Critical reflection
After having been a practising teacher librarian for 26 years this subject has given me the motivation to sit back and reflect on the changing role of the teacher librarian. The reading has encouraged me to consider the new research into learning styles and the importance of establishing a holistic information literate school community. This reflection will focus on my increased awareness of what an information literate school community is and how we can move towards achieving it; the information search process and the development of guided inquiry strategies in the school; and self-evaluation based on my new awareness of the ASLA standards of Professional Excellence for teacher librarians document and my newly developed skills in maintaining a blog.
After having completed the reading and discussion on the importance of an information literate school community I am sure I was subconsciously aware of all the key points. The reading and discussion heightened my awareness and made it a more coherent force in my thinking. I feel that aiming comprehensively towards the development of an information literate school community will give greater purpose and meaning to my role in the school and to information services within the school generally. From my readings of James Henri’s (2005) work in particular, I have developed a significant understanding of what an information literate school community is and how to work towards developing it and why it is the most important objective I should have. The reading I did on this topic has made me realise that to have any hope of achieving this I must lobby strongly and keep trying to develop networks with key teachers and the Principal in particular. (Trueman, 2009). The analysis I have undertaken on models for developing information literacy has been particularly useful. It is worthwhile to examine existing practices and question whether other models are more appropriate. From my reading I have become more convinced that the Guided Inquiry model is the way to go as the basis for developing an information literate school community. If I could achieve the situation where students at most year levels were involved in Guided Inquiry processes based on the ISP model I believe the school would be making good progress in producing skilled information. The discovery of the Guided Inquiry book by Carol Kuhlthau and others has been a revelation for me. (Kuhlthau, 2007)
THE ASLA/ALIA standards of professional excellence have given me a useful benchmark against which to measure my own performance as a Teacher Librarian. It is very easy to settle for mediocrity in one’s performance and to blame extraneous influences for such a state. I have found the examination of these 12 standards to be professionally renewing and even the determination of the 3 standards that are the most important made me question my approach to the position. These standards are helpful to me in the development of professional standards in the library and will help in the prioritisation of future activities for development of my staff. My only concern is that this statement highlights what can be done but the reality in most schools is far from this as libraries suffer diminished budget allocations and staffing. I have come to realise through this analysis of standards that I should become more professionally involved in associations such as SLAQ in the hope of raising the profile of profession in other schools. (ASLA, 2004)
One aspect of this course that I have found very worthwhile is the maintenance of the blog. Initially I was sceptical and unsure about how to actually go about it and what I should include and questioned why I should have a blog at all. Now, however I am much more comfortable with the idea and can see very direct applications for this technology in library promotion and in getting new information about resources and services out to the entire school community. We are in the process of discussing what sort of issues we could include on a library blog at the school and have been looking at some other school library blogs that have been mentioned on OZTL net listserve. The blog has also given me the opportunity to record my personal thoughts on the future of the profession and major concerns I see facing the profession as schools change. It is valuable to be able to share these thoughts with my colleagues and receive their opinion. (Trueman, 2009)
This course has provided me with the stimulus to evaluate some of my practises as a teacher librarian and has increased my awareness of the research on student learning and the process of students becoming skilled information users. I have also become very aware of some major challenges to the ideal situation and threats to the future of libraries in schools and teacher librarianship.
REFERENCES
Australian School Library Association and Australian Library and Information Association. (2001). Learning for the future: Developing information skills in schools. Carlton South, Victoria: Curriculum Corporation
Australian School Library Association and Australian Library and Information Association. (2004). Standards of professional excellence for teacher librarians. Canberra: ASLA.
Combes, B. (2008). Australian School Libraries Research Project: A snapshot of Australian school libraries, Report 1. Australian School Library Research Project, ASLA, ALIA & ECU. Retrieved May 15, from http://www.chs.ecu.edu.au/portals/ASLRP/publications.php
Henri, J. (2005). What is an information literate school community and what are the implications for teacher librarians? Retrieved March 17, 2009 from http://www.cite.hku.hk/people/jhenri/doc/informtionliteratesschoolcommunity.pdf
Kuhlthau, C.C. (2004). Seeking meaning: a process approach to Library and Information Services. Westport, Connecticut: Libraries Unlimited.
Kuhlthau, C.C., Maniotes, L.K., Caspari, A. K. (2007). Guided Inquiry: Learning in the 21st century. Westport, Connecticut: Libraries Unlimited.
Trueman, A. (2009). Alan T . http://ajtrueman.blogspot.com/
Trueman, A (2009). ETL401 Forums postings to sub-topics 3, 4, 6,assignment 2.
Wednesday, June 3, 2009
Monday, June 1, 2009
Conflict resolution and management
The Sanders article was useful for acknowledging the positive side of conflict. Too often when we first encounter conflict, particularly in the workplace, we react negatively. It is important as a supoervisor of staff to sit back and position yourself at the source of the conflict. Is it just a disaffected co-worker or does it have some sunstance?
One useful technique is to establish a team meeting to discuss aims and objectives of the Library and determine where we are and what has changed. This often helps to empower co-workers.
I need to be more open to workers criticism.
One useful technique is to establish a team meeting to discuss aims and objectives of the Library and determine where we are and what has changed. This often helps to empower co-workers.
I need to be more open to workers criticism.
Thursday, May 28, 2009
NAPLAN and its infuence on curriculum and library usage
15 th April 2009
My fears for the future of school libraries
As School prepares for NAPLAN testing I have noticed a significant drop off in Library visits and reading by students and classes. Teachers are saying they are well behind in their normal work programs because they are spending a lot of time of practice NAPLAN tests and on drilling the students in the very narrow range of coentent that will be tested.
The publishing of the NAPLAN results for school in the national media has elevated their importance. It has become critical for their students to get the best possible makes on the NAPLAN tests. In schools such as mine, I can see these tests driving the curriculum and teaching. Students will be drilled extensively in the NAPLAN testable skills. The School relies on its profile in the very competitive education market place and it is obvious that parents are going to make crucial decisions such as their choice of school on these narrow banks of test results.
Because of the obsession I see developing, time “heavy” activities such as developing research skills, researching assignments and developing wide reading programs for enjoyment are suffering. I fear for the future – will we recover from this obsession of publishing scores for basic literacy/numeracy skills and the impact this has on the learning process and move back to a more reasonable middle ground or is this the pattern for the future.
My fears for the future of school libraries
As School prepares for NAPLAN testing I have noticed a significant drop off in Library visits and reading by students and classes. Teachers are saying they are well behind in their normal work programs because they are spending a lot of time of practice NAPLAN tests and on drilling the students in the very narrow range of coentent that will be tested.
The publishing of the NAPLAN results for school in the national media has elevated their importance. It has become critical for their students to get the best possible makes on the NAPLAN tests. In schools such as mine, I can see these tests driving the curriculum and teaching. Students will be drilled extensively in the NAPLAN testable skills. The School relies on its profile in the very competitive education market place and it is obvious that parents are going to make crucial decisions such as their choice of school on these narrow banks of test results.
Because of the obsession I see developing, time “heavy” activities such as developing research skills, researching assignments and developing wide reading programs for enjoyment are suffering. I fear for the future – will we recover from this obsession of publishing scores for basic literacy/numeracy skills and the impact this has on the learning process and move back to a more reasonable middle ground or is this the pattern for the future.
Monday, May 25, 2009
Information skills models
23rd March, 2009
Information skills models
Drucker: Executives must be able to identify information problems and be able to locate, use,
synthesise, and evaluate information in relation to those problems.
IL models shows that there are many similarities among them. In fact, there is more agreement than disagreement among the models, as is true of IL research itself. For example, the driving force behind almost all of the models, and many of the findings, is “process”—the understanding that information skills are not isolated incidents, but rather are connected activities that encompass a way of thinking about and using information.
Big6 Skills provide a broadbased,
logical skill set that can be used as the
structure for developing a curriculum or the framework
for a set of distinct problem-solving skills. These
fundamental skills provide students with a comprehensive
set of powerful skills to conquer the information
age.
But the Big6 is more than simple a set of skills—it is also an approach to helping students learn the information problem-solving process. Learning more about the Big6 as a process and as an approach should make it easier and more useful for any instructors and students. For instructors, the Big6 provides a definitive set of skills that students must master in order to be successful in any learning context. Teachers can integrate instructional modules or lessons about the Big6 into subject area content and assignments. For students, the Big6 provides a guide to dealing with assignments and tasks as well as a model to fall back on when they are stuck. The Big6 represents “metacognition”—
an awareness by students of their mental states and processes.
Information skills models
Drucker: Executives must be able to identify information problems and be able to locate, use,
synthesise, and evaluate information in relation to those problems.
IL models shows that there are many similarities among them. In fact, there is more agreement than disagreement among the models, as is true of IL research itself. For example, the driving force behind almost all of the models, and many of the findings, is “process”—the understanding that information skills are not isolated incidents, but rather are connected activities that encompass a way of thinking about and using information.
Big6 Skills provide a broadbased,
logical skill set that can be used as the
structure for developing a curriculum or the framework
for a set of distinct problem-solving skills. These
fundamental skills provide students with a comprehensive
set of powerful skills to conquer the information
age.
But the Big6 is more than simple a set of skills—it is also an approach to helping students learn the information problem-solving process. Learning more about the Big6 as a process and as an approach should make it easier and more useful for any instructors and students. For instructors, the Big6 provides a definitive set of skills that students must master in order to be successful in any learning context. Teachers can integrate instructional modules or lessons about the Big6 into subject area content and assignments. For students, the Big6 provides a guide to dealing with assignments and tasks as well as a model to fall back on when they are stuck. The Big6 represents “metacognition”—
an awareness by students of their mental states and processes.
Friday, May 22, 2009
The TL and teaching
16th March 2009
Topic 3 – The TL and the curriculum
School Library Association of Queensland (SLAQ) (2008). Resource-based learning guidelines.
Co-operative planning and teaching the way to go – professionally rewarding – more interesting work for students
Resource Centre’s role
The major purpose of the school resource centre and its facilities is to assist students achieve information literacy, to help them become lifelong independent learners, informed decision makers and effective communicators.
A basic and very comprehensive manual to deal with issues in managing a library.
Topic 3 – The TL and the curriculum
School Library Association of Queensland (SLAQ) (2008). Resource-based learning guidelines.
Co-operative planning and teaching the way to go – professionally rewarding – more interesting work for students
Resource Centre’s role
The major purpose of the school resource centre and its facilities is to assist students achieve information literacy, to help them become lifelong independent learners, informed decision makers and effective communicators.
A basic and very comprehensive manual to deal with issues in managing a library.
Tuesday, May 19, 2009
Supporting evidence
12th March, 2009
Supporting evidence
Inquiry-based research trains kids to think beyond prescribed answers to come up with analytical answers to questions. (Irrefutable Evidence : How to prove you boost student achievement
By Ross J. Todd -- School Library Journal, 4/1/2003
"It takes students out of the predigested format of the textbook and rote memorization into the process of learning from a variety of sources to construct their own understandings," says Carol Kuhlthau, professor of library and information science at Rutgers University and the author of Teaching the Library Research Process: A Step-by-Step Program for Secondary School Students (Center for Applied Research, 1985). Kuhlthau recommends giving assignments that avoid simple yes or no answers. Get kids to examine their existing knowledge and determine what additional information they need to learn. And get them to explore inconsistencies in their current knowledge and expectations and to formulate questions that will help them develop their own theses. These student appraisals will guide classroom teachers and librarians in the planning, implementation, and assessment of future assignments.
Supporting evidence
Inquiry-based research trains kids to think beyond prescribed answers to come up with analytical answers to questions. (Irrefutable Evidence : How to prove you boost student achievement
By Ross J. Todd -- School Library Journal, 4/1/2003
"It takes students out of the predigested format of the textbook and rote memorization into the process of learning from a variety of sources to construct their own understandings," says Carol Kuhlthau, professor of library and information science at Rutgers University and the author of Teaching the Library Research Process: A Step-by-Step Program for Secondary School Students (Center for Applied Research, 1985). Kuhlthau recommends giving assignments that avoid simple yes or no answers. Get kids to examine their existing knowledge and determine what additional information they need to learn. And get them to explore inconsistencies in their current knowledge and expectations and to formulate questions that will help them develop their own theses. These student appraisals will guide classroom teachers and librarians in the planning, implementation, and assessment of future assignments.
Why Principals should support libraries
11th March, 2009
How Can Principals Support Libraries?
Principals determine school library media program quality as much as librarians do (Haycock, 1999; Oberg, 1995; Oberg, Hay, & Henri, 2000) because they influence or control each of the eleven factors listed above. Collection size, currency, service hours, staff size, and the employment of full-time qualified librarians and adequate support staff all are tied to the principal’s budgeting decisions.
How Can Principals Support Libraries?
Principals determine school library media program quality as much as librarians do (Haycock, 1999; Oberg, 1995; Oberg, Hay, & Henri, 2000) because they influence or control each of the eleven factors listed above. Collection size, currency, service hours, staff size, and the employment of full-time qualified librarians and adequate support staff all are tied to the principal’s budgeting decisions.
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