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!"
Sunday, July 26, 2009
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.
Friday, June 12, 2009
Standars of professional excellence for teacher librarians
Hi all!
Well I am just about to complete an assignment on the Standards of Professional excellence for teacher librarians
Can I just start by saying how blessed we are to have this alrready in place
Apparently the first qualified TL's occured in the 1960's and since then , obviously a group of individuals over time have worked hard to present this document
It is very well thought out and covers issues relating to the two professional fields we have both feet in - teaching and librarianship.
And it has sought to stay closely linked with other educational professions and thier standards of excellence.
Not only does it provide a great resource to judge our own practice by but it also provides a framework by which we can explore what areas we neeed professional development in
Well, on with the assignment.
Well I am just about to complete an assignment on the Standards of Professional excellence for teacher librarians
Can I just start by saying how blessed we are to have this alrready in place
Apparently the first qualified TL's occured in the 1960's and since then , obviously a group of individuals over time have worked hard to present this document
It is very well thought out and covers issues relating to the two professional fields we have both feet in - teaching and librarianship.
And it has sought to stay closely linked with other educational professions and thier standards of excellence.
Not only does it provide a great resource to judge our own practice by but it also provides a framework by which we can explore what areas we neeed professional development in
Well, on with the assignment.
Tuesday, June 9, 2009
Information ProcessModels
Well I'm well into my last assignment and its largely to do with Process Models for me at the moment.
What a challenge to get one's head around all the readings and then to process the information to make comparisons and contrasts!
I mostly enjoyed the ISP by Kuhlthau as it reflected a more holistic approach but the others are good as well if you wish to get a good grounding in the cognitive processes one goes through in becoming a successful TL in affecting student outcomes.
I have also chosen the BIg6 model and PLUS by Herring. These two seem to have a very stuctured layout with precise definitions of each step that one goes through in processing information.
It constantly amazes me at just how little I know about this whole TL business. Here I was thinking I was doing a course that involved traditional views of what a TL is and whacko! here I am being challenged to think about how I cna actively affect studnet outcome s across the curriculum - what a challenge!
Well back to the drawing board to think some more
What a challenge to get one's head around all the readings and then to process the information to make comparisons and contrasts!
I mostly enjoyed the ISP by Kuhlthau as it reflected a more holistic approach but the others are good as well if you wish to get a good grounding in the cognitive processes one goes through in becoming a successful TL in affecting student outcomes.
I have also chosen the BIg6 model and PLUS by Herring. These two seem to have a very stuctured layout with precise definitions of each step that one goes through in processing information.
It constantly amazes me at just how little I know about this whole TL business. Here I was thinking I was doing a course that involved traditional views of what a TL is and whacko! here I am being challenged to think about how I cna actively affect studnet outcome s across the curriculum - what a challenge!
Well back to the drawing board to think some more
Friday, May 8, 2009
Who is information literate? Not me apparently!
I am so realising just how information illiterate I am and have been throughout most of my education!
I have just finished reading the two readings by Kuhlthau on the ISP in our Topic 4 readings and so enjoyed understanding why I avoided all essay subjects in all my learning ! Because I didn't know how to deal with information overload.
All the hot flushes and stress I underwent could have been avoided if I had known how to deal with all the information that needed to be dealt with. Even though it is huggely needful to teach students how to use IL skills today, it was also necessary back when I was at school in the 80's. It is just more so now.
I also enjoyed the holistic elements in her readings - really all that we do needs to have a holistic consideration and it was great to read it in hers.
TYhis brought me to htink on just how creative we area and how undervalued the students thoughts are in many of todays schools. This is not the teachrs's fault- rahter the pressure put on teachers to get through the curriculum!
That leads me to - how can we effectively teach IL skills to students when there is only enough time to get through the curriculum?
Can someone answer that?
I have just finished reading the two readings by Kuhlthau on the ISP in our Topic 4 readings and so enjoyed understanding why I avoided all essay subjects in all my learning ! Because I didn't know how to deal with information overload.
All the hot flushes and stress I underwent could have been avoided if I had known how to deal with all the information that needed to be dealt with. Even though it is huggely needful to teach students how to use IL skills today, it was also necessary back when I was at school in the 80's. It is just more so now.
I also enjoyed the holistic elements in her readings - really all that we do needs to have a holistic consideration and it was great to read it in hers.
TYhis brought me to htink on just how creative we area and how undervalued the students thoughts are in many of todays schools. This is not the teachrs's fault- rahter the pressure put on teachers to get through the curriculum!
That leads me to - how can we effectively teach IL skills to students when there is only enough time to get through the curriculum?
Can someone answer that?
Thursday, April 30, 2009
Life of a New Student
Well hi there out here!
This whole year so far has been one of adapting to change - change to routnine and packing in way more than waht I have for a long time.
Engaging in a distance Ed course was a thought for many years and after finally taking the plunge and plowing through the first 9 weeks, it feels like a great achievement to have survivied with relatively good sanity.
So her I am after handing in my first assignment and boy was that a relief to have finished. I had been thinking on that assignment for many weeks and in the last week made several editions and finally posted off what I thought was my beest attempt.
Now I am waiting to hear the results
Its a strange feeling as you don't really know what the markers will think- one boviously puts in their best effort and is very proud of thier final outcome but...... how is it really viewed by those who have thought long and hard about the topic????? That is ... the markers!
Now I am preparing myself for the next slog at assignment number 2! Ooh! This one may hurt a little more than the last as this time we have to answer three questions. Its no wonder they are stretching us - it will be good for our thinking skills - and the challenge is great. My only issue is time! Do I have enough time to do this course justice.
Oh for more time!
Well after reading three of the next papers I am beginning to get some of my htoughts together already. If only I had a week off from life to adequately ponder the information - but will just have to do the best I can
Bye for now
Will post again soon
This whole year so far has been one of adapting to change - change to routnine and packing in way more than waht I have for a long time.
Engaging in a distance Ed course was a thought for many years and after finally taking the plunge and plowing through the first 9 weeks, it feels like a great achievement to have survivied with relatively good sanity.
So her I am after handing in my first assignment and boy was that a relief to have finished. I had been thinking on that assignment for many weeks and in the last week made several editions and finally posted off what I thought was my beest attempt.
Now I am waiting to hear the results
Its a strange feeling as you don't really know what the markers will think- one boviously puts in their best effort and is very proud of thier final outcome but...... how is it really viewed by those who have thought long and hard about the topic????? That is ... the markers!
Now I am preparing myself for the next slog at assignment number 2! Ooh! This one may hurt a little more than the last as this time we have to answer three questions. Its no wonder they are stretching us - it will be good for our thinking skills - and the challenge is great. My only issue is time! Do I have enough time to do this course justice.
Oh for more time!
Well after reading three of the next papers I am beginning to get some of my htoughts together already. If only I had a week off from life to adequately ponder the information - but will just have to do the best I can
Bye for now
Will post again soon
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