
I also sensed the wonderful element of providing friendly client based and focussed services so that the library maintains its sense of being an important and wonderful place to visit and access information.
What really struck me was how client oriented all the centres were.
It also struck me at how much the centres had to stay abreast of current technologies in order to maintain relevance and as up to date accessibility as possible.
Creating client friendly space was also a major factor in keeping these libraries current. Most had whole floors or sections devoted entirely to computer/online/digital access. Most also were creating areas of silent space as many parts of libraries are increasingly in need of spaces where noise takes place.
I also sensed the wonderful element of providing friendly client based and focussed services so that the library maintains its sense of being an important and wonderful place to visit and access information.
Sunday, July 17, 2011
Research Methods
Well, this subject certainly opened my eyes to the world of research.
Firstly it stressed to me the nature of the iterative process in developing a research question.
It also linked the importance of a strong research project to a sound literature review.
"Keep asking, and it will be given to you. Keep searching, and you will find. Keep knocking, and the door will be opened for you.
(International Standard Version , 2008)
This age old saying is very indicative of the iterative process not only when forming draft research questions but also when choosing appropriate supportive literature with the ideal being one of practical importance.
It is in the persistent asking that the opportunity to receive presents itself, it is in the persistent seeking and searching that new discoveries are made and it is in the persistent knocking that avenues become open roads for exploration.
Asking, searching and knocking not only invoke responses but are the means to uncover truths relating to any given inquiry and are significant aspects of any research question and its links to literature.
Both the draft research question and its connection to the literature, with reference to practical importance, of the work by Sandeman (2011, Appendix1) and Sandy(2011, Appendix 2) would have little or no strength if these three elements of asking, seeking and knocking were not undertaken. And it is indeed within and alongside these that specific strengths as well as areas for improvement are evident, each giving support to verify the research topic as a valid one. The proposed alterations are indeed part and parcel of the expected process of change in order to refine either the direction of the research question or the direction of what is to be looked for in the literature.
Examining how one has asked, sought and knocked give rise to scrutiny, uncovering many interesting elements. Some of these are strengths and others useful for constructive change in order for the research question and its connection to literature to be well grounded and of practical importance.
Asking, searching and knocking not only invoke responses but are the means to uncover truths relating to any given inquiry and are significant aspects of any research question and its links to literature.
However there are also areas for improvement that, while concerning, are not to the extent of rendering the proposed research redundant. While changes may need to be made, it is not to pull down the whole reason for its existence as the main thrust of draft questions should be respected and supported as important at least to the researcher. The proposed alterations are indeed part and parcel of the expected process of change in order to refine either the direction of the research or the direction of what is to be looked for in the literature.
Successful research entails many processes and it is within these processes that a proposal can develop into a well-founded and valuable investigation. The forming of the research question, the quality of the literature review and whether or not the proposal is of practical importance all work together to support and enhance validity and success of the research.
Strengths and areas of improvement are highlighted and examined, revealing the need of ensuring such analytical processes take place in order for a successful undertaking to be established.
Reviewing the Literature and Practical Importance
Quality research involves “searching, reviewing and effectively writing about literature” (Thomas and Silverman, 2005, p6) and is successful in the extent that it involves “systematic identification, location and analysis of documents containing information related to the research question” (Gay, 1992, p38).
It is clear that successful research necessitates a strong research question and sound review of existing literature to ensure what is proposed is going to be of practical importance and successful in its undertakings. Furthermore it clarifies that as one seeks to develop a research question and engage in a literature review, it is very useful to do so against suggestions made by professional researchers in order to cover all bases and to make any adjustments. This will enhance the success in providing a sound research question overall efficacy of what is being proposed and will help to ensure it truly relates to an area of practical importance.
An Indepth look at one research question
As I took an indeth look at my research question, it made me aware of the different paradagims people view the workld and how they evaluate information. I also saw the need to ensure several points are covered such as ethical issues in order to develop a sound project.
As I consider this subject overall, I can see that while I may not be engaged in research questions myself, the students i will come into contact with as a TL will often need help with the sorts of skills I have now learnt. THis has been an invaluable subject for me as a TL as I can now better assist those in need of researching a given area. The skills I have developed are now much broader and stronger.
Firstly it stressed to me the nature of the iterative process in developing a research question.
It also linked the importance of a strong research project to a sound literature review.
"Keep asking, and it will be given to you. Keep searching, and you will find. Keep knocking, and the door will be opened for you.
(International Standard Version , 2008)
This age old saying is very indicative of the iterative process not only when forming draft research questions but also when choosing appropriate supportive literature with the ideal being one of practical importance.
It is in the persistent asking that the opportunity to receive presents itself, it is in the persistent seeking and searching that new discoveries are made and it is in the persistent knocking that avenues become open roads for exploration.
Asking, searching and knocking not only invoke responses but are the means to uncover truths relating to any given inquiry and are significant aspects of any research question and its links to literature.
Both the draft research question and its connection to the literature, with reference to practical importance, of the work by Sandeman (2011, Appendix1) and Sandy(2011, Appendix 2) would have little or no strength if these three elements of asking, seeking and knocking were not undertaken. And it is indeed within and alongside these that specific strengths as well as areas for improvement are evident, each giving support to verify the research topic as a valid one. The proposed alterations are indeed part and parcel of the expected process of change in order to refine either the direction of the research question or the direction of what is to be looked for in the literature.
Examining how one has asked, sought and knocked give rise to scrutiny, uncovering many interesting elements. Some of these are strengths and others useful for constructive change in order for the research question and its connection to literature to be well grounded and of practical importance.
Asking, searching and knocking not only invoke responses but are the means to uncover truths relating to any given inquiry and are significant aspects of any research question and its links to literature.
However there are also areas for improvement that, while concerning, are not to the extent of rendering the proposed research redundant. While changes may need to be made, it is not to pull down the whole reason for its existence as the main thrust of draft questions should be respected and supported as important at least to the researcher. The proposed alterations are indeed part and parcel of the expected process of change in order to refine either the direction of the research or the direction of what is to be looked for in the literature.
Successful research entails many processes and it is within these processes that a proposal can develop into a well-founded and valuable investigation. The forming of the research question, the quality of the literature review and whether or not the proposal is of practical importance all work together to support and enhance validity and success of the research.
Strengths and areas of improvement are highlighted and examined, revealing the need of ensuring such analytical processes take place in order for a successful undertaking to be established.
Reviewing the Literature and Practical Importance
Quality research involves “searching, reviewing and effectively writing about literature” (Thomas and Silverman, 2005, p6) and is successful in the extent that it involves “systematic identification, location and analysis of documents containing information related to the research question” (Gay, 1992, p38).
It is clear that successful research necessitates a strong research question and sound review of existing literature to ensure what is proposed is going to be of practical importance and successful in its undertakings. Furthermore it clarifies that as one seeks to develop a research question and engage in a literature review, it is very useful to do so against suggestions made by professional researchers in order to cover all bases and to make any adjustments. This will enhance the success in providing a sound research question overall efficacy of what is being proposed and will help to ensure it truly relates to an area of practical importance.
An Indepth look at one research question
As I took an indeth look at my research question, it made me aware of the different paradagims people view the workld and how they evaluate information. I also saw the need to ensure several points are covered such as ethical issues in order to develop a sound project.
As I consider this subject overall, I can see that while I may not be engaged in research questions myself, the students i will come into contact with as a TL will often need help with the sorts of skills I have now learnt. THis has been an invaluable subject for me as a TL as I can now better assist those in need of researching a given area. The skills I have developed are now much broader and stronger.
Saturday, April 2, 2011
Reflections on webiste evaluation criteria
Introduction
A critical examination of website criteria in relation to technical, reliability and educational aspects presented in CARS (Harris,2007) and Evalutech (SREB,2010) reveals several strengths and weaknesses within a school context where teaching and learning are of paramount importance. Applying these findings to a critical evaluation of specific websites demonstrates the significance website criteria hold. This will be shown by evaluating websites relating to the effects of the atomic bomb on the people and city of Hiroshima for Year 9-10 students.
Evaluation of Criteria
The technical aspects of websites are a major concern in research by professionals such as Nielson and Loranger (2005) , Naidu,S (2005) and Sullivan, Norris and Peet (n.d.) where usability, navigability, searchability and appropriate design are shown to impact on learners. In survey results on value of websites ( Pfoeffer,P, 2002; Smith,A., 1997;Yang and Cheng, 2007)) organisation, appearance and ease of use were regarded with equal importance to content. Unfortunately the CARS criteria do not reflect any of this. The fact that research in this area concludes “children have special needs of their own” (Sullivan, Norris and Peet,n.d.) leaves CARS completely lacking in consideration of this well researched area not only for adults but also for younger audiences. Criteria relating to navigation and usability could be added to CARS as well as how engaging/entertaining the website is in relation to usability to help make web learning not just educational but also fun (Pfoeffer,P,2002). With regard to Evalutech, it is strong in providing technical criteria where not only navigation but presentation is given many sub criteria to evaluate a website against. However it is lacking in matching the abovementioned research completely in the area of ensuring usability being compatible with age of users as outlined by Pfoeffer (2002, pg11-13), with its only reference to appropriateness for the intended audience relating to legible text and print size. Both CARS and Evalutech need to include criteria on levels of digital literacy of the intended audience as outlined in Digital Literacy Across the Curriculum (Hague and Payten,2010) to determine their degree of “savvyness”(pg3) against a website allowing them to “participate meaningfully and safely” (pg3).
Professional writings concerning reliability of websites reveal the need to check authorship/authority, currency and accuracy of information (Alexander and Tate,1999; Katz,2002; Schrock, 2002 and Herring 2004) and to avoid bias (Katz,2002; Schrock, 2002). CARS provides an excellent checklist regarding these, with the heading and content of its four main criteria (credibility, accuracy, reasonableness and support) directly connected to and supporting these areas. While not so strong in areas of technical (see above) and K-12 educational aspects (as shown below), it is definitely strong here. CARS is particularly concerned with the author of websites, making note of author in each main criteria. This strengthens reliability and aids as a good reminder to choose websites with clear authorship, making it easier for students to avoid the ever increasing rate of plagiarism (Karena,C. ,2010), where it has been noted in The Australian Educator, “Widespread internet use is facilitating plagiarism.” (Karena, C., 2010, pg 34).
Evalutech is aligned very well with reliability research indicating need to avoid bias (Schrock,K,2002; Katz,2002) as well as the need to check currency, accuracy and authoritativeness (Alexander and Tate,1999; Katz,2002; Schrock, 2002 and Herring 2004). As research into website credibility grows (Boklaschuk,K and Caisse,K, 2001; Beck,S.,2002; Fogg, Soohoo and Danielson, 2002;) and guideline documents such as Stanford Guidelines for Web Credibility (2004) are developed, Evalutech provides a valuable set of criteria, as it fuels the need to judge a website before considering it trustworthy. It has been stated “Information is a source of influence and power” (Eslake,S,2006) and so accurate, reliable and timely information as outlined in Evalutech’s criteria and as stated by Eslake (2006) “is vital to effective decision making in almost every aspect of the human endeavour”.
In relation to educational criteria, CARS does not make strong links to the crucial areas of teaching and learning within school contexts. It does not provide criteria to adequately judge educational content of websites in support of aides such as Bloom’s taxonomy of the Cognitive Domain (Bloom and al., 1956) and Cyberguide (McLachlan, K, 2002). While providing criteria on objectiveness and truthfulness, it does not support the endeavour to analyse whether purpose of an inquiry is being met educationally in direct support of both teachers and learners (Boklaschuk and Caisse, 2001). Furthermore, whereas much has been written on importance of level of language (Schrock,2010; Osborne,H,2000; Callow,J, 2000, Herring,J. 2009), CARS does not refer to this, lacking in its applicability to judge a site against various reading levels, particularly important for K-12 learners. It may assume reading level is not an issue for the type of audience this set of criteria was written for, however even for adult learners, literacy levels can vary greatly (Measuring Literacy;Performance Levels for Adults, 2005; National Assessment for Adult Literacy, 2003).
Evalutech provides strong educational guidelines to evaluate websites as it supports the need to link websites with educational purpose of an inquiry and not just as it relates to content but also compatibility with learners’ abilities (Callow,J, 200). Including relevance to a K-12 curriculum and appropriateness with regard to content and ability of learners, aides such as Cyberguide (McLachlan,K,2002) and Bloom’s taxonomy are upheld. While it does not directly mention level of language (Schrock,2010; Osborne,H,2000; Callow,J, 2000, Herring,J. 2009), there is mention of intellectual compatibility and content/vocabulary being relevant to students’ abilities hopefully leading to specific consideration of literacy levels. Evalutech could be improved by formulating criteria directly regarding this. Both Evalutech and CARS could also include criteria on whether websites have any distracting material such as advertisements, surveys, unsuitable graphic material or unrelated links causing distraction from the overall purpose of inquiry.
Finally, CARS and Evalutech fail to provide adequate criteria addressing the affective domain, discussed by Kuhlthau (2004) in her process model and outlined in Bloom’s taxonomy. They do not provide criteria directly addressing whether or not readers are being stimulated to think at deeper levels of the affective domain into areas of intuition, convictions and beliefs to develop strong information literacy skills. Criteria to check if a website urges/prompts the audience to reflect upon information presented is needed to help learners develop new, original and meaningful understandings.
Using an analytical understanding of website criteria and applying this knowledge within a school context show just how valuable website criteria are as they help to determine whether specific websites truly reflect the teaching and learning needs of the school community. However it also reveals sets of website criteria need to be respected more as a guide and not the be all and end all of how one evaluates any particular website. They may have both weaknesses and strengths and understanding this will enable one to more accurately determine any website’s usefulness.
A critical examination of website criteria in relation to technical, reliability and educational aspects presented in CARS (Harris,2007) and Evalutech (SREB,2010) reveals several strengths and weaknesses within a school context where teaching and learning are of paramount importance. Applying these findings to a critical evaluation of specific websites demonstrates the significance website criteria hold. This will be shown by evaluating websites relating to the effects of the atomic bomb on the people and city of Hiroshima for Year 9-10 students.
Evaluation of Criteria
The technical aspects of websites are a major concern in research by professionals such as Nielson and Loranger (2005) , Naidu,S (2005) and Sullivan, Norris and Peet (n.d.) where usability, navigability, searchability and appropriate design are shown to impact on learners. In survey results on value of websites ( Pfoeffer,P, 2002; Smith,A., 1997;Yang and Cheng, 2007)) organisation, appearance and ease of use were regarded with equal importance to content. Unfortunately the CARS criteria do not reflect any of this. The fact that research in this area concludes “children have special needs of their own” (Sullivan, Norris and Peet,n.d.) leaves CARS completely lacking in consideration of this well researched area not only for adults but also for younger audiences. Criteria relating to navigation and usability could be added to CARS as well as how engaging/entertaining the website is in relation to usability to help make web learning not just educational but also fun (Pfoeffer,P,2002). With regard to Evalutech, it is strong in providing technical criteria where not only navigation but presentation is given many sub criteria to evaluate a website against. However it is lacking in matching the abovementioned research completely in the area of ensuring usability being compatible with age of users as outlined by Pfoeffer (2002, pg11-13), with its only reference to appropriateness for the intended audience relating to legible text and print size. Both CARS and Evalutech need to include criteria on levels of digital literacy of the intended audience as outlined in Digital Literacy Across the Curriculum (Hague and Payten,2010) to determine their degree of “savvyness”(pg3) against a website allowing them to “participate meaningfully and safely” (pg3).
Professional writings concerning reliability of websites reveal the need to check authorship/authority, currency and accuracy of information (Alexander and Tate,1999; Katz,2002; Schrock, 2002 and Herring 2004) and to avoid bias (Katz,2002; Schrock, 2002). CARS provides an excellent checklist regarding these, with the heading and content of its four main criteria (credibility, accuracy, reasonableness and support) directly connected to and supporting these areas. While not so strong in areas of technical (see above) and K-12 educational aspects (as shown below), it is definitely strong here. CARS is particularly concerned with the author of websites, making note of author in each main criteria. This strengthens reliability and aids as a good reminder to choose websites with clear authorship, making it easier for students to avoid the ever increasing rate of plagiarism (Karena,C. ,2010), where it has been noted in The Australian Educator, “Widespread internet use is facilitating plagiarism.” (Karena, C., 2010, pg 34).
Evalutech is aligned very well with reliability research indicating need to avoid bias (Schrock,K,2002; Katz,2002) as well as the need to check currency, accuracy and authoritativeness (Alexander and Tate,1999; Katz,2002; Schrock, 2002 and Herring 2004). As research into website credibility grows (Boklaschuk,K and Caisse,K, 2001; Beck,S.,2002; Fogg, Soohoo and Danielson, 2002;) and guideline documents such as Stanford Guidelines for Web Credibility (2004) are developed, Evalutech provides a valuable set of criteria, as it fuels the need to judge a website before considering it trustworthy. It has been stated “Information is a source of influence and power” (Eslake,S,2006) and so accurate, reliable and timely information as outlined in Evalutech’s criteria and as stated by Eslake (2006) “is vital to effective decision making in almost every aspect of the human endeavour”.
In relation to educational criteria, CARS does not make strong links to the crucial areas of teaching and learning within school contexts. It does not provide criteria to adequately judge educational content of websites in support of aides such as Bloom’s taxonomy of the Cognitive Domain (Bloom and al., 1956) and Cyberguide (McLachlan, K, 2002). While providing criteria on objectiveness and truthfulness, it does not support the endeavour to analyse whether purpose of an inquiry is being met educationally in direct support of both teachers and learners (Boklaschuk and Caisse, 2001). Furthermore, whereas much has been written on importance of level of language (Schrock,2010; Osborne,H,2000; Callow,J, 2000, Herring,J. 2009), CARS does not refer to this, lacking in its applicability to judge a site against various reading levels, particularly important for K-12 learners. It may assume reading level is not an issue for the type of audience this set of criteria was written for, however even for adult learners, literacy levels can vary greatly (Measuring Literacy;Performance Levels for Adults, 2005; National Assessment for Adult Literacy, 2003).
Evalutech provides strong educational guidelines to evaluate websites as it supports the need to link websites with educational purpose of an inquiry and not just as it relates to content but also compatibility with learners’ abilities (Callow,J, 200). Including relevance to a K-12 curriculum and appropriateness with regard to content and ability of learners, aides such as Cyberguide (McLachlan,K,2002) and Bloom’s taxonomy are upheld. While it does not directly mention level of language (Schrock,2010; Osborne,H,2000; Callow,J, 2000, Herring,J. 2009), there is mention of intellectual compatibility and content/vocabulary being relevant to students’ abilities hopefully leading to specific consideration of literacy levels. Evalutech could be improved by formulating criteria directly regarding this. Both Evalutech and CARS could also include criteria on whether websites have any distracting material such as advertisements, surveys, unsuitable graphic material or unrelated links causing distraction from the overall purpose of inquiry.
Finally, CARS and Evalutech fail to provide adequate criteria addressing the affective domain, discussed by Kuhlthau (2004) in her process model and outlined in Bloom’s taxonomy. They do not provide criteria directly addressing whether or not readers are being stimulated to think at deeper levels of the affective domain into areas of intuition, convictions and beliefs to develop strong information literacy skills. Criteria to check if a website urges/prompts the audience to reflect upon information presented is needed to help learners develop new, original and meaningful understandings.
Using an analytical understanding of website criteria and applying this knowledge within a school context show just how valuable website criteria are as they help to determine whether specific websites truly reflect the teaching and learning needs of the school community. However it also reveals sets of website criteria need to be respected more as a guide and not the be all and end all of how one evaluates any particular website. They may have both weaknesses and strengths and understanding this will enable one to more accurately determine any website’s usefulness.
Friday, July 30, 2010
Information Environment
Well, this subject so far is proving to be most informative and rewarding.
I really didn't realise how far behind the eight ball I was with my current researching skills.
I have to admit I am a confessed "googler" and have been most diasppointed at times with what it has come up with and yet I didn't think to even use other search engines!
I am also becoming increasingly aware of how important and connected we as TL's are to the teaching and learning that goes on in a school. Not only that but what that implies. Looking more in depth at Bloom's taxonomy was a little daunting for me as I haven't used it at all as a reference point in my teaching career but going through the excercise of using it really proves it to be a most useful tool in planning lessons.
It's is amazing how this course is helping me become a better teacher - in the areas of developping information literacy skills and how to go about a successful search on the internet for any given inquiry.
This subject is really opening my eyes to the vast resources to help one search successfully. I really did not know just how many search engines were out there, let alone search directories, nor what terms such as Boolean logic were although I have used them. Reading about them and understanding them more fully is a real eye opener and will hopefully help my search techniques in the future if I remember to use them.
As I prepare to engage in an assignment that is to critically evaluate two sets of webiste criteria and then critically analyze 4 websites, this course has really got me thinking that I am about to go through a most worthwhile process, and hopefully succeed. This is becoming increasingly more important to me to make sure I can determine appropriate websites that will enhance the information literacy levels in schools.
I really didn't realise how far behind the eight ball I was with my current researching skills.
I have to admit I am a confessed "googler" and have been most diasppointed at times with what it has come up with and yet I didn't think to even use other search engines!
I am also becoming increasingly aware of how important and connected we as TL's are to the teaching and learning that goes on in a school. Not only that but what that implies. Looking more in depth at Bloom's taxonomy was a little daunting for me as I haven't used it at all as a reference point in my teaching career but going through the excercise of using it really proves it to be a most useful tool in planning lessons.
It's is amazing how this course is helping me become a better teacher - in the areas of developping information literacy skills and how to go about a successful search on the internet for any given inquiry.
This subject is really opening my eyes to the vast resources to help one search successfully. I really did not know just how many search engines were out there, let alone search directories, nor what terms such as Boolean logic were although I have used them. Reading about them and understanding them more fully is a real eye opener and will hopefully help my search techniques in the future if I remember to use them.
As I prepare to engage in an assignment that is to critically evaluate two sets of webiste criteria and then critically analyze 4 websites, this course has really got me thinking that I am about to go through a most worthwhile process, and hopefully succeed. This is becoming increasingly more important to me to make sure I can determine appropriate websites that will enhance the information literacy levels in schools.
Saturday, July 24, 2010
Resourcing the Curriculum
Well, I am just at the end of my course on Resourcing the Curriculum.
At the start I began to think that a lot of what we were presented with to read was a lot of teaching us what was very obvious to do. I began to wonder if I would learn anything new as what I seemed to be picking up was just clarifying what I beleived should happen.
However by the end of the course I realised just how important this subject was. Not only did it become clear how important a professional Collection Policy was but also how valuable the excercise was in writing up one specific to a particular school. I became very pleased with my final Collection Policy. I now beleive this would be one of the first areas I would look into if I happen to obtain a TL position as a TL. I now understand how invaluable a professionalCollection Policy document for a most effective and relevant library service to exist.
At the start I began to think that a lot of what we were presented with to read was a lot of teaching us what was very obvious to do. I began to wonder if I would learn anything new as what I seemed to be picking up was just clarifying what I beleived should happen.
However by the end of the course I realised just how important this subject was. Not only did it become clear how important a professional Collection Policy was but also how valuable the excercise was in writing up one specific to a particular school. I became very pleased with my final Collection Policy. I now beleive this would be one of the first areas I would look into if I happen to obtain a TL position as a TL. I now understand how invaluable a professionalCollection Policy document for a most effective and relevant library service to exist.
Friday, October 16, 2009
Varying types of leadership
I must say that I haven't been so confronted before with so many types of leadership as presented in the Fullan text.
Not only are there so many types of different types of leaders but in order to be the most effective leader possible you have to be an expert at all types and know when and when not to use each style.
This is a real eye opener for me and difficult too as I am not good at certain styles of leadership as some styles come more naturally to me than others but it seems time now to throw away lack of ability in all styles and begin learning more aboout them all and gaining maturity in when to use each one.
It has surprised me as well that so many types of leaders exist and that they all seem to get in somehow. Why there isn't some cosmic barrier for preventing the less desirables to get in I don't know but that's just the way it is and I feel really sorry for those who are suffering under the hand of such ones.
As I have been reading, it is not just in the Fullan text that I have gain understandings of leadersship types. The writings by Donham (2005, pg 296-3-4), Cheng (2002, pg 56-57) and Beck , J and Yeager,N (1994, pg 184-206)also have revealed to me several leadership styles that have helped me to see just how wide and varied leadership needs to be in order to lead effectively.
I can also see that there is great complexity in leadership such as I have never really considered before. In reading Fullan (2004, pg 55-60) I cam confronted with the term "complexity science" and "complexities of leadership." This has got me thinking on the fact that leadership is in an environment way more complex than I had thought. Indeed I hadn't even given it much thought before but Nnow I can see that not only is leadership itself complex but so is the environment in which leaders function. And they need to become masters of it in order to be as successful as possible.And masters not just of the internal factors but external ones as well.
Not only are there so many types of different types of leaders but in order to be the most effective leader possible you have to be an expert at all types and know when and when not to use each style.
This is a real eye opener for me and difficult too as I am not good at certain styles of leadership as some styles come more naturally to me than others but it seems time now to throw away lack of ability in all styles and begin learning more aboout them all and gaining maturity in when to use each one.
It has surprised me as well that so many types of leaders exist and that they all seem to get in somehow. Why there isn't some cosmic barrier for preventing the less desirables to get in I don't know but that's just the way it is and I feel really sorry for those who are suffering under the hand of such ones.
As I have been reading, it is not just in the Fullan text that I have gain understandings of leadersship types. The writings by Donham (2005, pg 296-3-4), Cheng (2002, pg 56-57) and Beck , J and Yeager,N (1994, pg 184-206)also have revealed to me several leadership styles that have helped me to see just how wide and varied leadership needs to be in order to lead effectively.
I can also see that there is great complexity in leadership such as I have never really considered before. In reading Fullan (2004, pg 55-60) I cam confronted with the term "complexity science" and "complexities of leadership." This has got me thinking on the fact that leadership is in an environment way more complex than I had thought. Indeed I hadn't even given it much thought before but Nnow I can see that not only is leadership itself complex but so is the environment in which leaders function. And they need to become masters of it in order to be as successful as possible.And masters not just of the internal factors but external ones as well.
Tuesday, October 13, 2009
Moral purpose
Boy, is moral purpose an important ingredient in an organisation!!!
To do your job with conviction that one is involved in an endeavour that seeks the overall good of society is very rewarding and indeed leads to stronger work ethic and effort.
It was very encouraging to know that moral purpose is something that good and conscientious leaders are aspiring to uphold!
This is something intrinsic to us all but boy it is great to see how much of a highlight it is being given.
Indeed in the Fullan text, it is one of the 5 core elements of effective leadership. All I can say is thank goodness that we as up and coming leaders are being encouraged on a human level of leadership skills and not just had knowledge of how to go about things.
Moral purose really needs to be embraced by the leadership and indeed, not just embraced but exemplified in every interaction. It also needs to be ensured that it is addressed in the mission statement for that department and that this inclusion is in line with the moral purpose and overall values and goals of the organisation as a whole.
Along with this I have noticed that pwer and its use or abuse by those in leadership is a very important factor in how well an orgaisation runs. It seems increasingly to me that a person of a more altruistic nature is the ideal one to be vested with the honor of holding power and it is a shame that there have been many leaders who are seeking to do things from a selfish point of view.
To do your job with conviction that one is involved in an endeavour that seeks the overall good of society is very rewarding and indeed leads to stronger work ethic and effort.
It was very encouraging to know that moral purpose is something that good and conscientious leaders are aspiring to uphold!
This is something intrinsic to us all but boy it is great to see how much of a highlight it is being given.
Indeed in the Fullan text, it is one of the 5 core elements of effective leadership. All I can say is thank goodness that we as up and coming leaders are being encouraged on a human level of leadership skills and not just had knowledge of how to go about things.
Moral purose really needs to be embraced by the leadership and indeed, not just embraced but exemplified in every interaction. It also needs to be ensured that it is addressed in the mission statement for that department and that this inclusion is in line with the moral purpose and overall values and goals of the organisation as a whole.
Along with this I have noticed that pwer and its use or abuse by those in leadership is a very important factor in how well an orgaisation runs. It seems increasingly to me that a person of a more altruistic nature is the ideal one to be vested with the honor of holding power and it is a shame that there have been many leaders who are seeking to do things from a selfish point of view.
Different types of leaders
It has been very interesting for me to consider just how varying leaders can be.
I have personally experienced this and how different types of leaders in the same setting can drastically change the overall environment and atmosphere of an institution.
And now I have read in chapter 3 of the Fullan text about several different types of leaders and just how different each one is.
It is quite amazing that all these different sorts of leaders exist and that any one given organisation is at the mercy of the style of leadership allowed to operate.
Boy, leadership can really make a difference!!!!
And boy, we are as employees really at the mercy of whatever leadership we are under.
Whate surprises me is that the less desirable styles of leadership can still obtain positions of power - why can't those in the job of employing leaders be better equipped to understand who they are employing.
What this does for me personally as a possible up and coming leader is to make sure I have a very well rounded leadership style and can adapt my style according to presenting needs.
I have personally experienced this and how different types of leaders in the same setting can drastically change the overall environment and atmosphere of an institution.
And now I have read in chapter 3 of the Fullan text about several different types of leaders and just how different each one is.
It is quite amazing that all these different sorts of leaders exist and that any one given organisation is at the mercy of the style of leadership allowed to operate.
Boy, leadership can really make a difference!!!!
And boy, we are as employees really at the mercy of whatever leadership we are under.
Whate surprises me is that the less desirable styles of leadership can still obtain positions of power - why can't those in the job of employing leaders be better equipped to understand who they are employing.
What this does for me personally as a possible up and coming leader is to make sure I have a very well rounded leadership style and can adapt my style according to presenting needs.
Leaders in a culture of change
I has been a striking point to me personally that there is a clear distinction between leaders and managers
In the Fullan text on page 2 it clearly states that leadership is needed for problems that do not have easy answers.
This has got me thinking that leaders are not just good managers - they have a unique responsibility to mae sure people are aware of problems and the need to change and also to address them in a way that will bring about the best possible response from employees as possible.
Leaders are managers but also much more. They are not just managers.
On pafge 3 of theu Fullan text it states that lepasership is not mobilising others to solve problems we already know how to solve, but helping them to confront problems that have not yet been addressed successfully.
This has led to a personal relevation that if I am to be a good leader I need to be aware that I am to lead others not just to solve problems they can see and know how to answer but to direct their awareness to see andj understand that there may be problems either currently existing or coming up in the future to whcih there are no solutions yet available and upon which we all much collaboratively act.
I am not just to be a good manager but also a good insightful proactive foreseer of future problems and of problems that yet have no answers.
In the Fullan text on page 2 it clearly states that leadership is needed for problems that do not have easy answers.
This has got me thinking that leaders are not just good managers - they have a unique responsibility to mae sure people are aware of problems and the need to change and also to address them in a way that will bring about the best possible response from employees as possible.
Leaders are managers but also much more. They are not just managers.
On pafge 3 of theu Fullan text it states that lepasership is not mobilising others to solve problems we already know how to solve, but helping them to confront problems that have not yet been addressed successfully.
This has led to a personal relevation that if I am to be a good leader I need to be aware that I am to lead others not just to solve problems they can see and know how to answer but to direct their awareness to see andj understand that there may be problems either currently existing or coming up in the future to whcih there are no solutions yet available and upon which we all much collaboratively act.
I am not just to be a good manager but also a good insightful proactive foreseer of future problems and of problems that yet have no answers.
Monday, August 31, 2009
Collaborating, organisational theory and leadership as a proccess
well this has been a most productive week as our uni group has been in contact using skype and google docs to get our assignment further ahead.
Collaborating with others that you don't really know and havne't met in person has been an interesting adventure and has had some nice parts such as when we finally hear each other speak
Next weekend we are all meeting in person (apart from the one in Darwin of course) so that will even be a nicer surprise.
Our assignment has made us all get more adept at the technology we will all be using in the libraries of the future so that has been another bonus
And our thoughts have been slowly clarifying as to what it is exactly they want us to get out of this assignment.
With regard to leadership as a process I have recently been coming to understand that leadership is not an event but a process (Henri as cited by Henri, 2009,pg8. What i am finding interesting here is that this idea is pulling away from the maybe more traditional view that leaders are those that primalrily engange in negotiating specific occurennces to those that are in the process of a journey where the outcome is not neccessarily the goal - rahter the process is and what may end up happening may be a long shot from what was originally thought may happen. This is a real blessing to me personally as I get a little anxious when I need to control a situation but it appears more apparent to me that leadership is not so much about being in control of the end result as guiding all along the process to discovering answers. What a relief to someone like me who can now relax a little more and enjoy the journey itself without being so caught up in trying to reach a set goal.
Well off to another round of exploring the world of technology as it relates to our topic proposal
Collaborating with others that you don't really know and havne't met in person has been an interesting adventure and has had some nice parts such as when we finally hear each other speak
Next weekend we are all meeting in person (apart from the one in Darwin of course) so that will even be a nicer surprise.
Our assignment has made us all get more adept at the technology we will all be using in the libraries of the future so that has been another bonus
And our thoughts have been slowly clarifying as to what it is exactly they want us to get out of this assignment.
With regard to leadership as a process I have recently been coming to understand that leadership is not an event but a process (Henri as cited by Henri, 2009,pg8. What i am finding interesting here is that this idea is pulling away from the maybe more traditional view that leaders are those that primalrily engange in negotiating specific occurennces to those that are in the process of a journey where the outcome is not neccessarily the goal - rahter the process is and what may end up happening may be a long shot from what was originally thought may happen. This is a real blessing to me personally as I get a little anxious when I need to control a situation but it appears more apparent to me that leadership is not so much about being in control of the end result as guiding all along the process to discovering answers. What a relief to someone like me who can now relax a little more and enjoy the journey itself without being so caught up in trying to reach a set goal.
Well off to another round of exploring the world of technology as it relates to our topic proposal
Monday, August 24, 2009
Continued ramblings
Well here I am again after another slog of thinking, reading and collaborating.
Oraginsational theory is beginning to make a bit more sense after I picked up an article today on the Essentials of Appreciative Inquiry by Mohr and Magruder-Watkins. This has beena great article on helping our group to gain some direction into how to approach this assignment - it really emphasises the need to be positive in our attempt - not focus onwhat is not there but what is there aleady that is good and bulid on it in an imaginative creative way that brings it into existence.
We are focussing on Mission Statements as our topic and this is great as I believe Mission Statements really are at the heart of vision and therefore are little powerhouses of change if taken up seriously by the higher management teams.
We are finding it hard to get enough time to collaborate but are looking forward to a skype chat this sunday and then a gathering on the follwoing sunday to put our power point together -hopefully!
I have also been discovering the importance of seeing leaders as developing leadership qualities in others. The Fullan text (2004 pg 224) on "Leading in a Culture of Change" states" ..change leaders transfer ownership of change projects to teams of workers and then support, coach and reward them". This is fascinating ot me as traditionally leaders are seen as having ultimate power and authority where they nearly seem to hunger to hang onto thier poistion. But her we are being encouraged as up and coming leaders to let go of our greed, so to speak, or maybe its our fears of losing power, in order to lead others in a way that will trully enhance the life of the organisation
It is interesting here regarding the writing by Donham (2005, pg19) about the importance of leading from themiddle. Here I see that leadership is largely about positioning oneslf in exactly the right places to draw out and take advantage of all that is on offer. And you will only disover what is on offer by drawing i tout of people. BY leading from themiddle, a leader draws out confidence levels in all to make valuable contributions that the leader him/herself may not have come up with.
Well must go as much reading to do.
Oraginsational theory is beginning to make a bit more sense after I picked up an article today on the Essentials of Appreciative Inquiry by Mohr and Magruder-Watkins. This has beena great article on helping our group to gain some direction into how to approach this assignment - it really emphasises the need to be positive in our attempt - not focus onwhat is not there but what is there aleady that is good and bulid on it in an imaginative creative way that brings it into existence.
We are focussing on Mission Statements as our topic and this is great as I believe Mission Statements really are at the heart of vision and therefore are little powerhouses of change if taken up seriously by the higher management teams.
We are finding it hard to get enough time to collaborate but are looking forward to a skype chat this sunday and then a gathering on the follwoing sunday to put our power point together -hopefully!
I have also been discovering the importance of seeing leaders as developing leadership qualities in others. The Fullan text (2004 pg 224) on "Leading in a Culture of Change" states" ..change leaders transfer ownership of change projects to teams of workers and then support, coach and reward them". This is fascinating ot me as traditionally leaders are seen as having ultimate power and authority where they nearly seem to hunger to hang onto thier poistion. But her we are being encouraged as up and coming leaders to let go of our greed, so to speak, or maybe its our fears of losing power, in order to lead others in a way that will trully enhance the life of the organisation
It is interesting here regarding the writing by Donham (2005, pg19) about the importance of leading from themiddle. Here I see that leadership is largely about positioning oneslf in exactly the right places to draw out and take advantage of all that is on offer. And you will only disover what is on offer by drawing i tout of people. BY leading from themiddle, a leader draws out confidence levels in all to make valuable contributions that the leader him/herself may not have come up with.
Well must go as much reading to do.
Tuesday, August 11, 2009
Continued ramblings
Well this week has begun to test my strengths and weaknesses in the area of collaboration.
I am enjoying it but realise there is much growing to do.
Our subject is the TL as leader and we are to work in a group of 4 to present a power point display on a topic of our choice (within limits) to convince an editorial board to provide funding for our research.
So we have ll begun chatting and expressing our opinions.
The challenge for me is to let go of the assigment as all of ours -not just mine and to be willing to sacrifice some of what I think is important if it doesn't go down with the others.
So far so good but I can sense in myself an element of pride and need to be in control that I'll have to be careful with so we all feel a part of this project.
One thing that keeps sticking in my memory from one of the readings is that a good leader actually is developing leadership qualities in others so much so that at the end of a task, itis actually the others in the group who think they have acheived the work done - that all the good thinking and ideas have been generated by them and not the main leader.
In this assignment we are all equally leaders so this is very important - to make sure everyone feels like thier contirbutions are listened to and validated.
The readings have been very helpful to encourage me to be a better group member and I need to be aware of being positive and letting go of ideas if the others aren't happy with them.
So off I go to work on all this - YAY!
I am enjoying it but realise there is much growing to do.
Our subject is the TL as leader and we are to work in a group of 4 to present a power point display on a topic of our choice (within limits) to convince an editorial board to provide funding for our research.
So we have ll begun chatting and expressing our opinions.
The challenge for me is to let go of the assigment as all of ours -not just mine and to be willing to sacrifice some of what I think is important if it doesn't go down with the others.
So far so good but I can sense in myself an element of pride and need to be in control that I'll have to be careful with so we all feel a part of this project.
One thing that keeps sticking in my memory from one of the readings is that a good leader actually is developing leadership qualities in others so much so that at the end of a task, itis actually the others in the group who think they have acheived the work done - that all the good thinking and ideas have been generated by them and not the main leader.
In this assignment we are all equally leaders so this is very important - to make sure everyone feels like thier contirbutions are listened to and validated.
The readings have been very helpful to encourage me to be a better group member and I need to be aware of being positive and letting go of ideas if the others aren't happy with them.
So off I go to work on all this - YAY!
Thursday, August 6, 2009
Teacher Librarian as leader - continued readings
Due to a particular event, I have recently had much time on my hands and have thus completed many of the readings for this whole subject- this is somewhat of a relief but am now hoping that I don't lose all the information that has passed through my mind.
So as for Organisational Theory-the first topic they asked us to read about, I can't seem to understand what this is all about - even after reading all the readings! This is a little worrying as I am sure they were trying to teach us something. If one asked me what organisational theory is I would problably say, the way you organise something to get it done. But I didn't read that anywhere in the readings - at least from memory. Anyway, in regard to TL's it would reflect into the way one, as a TL, wishes to see the direction of the library to go and how one goes about making changes.
Issues that would then come up would be to do with the several headings in our readings - quality management, decision making and problem solving, teamwork and collaboration, leadership and innovation and change.
As I write this it is beginning to make a little more sense...
The TL needs to be aware that all these issues need to be addressed if one wishes to do a conscientious and thorough attempt to initiate and progress with change.
Our main text heading "Leadership in a culture of change" really interests me and after reading the text, better understand why this is important to come to terms with - without good and strong leadership that comprehends the process and character of change as it relates to culture- change itself is more likely to be as a result of neccessity rather than making the most of the opportunities presented at any given time. Change is inevitable - when and how it happens largely depends on the leadership involved.
Good leaders are not autocratic or pacemakers - they are rather a combination of the other types mentioned in the readings - democratic, beaurocratic etc...
Passion and vision with humility and emotional intelligence are key characteristics of a great leader for sure.
With these, a leader can use strategic planning to embrace others in their sphere of influence - TL's having a great sphere of influence - to initiate and uphold and support the process of change.
So as for Organisational Theory-the first topic they asked us to read about, I can't seem to understand what this is all about - even after reading all the readings! This is a little worrying as I am sure they were trying to teach us something. If one asked me what organisational theory is I would problably say, the way you organise something to get it done. But I didn't read that anywhere in the readings - at least from memory. Anyway, in regard to TL's it would reflect into the way one, as a TL, wishes to see the direction of the library to go and how one goes about making changes.
Issues that would then come up would be to do with the several headings in our readings - quality management, decision making and problem solving, teamwork and collaboration, leadership and innovation and change.
As I write this it is beginning to make a little more sense...
The TL needs to be aware that all these issues need to be addressed if one wishes to do a conscientious and thorough attempt to initiate and progress with change.
Our main text heading "Leadership in a culture of change" really interests me and after reading the text, better understand why this is important to come to terms with - without good and strong leadership that comprehends the process and character of change as it relates to culture- change itself is more likely to be as a result of neccessity rather than making the most of the opportunities presented at any given time. Change is inevitable - when and how it happens largely depends on the leadership involved.
Good leaders are not autocratic or pacemakers - they are rather a combination of the other types mentioned in the readings - democratic, beaurocratic etc...
Passion and vision with humility and emotional intelligence are key characteristics of a great leader for sure.
With these, a leader can use strategic planning to embrace others in their sphere of influence - TL's having a great sphere of influence - to initiate and uphold and support the process of change.
Sunday, July 26, 2009
First thoughts on Teacher Librarian as Leader
Well, this is the start of a new subject and we have been instructed to comment on what we already know about TL's and their place in the school organisation.
If I had of been asked this question at the start of the year, before starting this course, I would have said their place is in the library and thier role is to maintain resources!
If you read my previous blog on the Role of the TL, after completing semester 1, I now see that the TL's role involves much much more - instilling vision, resourcing the curriculum, collaborative team work, resource based learning development and an in your face, proactive presence in the school organisation and wider community to enhance an information literate school community.
As specifically to leadership, with which this course is concerned, prior to any suggested readings, the TL for me is to be a visionary, great listener wi a reverberating voice, sending out shockwaves through the school hieracrchy and filtering down the ranks as to best practice.
That the TL is to be considered a leader is a privilege indeed! When I think of leadership I think of servanthood - the best leaders don't see themselves in a position to be served, but rather to serve. They are guides and very good listeners, able to discern what is for the best interest of the organisation/people body they are at the forefront of.
So this will be a very interesting journey, to discover how to become a better leader in today's world.
Oh, and I love the title of our text " Leading in a Culture of Change" - how interesting!
So here I go on my journey of adding to my current understandings and synthesizing it all! As Speedy Gonzales says, "Underlay, Underlay, Yiha! Yiha!"
If I had of been asked this question at the start of the year, before starting this course, I would have said their place is in the library and thier role is to maintain resources!
If you read my previous blog on the Role of the TL, after completing semester 1, I now see that the TL's role involves much much more - instilling vision, resourcing the curriculum, collaborative team work, resource based learning development and an in your face, proactive presence in the school organisation and wider community to enhance an information literate school community.
As specifically to leadership, with which this course is concerned, prior to any suggested readings, the TL for me is to be a visionary, great listener wi a reverberating voice, sending out shockwaves through the school hieracrchy and filtering down the ranks as to best practice.
That the TL is to be considered a leader is a privilege indeed! When I think of leadership I think of servanthood - the best leaders don't see themselves in a position to be served, but rather to serve. They are guides and very good listeners, able to discern what is for the best interest of the organisation/people body they are at the forefront of.
So this will be a very interesting journey, to discover how to become a better leader in today's world.
Oh, and I love the title of our text " Leading in a Culture of Change" - how interesting!
So here I go on my journey of adding to my current understandings and synthesizing it all! As Speedy Gonzales says, "Underlay, Underlay, Yiha! Yiha!"
Tuesday, June 16, 2009
Critical Synthesis of the Role of the Teacher Librarian
When I originally coined "In the Winds of Change" as my main blog title, due to the endeavour of a career change, I had no idea that this would become so remarkably relevant to my changing views of the role of the Teacher Librarian. From what I have been learning this semester, the direction this profession has been heading in relation to best practise is vastly different to what has traditionally and still largely exists. And this is not only within the profession itself but in the minds of people who will be influenced by a new generation of proactive and up to date professionals seeking to exert and establish their influence and significance in building a highly functioning Information Literate School Community.
There has been several significant moments that have shaped and provoked my thinking in regard to this.
During my earliest readings regarding the history of Australian Libraries (Lundin,1981; Nimon and Hazell, 1990; Watts,1999)) I remember being struck by how challenging it has been not only to establish libraries but to maintain validity. From my continued readings, I began to realise that the TL's ideal role has never been an easy one to validate and is indicative in other parts of the world such as Canada (Haycock,2003). Readings examining this ideal role as being an information specialist who is allowed time to collaborate with and work alongside teaching staff in resource based learning activities to enhance student learning outcomes across the curriculum shocked me (for example Haycock,1991; Henri,2005; Johnson,2002). I had never considered that before, let alone seen it in action in any school I have worked in over the last 20 years. I just didn't see it in any private, state, primary or K-12 setting I have experienced.
As I then began to connect with many current practitioners to discuss such matters, they all confirmed the inconsistency between what I have been learning with what is actually going on in the real world. It struck me that best practise is not easily catered for and has resulted in years of lost potential for schools in this situation. What struck me was lack of funding and the struggle to obtain and maintain it, as far back as the earliest libraires in Australia, coupled with a lack of vision (as expressed in my Scholarly paper, Assignment1,2009) results in a terribe misuse of the TL's role. It became profoundly obvious that all TL's I contacted, even after completing this course or one of similar nature, are now working in a system that severly restricts putting into action the valuable knowledge, skills and commitment they could employ. I say this with direct reference to the Standards of Professional Excellence for Teacher Librarians (ASLA; ALIA) It amazed me that we can have such a fine document and yet not see it in action, once again highlighting the enormous task ahead of us.
What was begininning to become apparent to me, became more so as I meticulously read forum entries where many participants expressed bewilderment and frustration at complacency and restrictions in their schools regarding the ideal TL role let alone have important documents such as essential Role Statements. It was disheartnening for me see that TL's are a far cry from what was being advocated in our course.
And yet my respect for this role was increasing. Reflecting on the ideal position the TL has at the school I work at, being one of purely Information Specialist, I sensed in myself greater approval that this role existed. No longer did I think that the best use a TL could have was to read books to children, take teacher release or maintain resources. In an early blog, (March 5th, 2009) I wrote that this course has "inspired me to look with more respect on the role the TL can have in the learning setting." Instead a TL's role was becoming for me a very comprehensive and knowledgeable resource of all that pertains to Information Literacy across the curriculum in both Information Specialist and teaching realms.
Coupled with this was my growing sense that TL's currently need to take urgent yet controlled leadership to inject and enforce vision into their school setting as this ideal role, even if set in place, can still be undervalued (as addressed in my Scholarly Paper,Assignment 1,2009). What I sensed and recorded in an early blog (24th Feb,2009)as the need to be proactive, expanded as I read papers dealing with overcoming obstacles (for example Nimon and Hazell,1990;Henri and Asselin,2005). I found myself agreeing with long term TL's such as Alan Trueman stating in his critical reflection blog (3rd June, 2009) "It is very easy to settle for mediocrity in one's performance and to blame extraneous influences for such a state." I now see that TL's are highly educated people with much to offer and they need to educate those around them. They are responsible for making the most of every opportunity to voice and maintain vision so as to implement best practise.
In my blog titled"Who's Information Literate? Not me apparently!"(8th May,2009) I am one fine example of a school teacher who desperately needed to be made aware of the many terms and concepts I have learnt in this course. TL's have a huge task in educating others so they too can at least understand the importance of TL's being used effectively. Helping others to grasp the potential we have in enhancing student outcomes is of paramount importance.
Currently I am growing in understanding that if we are going to be at the forefront of helping to implement Process Models (such as Kuhlthau's, The Big6 or PLUS) then we need to firstly overcome the hurdle of gaining our rightful place in school community's as experts in this field - experts that not only have excellent knowledge but wisdom to implement this as experienced teachers. As I stated in my first assignment(2009), "Where there is no vision, the people perish." I can now clearly see that a major role of the TL is in promotion of vision that school leadership, extended teaching body and wider school community will learn to respect and incorporate as they grasp the potential of this invaluable role that expertly enhances student learning outcomes.
Without a doubt this course has inspired me to help get this profession on its feet- not in theory(as that is certainly in place) but in practise. I would particularly like to pursue how to become a leader implementing vision and best practise even agaisnt all odds.
I have also discovered a particular interest in exploring the TL's role as it relates to Kuhlthau's model, even expanding on her incorporation of the affective domain. Briefly, I believe that for a process model to be trully holistic, it needs to address the whole person - body(physical), soul(mind/will/emotions) and spirit(intuition/beliefs/convictions). For me , Kuhlthau's process model is the only one that directly addresses most of these as she includes the emotions/feelings. But why and where does the arousal of emotions occur? Where does it ring a bell or strike a cord? - in the intuition/beliefs/convictions of the inner self. I have already thought over this deeply and exploring it further as it relates to TL's helping students understanding the learning process is an area I would like to pursue.
There has been several significant moments that have shaped and provoked my thinking in regard to this.
During my earliest readings regarding the history of Australian Libraries (Lundin,1981; Nimon and Hazell, 1990; Watts,1999)) I remember being struck by how challenging it has been not only to establish libraries but to maintain validity. From my continued readings, I began to realise that the TL's ideal role has never been an easy one to validate and is indicative in other parts of the world such as Canada (Haycock,2003). Readings examining this ideal role as being an information specialist who is allowed time to collaborate with and work alongside teaching staff in resource based learning activities to enhance student learning outcomes across the curriculum shocked me (for example Haycock,1991; Henri,2005; Johnson,2002). I had never considered that before, let alone seen it in action in any school I have worked in over the last 20 years. I just didn't see it in any private, state, primary or K-12 setting I have experienced.
As I then began to connect with many current practitioners to discuss such matters, they all confirmed the inconsistency between what I have been learning with what is actually going on in the real world. It struck me that best practise is not easily catered for and has resulted in years of lost potential for schools in this situation. What struck me was lack of funding and the struggle to obtain and maintain it, as far back as the earliest libraires in Australia, coupled with a lack of vision (as expressed in my Scholarly paper, Assignment1,2009) results in a terribe misuse of the TL's role. It became profoundly obvious that all TL's I contacted, even after completing this course or one of similar nature, are now working in a system that severly restricts putting into action the valuable knowledge, skills and commitment they could employ. I say this with direct reference to the Standards of Professional Excellence for Teacher Librarians (ASLA; ALIA) It amazed me that we can have such a fine document and yet not see it in action, once again highlighting the enormous task ahead of us.
What was begininning to become apparent to me, became more so as I meticulously read forum entries where many participants expressed bewilderment and frustration at complacency and restrictions in their schools regarding the ideal TL role let alone have important documents such as essential Role Statements. It was disheartnening for me see that TL's are a far cry from what was being advocated in our course.
And yet my respect for this role was increasing. Reflecting on the ideal position the TL has at the school I work at, being one of purely Information Specialist, I sensed in myself greater approval that this role existed. No longer did I think that the best use a TL could have was to read books to children, take teacher release or maintain resources. In an early blog, (March 5th, 2009) I wrote that this course has "inspired me to look with more respect on the role the TL can have in the learning setting." Instead a TL's role was becoming for me a very comprehensive and knowledgeable resource of all that pertains to Information Literacy across the curriculum in both Information Specialist and teaching realms.
Coupled with this was my growing sense that TL's currently need to take urgent yet controlled leadership to inject and enforce vision into their school setting as this ideal role, even if set in place, can still be undervalued (as addressed in my Scholarly Paper,Assignment 1,2009). What I sensed and recorded in an early blog (24th Feb,2009)as the need to be proactive, expanded as I read papers dealing with overcoming obstacles (for example Nimon and Hazell,1990;Henri and Asselin,2005). I found myself agreeing with long term TL's such as Alan Trueman stating in his critical reflection blog (3rd June, 2009) "It is very easy to settle for mediocrity in one's performance and to blame extraneous influences for such a state." I now see that TL's are highly educated people with much to offer and they need to educate those around them. They are responsible for making the most of every opportunity to voice and maintain vision so as to implement best practise.
In my blog titled"Who's Information Literate? Not me apparently!"(8th May,2009) I am one fine example of a school teacher who desperately needed to be made aware of the many terms and concepts I have learnt in this course. TL's have a huge task in educating others so they too can at least understand the importance of TL's being used effectively. Helping others to grasp the potential we have in enhancing student outcomes is of paramount importance.
Currently I am growing in understanding that if we are going to be at the forefront of helping to implement Process Models (such as Kuhlthau's, The Big6 or PLUS) then we need to firstly overcome the hurdle of gaining our rightful place in school community's as experts in this field - experts that not only have excellent knowledge but wisdom to implement this as experienced teachers. As I stated in my first assignment(2009), "Where there is no vision, the people perish." I can now clearly see that a major role of the TL is in promotion of vision that school leadership, extended teaching body and wider school community will learn to respect and incorporate as they grasp the potential of this invaluable role that expertly enhances student learning outcomes.
Without a doubt this course has inspired me to help get this profession on its feet- not in theory(as that is certainly in place) but in practise. I would particularly like to pursue how to become a leader implementing vision and best practise even agaisnt all odds.
I have also discovered a particular interest in exploring the TL's role as it relates to Kuhlthau's model, even expanding on her incorporation of the affective domain. Briefly, I believe that for a process model to be trully holistic, it needs to address the whole person - body(physical), soul(mind/will/emotions) and spirit(intuition/beliefs/convictions). For me , Kuhlthau's process model is the only one that directly addresses most of these as she includes the emotions/feelings. But why and where does the arousal of emotions occur? Where does it ring a bell or strike a cord? - in the intuition/beliefs/convictions of the inner self. I have already thought over this deeply and exploring it further as it relates to TL's helping students understanding the learning process is an area I would like to pursue.
What a journey so far! This is trully more exciting and relevant to student outcomes than I ever expected and it is encouraging to be in a field where I sense an explosion of appreciation and respect as school communities become educated as to the most excellent role and use of the Teacher Librarian.
Reference List
* Australian School Library Association and Australian LIbrary and Information Association (2001). Learning for the Future:Developing Information Skills in Schools. Carlton South, Victoria: Curriculum Cooperation.
* Australian School Library Association and Australian Library and Information Association(2004). Standards of professional excellence for teacher librarians. Canberra:ASLA
* Alan,T. (3rd June,2009) Critical Reflection. From http://ajtrueman.blogspot.com/2009/06/et1401-assignment-critical-reflection.html Retrieved 14th June 2009
* Sandeman,B (5th March,2009) Windy Day
* Sandeman,B (24th Feb, 2009) Hello Again
*Sandeman,B (8th May,2009) Who's Information Literate? Not me apparently!
*Lundin,R(1981), School Library Development in Australia. School Librarianship. Pergamon Press,Sydney,pp 1-21
*Nimon,M and A, Hazell(1990) Promoting Learning. Challenges in Teacher Librarianship. School Library and Information Services. Adelaide,Auslib Press
*Haycock,K(2003)The Crisis in Canada's School Libraries. The Case for Reform and Re-Investment .TOronto. Canada Association of Canadien Publishers
* Henri,J. and Asselin(2005). Teacher Librarians:Mirror Images of Teachers and Pioneering Voyages. The Information Literate School Community. Wagga Wagga,Centre for Information Services,CSU,pp135-145
*Sandeman,B (2009). Teacher Librarianship. Scholarly Paper 1 for Master of Education in Teacher Librarianship.
*Watts,J(1999) The Teacher Librarian Past. A Literature Review pp29-42
* Haycock (1991) Resource Basee Learning. A Shift in the Roles of Teacher,Learner
*Henri,J(2005)The Information Literate School Community. Issues of School Leadership. Wagga Wagga. Centrre for Information Services.
*Johnson,D(2002) The Seven Most Critical Challenges that Face our Profession. Teacher Librarian-May/June
*Herring,J. James Herrings PLUS Model. From http://farrer.csu.edu.au/PLUS/index.html Retrieved 9th June 2009
*Herring,J,Tarter,A and Naylor,S (2002) An Evaluation of the use of the PLUS model to develop pupil's information skills in a secondary school. School Libraries Australia. Vol 8,No1 pp1024
*Kuhlthau,C(1995) The Process of Learning from Information. School Libraries Worldwide, Volume 1,No1 pp1-12
*Kuhlthau, C (2004) Seeking Meaning. A Process Approach to Library and Information Services. Libraries Unlimited.Westport.Canada.pp13-27
*The Big6 Model .From http://ww.big6.com/ Retrieved 9th June,2009
The Standards of Professional Excellence for Teacher Librarians
WOW! What a document!
I think that this is an excellent resource ofr anyone in the educational field - let alone teacher librarians!
It is so well thought out and covers all the key areas pertaining to an effective library that suitably caters to the needs of an ever changing Information Literate School Community.
The brief and concise nature of this document is well intended and is great how you can then follow it up in more depth if one wishes in the prescribed Learning for the Future text.
I really believe that two of the most important indicators in this document are that TL's get in touch with the school's curriculum needs that one finds oneself in and pursues leadership skills. How can one cater for the needs of any given school if one does not know what the student outcomes are and it is essential that one works toward fine leadership skill s so that the ideal use of the TL is advocated and implemented from the top down.
Well must go but these are just a few more of my reflections.
I think that this is an excellent resource ofr anyone in the educational field - let alone teacher librarians!
It is so well thought out and covers all the key areas pertaining to an effective library that suitably caters to the needs of an ever changing Information Literate School Community.
The brief and concise nature of this document is well intended and is great how you can then follow it up in more depth if one wishes in the prescribed Learning for the Future text.
I really believe that two of the most important indicators in this document are that TL's get in touch with the school's curriculum needs that one finds oneself in and pursues leadership skills. How can one cater for the needs of any given school if one does not know what the student outcomes are and it is essential that one works toward fine leadership skill s so that the ideal use of the TL is advocated and implemented from the top down.
Well must go but these are just a few more of my reflections.
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