Reflection on ETL504

There were many things I learned from ETL504.  These include the CBAM change process model, styles of leadership, vision statements and the notion of the library as an iCentre (Lyn Hay) where technology, teaching and information leaders in the school come together. 

I had never heard of change process models before and it makes so much sense to embed an understanding of the emotional responses people have when asked to learn new methods using new technology.  I had never identified the different styles of leadership before either, nor thought about how to work with these styles and continue to be effective in my profession.  It was also interesting to learn that it was possible to be objective and separate the issue from the leader delivering the issue.

Being asked to create a vision statement and thinking about its practical application was another interesting exercise, as it forced me to think about the essence of the library profession. This not only reinforced the central role of the library within a school, but provided an opportunity to articulate that role in a meaningful way.

ETL504 had great relevance for the classroom and library environment.

ETL507 Study Visits

I have just completed Study Visits in Melbourne for my Professional Practice course for th MEd (TL).  Having been to the Victorian State Library, SWETS Services, NGV Library, CAVAL and the La Trobe Library, Public Records Office and the Melbourne City Library, it was really meaningful to see libraries with a new understanding of their value as a service to the community, their high level of commitment to their patrons, their professionalism, generosity of spirit as well as their concerns.

Overall, I learned that there is a far greater variety of librarianship skills and range of library services than I had previously imagined.  I learned that librarians are passionate, highly skilled and generous in their willingness to showcase their facilities and services, to share their knowledge and to be adaptable and innovative in maximising technology for the purpose of making access to information easy for users.  Most of all, people involved in information management services care about their customers; about the quality of service they provide, pay great attention to detail and are very focused on the specific purposes of their organisation.  It was so inspiring to see so many people enjoying their work, engaging with people, getting great satisfaction from providing access to information and using their skills to problem-solve despite constant budget and space restraints.

TLs as team leader

TLs form alliances in schools by being visible and demonstrating their purpose.  They are the "information managers" in the context of the school.  By identifying the training and development needs of their colleagues, TLs can provide help and support where it is needed.  Law and Glover (2000) discuss the importance of teams having a "common task" and of recognizing the "complementary contributions" members make to shared goals (p. 4). TLs who manage their time in order to allow time for training and supporting their colleagues (p. 6), who build relationships and demonstrate understanding and cooperation (p. 14) are better able to lead teams.

I agree that the personal qualities of empathy, warmth, and  good communication skills enable TLs to build effective teams. Law and Glover (2000) also mention genuineness and concreteness and the importance of sharing the school ethos (p. 15) as necessary ingredients in building effective teams.

Reference: Law, S. & Glover, D. (2000). Leading Effective Teams.  In Educational Leadership and learning: practice, policy and research (pp. 71-86). Buckingham, England: Open University Press

ETL503 Final Reflection

Part C Reflection

Writing a collection management policy has been one of the most pertinent activities for me in learning about the role of the Teacher Librarian (TL). In writing this document, I have learnt about the decisions that TLs make in managing a library collection and how those decisions affect the teaching and learning community they serve.

I learnt that TLs need to be accountable for the decisions they make (Kennedy, 2006, p. 11) in every aspect regarding the collection in their library.  In making those decisions they are required to show professionalism (Kennedy, p. 17) in terms of their understanding of the needs of their teaching and learning community (Hughes-Hassall & Mancall, 2008, p. 33; Wall & Ryan, 2010, p. 9, to have knowledge of the curriculum, be willing to collaborate with other staff members, and have clear goals on the nature of the collection and the purposes and aims it will achieve. Writing this policy document made me think more deeply about the TL’s commitment to education in the broadest sense.

There are four aspects of being a TL that I have learnt from creating this policy document.  Firstly, a Library must be a learner-centred environment where the resources match the user’s needs and learning styles (Wall & Ryan, 2010, p. 9) and that there are professional tools to help TLs become familiar with those needs (Hart, 2003, pp.88-91; Bishop, 2007, pp. 19-24).

 Secondly, I learnt of the need to use professional tools in selecting resources and to use professional judgement in managing all areas of the collection; in acquiring, budgeting, weeding, accepting (or refusing) donations and gifts, evaluating, as well as in dealing with challenges to materials in the collection (Kennedy, 2006, pp. 17-20; Wall & Ryan, 2010, p. 11; Hughes-Hassell & Mancall, 2008, p. 33-36). There are many aspects to the professionalism required by a TL.

Thirdly, by writing this collection policy document, I learnt that TLs need to be collaborators who draw on a range of knowledge including information about the specific context of the collection, and the wide range of choices in selecting resources in terms of type and format (Kennedy, 2006, pp. 20-21; Wall & Ryan, 2010, pp.11-12).  TLs not only need to be aware of current available resources, but also be able to anticipate the future needs of their clientele. This means being ahead of their users!

Finally, TLs need to be flexible.  They need to accept that the library collection is constantly developing and never “complete” and is the reason some (American Library Association, 1983, 1996 in Kennedy, 2006, p. 4) prefer the term Collection Development to the term Collection Management.

As a specialization, collection management- and writing a policy document- demands not only professional knowledge of the processes of selecting and acquiring, but diplomatic skills in weeding, budgeting, evaluating and dealing with challenges to the collection. This taught me that TLs need to be leaders (Wall & Ryan, 2010, p. 12) as well as learners, a resource guide as well as an agent of change.  They need to have knowledge of educational theory and practice and be in tune with their community of users

References

Bishop, K. (2007). Community analysis and needs assessment. In The Collection programin schools: concepts, practices and information sources (4^th ed.)(pp.19-24). Westport, Conn.: Libraries Unlimited.

Hart, A. (2003). Collection analysis: powerful ways to collect, analyze and present your data.  In C. Andronik (Ed.), School Library Management (5th ed.). (pp. 88-91). Worthington, Ohio: Linworth.

Kennedy, J. (2006). Collection Management: A concise introduction (rev. ed.). Wagga Wagga, NSW. CSU

Hughes-Hassell, S. & Mancall, J.C. (2005). Selecting resources for learning. In Collection management for youth: responding to the needs of learners (pp. 33-51). Chicago: American Library Association

Wall, J. & Ryan, S. (2010). Resourcing for curriculum innovation, Melbourne, ACER Press

Reflection on ETL503

It was somewhat ambitious, I now realise, to have enrolled in a Summer Semester at CSU in ETL503 and EER500.  To have to contend with all the end of year celebrations with my two children's schools, all my work break ups (three different workplaces), husband's work dos, family get togethers, friend gatherings, Christmas shopping and setting up the Christmas tree and lights was all too much to fit in together with having to research and write two 2,500 word assignments due within a week of each other.  The toughest thing was finding the discipline not to drink too much in order to maintain a clear head for reading and writing something coherent.

ETL503 has taught me a lot about the really hard work of a librarian.  It was also one of the most interesting tasks to source worthwhile resources.  I was lucky to teach at an institution where there is a very wise and experienced librarian who told me to "choose an area you are interested in and find resources for that.  Start at the Reference shelf".  So I did.  With a degree in Fine Art (Painting)  the choice was easy. Finding one 1970 edition Encyclopaedia of Art, I was on my way to the Art Department where they were talking about introducing a new subject for which new resources were imperative.  I loved looking through book catalogues, reading about DVDs CD-ROMs and discovering online databases and catalogues for schools with reviews of resources.  Studio Art for Year 10s is going to be a great subject.  I was lucky to go an excursion to the Ian Potter Gallery on one of my teaching jobs and have a tour by a very helpful guide who helped suggest a tool for resources I had never thought of : University Courses and Lecturers' booklists and catalogues and resources they had created themselves.

The thing that is most memorable is having to keep in mind relevance, suitablitity and outcomes.  It emphasised the importance of teacher librarians knowing the curriculum and so knowing what teachers and students need.

I learnt a lot from EER500 as well.  It was really interesting to look into educational research questions, and the discipline of framing questions within a framework of established methods.  The research out there is fascinating.  Again, choosing something I was interested in - reading and ESL students - really helped, so the focus for my reading and that of the other students' - study habits and social networking - was quite enjoyable to write on.

Waiting for results is almost as hard as writing the papers.  But at least I can have a drink now!  Well for a week anyway before staring the next two assignments.

ETL503 and EER500

It was very ambitious to have enrolled in both EER500 and ETL503 over the Summer Semester at CSU.  With trying to fit in Christmas break ups for three work places, as well as my husband's, all the end of year celebrations for the children's schools, family gatherings, friends get togethers, ordering school books for next year and getting the Christmas tree and lights up while completing two 2,500 word assignments was, in retrospect, mad. 
I learned a lot from the ETL503 assignment about the importance for teacher librarians of knowing the curriculum. The librarian at one of my schools wisely suggested starting with an area of interest, so I looked at the art book collection on the shelves, and decided to visit the art teacher.  He was trying to write a study guide for a new year 10 subject, Studio Art, and need to think about resources.  So I offered to help.
It was a little off centre looking for art resources, because they were hard to  find on the usual selection tools like ebscohost and SCIS, so I turned to the National Library and to University selection catalogues. A fortuitously timed excursion to the Ian Potter Gallery gave me the opportunity to source items from the art gallery catalogue and online teaching tools they create for schools and teachers.
EER500 was also really interesting. Discovering the framework around methods for research and the wide range of educational research that is being conducted was quite a journey. Choosing something I am interested in - reading and ESL students - as well as finding the research done by another student into study habits and social networking sites was enjoyable.
Now that the assignments have been submitted, there is only worry about the grades.
Now to the next module reading and assignments!
Merry Christmas!
Lisa Tabone

ETL401 Portfolio Task C

Task C:  A critical synthesis of your reflection on how your view of the role of the teacher librarian may have changed during this subject.  This should include examples captured from your personal blog and from participation in the ETL401 Forum (about 750 words)

My view on the role of the Teacher Librarian (TL) has changed in two main ways.  Firstly, in terms of the breadth of tasks they perform, and secondly, in terms of the perceived “change” in their role.  While the tools TLs use have changed, and are constantly changing, the central role of creating an environment for the whole school community to become effective and ethical users of information (Johnson, 2002, p.4) and technology to meet their academic and life-long needs has not.

Teacher librarians are multi-taskers.  As well as managing staff (if they are lucky), organizing the physical library space, creating booklists, cataloguing and issuing books and resources, conducting reference interviews to assist staff and students in research, providing technical support with the vast array of materials, acquiring materials, balancing budgets, providing usage data that ensures the ongoing accreditation of the entire school, TLs are, above all, professional researchers. (http://singinglibrarian.wordpress.com/2011/04/29/what-does-a-librarian-do-all-day-)

TLs are proactive advocates of their profession and to do this, they must have credibility (Haycock, 2007, p.28) within the whole school.  In order to gain the support of the principal as well as the wider school community (Oberg, 2006, p. 13), TLs actively promote their profession by demonstrating their knowledge of new technology, providing on-going staff development and are committed to helping teachers incorporate learning resources into the curriculum (Purcell, 2010, p.32). TLs energetically build relationships by collaborating with teachers in designing authentic learning tasks, and helping teachers and students locate resources (Herring, 2007, p.32).  Therefore, TLs are effective communicators who, with the support of the principal, have the trust and credibility of the wider school community.

TLs are instructional partners. That is they empower teachers to be more creative through their knowledge of new teaching materials and technology available in their subject area (Lamb and Johnson, 2008, p. 2). By collaboratively helping teachers design tasks and assessments, and to locate appropriate resources, they enhance the development of information literacy within the curriculum (Herring, 2007, p. 32).  TLs also address the research needs of students by producing an appealing, easy to use and effective Library homepage, including the Library URL on all assignments, developing a school intranet, and by creating subject pathfinders to help direct both students and teachers in locating the best resources for their curricular needs (Johnson, 2006-7,Herring (2007 p.37).

The role of the TL is, and always was, dynamic, but they continue to help people to find information.  TLs implement information literacy in schools.  In the 1980’s called 'library skills', this focused solely on students’ use of the school library.  ‘Information skills' (also referred to as 'study skills') focused on a wider set of skills used by students who were doing curriculum-related assignments. These skills included planning (e.g., concept mapping), information retrieval (e.g., search strategy), evaluation of sources (mainly books), interpretation, note taking and assignment writing. The term 'information literacy skills' began to be used more in the late 1990s and is not seen merely in terms of skills, however. While there is no agreement as to what exactly constitutes information literacy in schools, there is agreement that students not only have to practice skills but also to think about how and when they might use information literacy skills. (Johnson, 2002, p. 21).

TLs make students and teachers aware of the tools available to help them find and make sense of the vast array of information available through the Web. They also ensure the ethical as well as safe use of these tools.  TLs inform the school community of the models available for web site evaluation (Kathy Schrock’s The 5 Ws of Web site Evaluation 2009), and of information seeking strategies such as Herring’s PLUS model (1996 and 2004), Eisenberg and Berkowitz’s Big6 model (2010) and Kuhlthau’s Information Search Process (2004) model.  These information literacy models go beyond providing a set of skills for research, because they encourage effective, purposeful use as well as reflection and transfer of the skills to enable students to become competent but also responsible users of information.

TLs are educators above all.  As well as keeping up with current trends and new technological initiatives, modelling ICT such as interactive whiteboards in their teaching, (Herring, 2011, p.2) TLs continue to be responsible for the effective, safe and ethical use of information by the whole school community. TLs also encourage reading books for pleasure.

My view of the role of the TL has changed to a much deeper understanding of the breadth and diversity of the role as well as the great responsibility with which they are entrusted. However, I feel reassured that there is great enjoyment and satisfaction to be had from experiencing the “light-bulb moment” when students find what they were looking for and understand how to use it.  

References:

Haycock, K. (2007). Collaboration: Critical success factors for student learning. School Libraries Worldwide, 13(1), 25-35.

Herring, J. (2011) Improving Students’ Web Use and Information Literacy

Herring, J. (2007). Teacher librarians and the school library. In S. Ferguson (Ed) Libraries in the Twentyfirst Century: Charting new directions in information (pp. 27-42)

Johnson, D. (2006-7) Demonstrating our impact: Putting number in Context Part 1, Media Matter column Leading and Learning (2)

Johnson, D. (2002). Challenges: The seven most critical challenges facing our profession, Teacher Librarian, 29(5), 21-24.Retrieved from Ebscohost 26/09/2011

Lamb, A. & Johnson, L. (2008).  School library media specialist 2.0: a dynamic collaborator, teacher, and technologist in Teacher Librarian December Vol. 36 Issue 2 pp 74-78

Oberg, D. (2006). Developing the respect and support of school administrators. Teacher Librarian, 33(3), 13-18.

Purcell, M. (2010). All Librarians Do Is Check out Books, Right? A Look at the Roles of a School Library Media Specialist, in Library Media Connection, v29 n3 p30-33 Nov-Dec 2010. 4 pp

http://yclibrarynews.wordpress.com/2011/03/07/so-what-does-a-librarian-do-anyway/Accessed 1/10/2011

http://singinglibrarian.wordpress.com/2011/04/29/what-does-a-librarian-do-all-day-revisited/Accessed 1/10/2011

http://www.pbs.org/parents/booklights/archives/librarian-job-description/Accessed 1/10/2011

http://www.flickr.com/photos/78154370@N00/5761280491/sizes/l/in/photostream/Accessed 1/10/2011