Assignment 2, Part C: Synthesis

I agreed with Melissa Marscham when I wrote that I thought dual teaching and librarianship qualifications were a “huge imposition” for teacher librarians (TLs) as I had worked in university and college libraries and had experience teaching information literacy. (Taylor, A. Mar-18, Re:role of the teacher librarian, Topic 2: Subforum) I can see now that the school library should be “a centre of learning first and a centre of resources second” (Herring, 2007, p.1). As I posted on (May-11), teaching qualifications are a way of establishing credibility so TLs can be a key player in establishing collaborative relationships with the Principal and teachers: they need to be able to speak the Principal’s language and communicate relevant research on library practice (Todd, 2008).

After I read Montiel-Overall (2008), I realised that what I had previously thought of as collaboration at university and college libraries was closer to co-operation or co-ordination. In addition, I had evaluated success by the teacher's comments and not on student outcomes. (May-8, Re: Montiel-Overall’s article, Topic 5:Subforum). My belief that systemic collaboration was not happening in schools was reinforced by various forum posts including (Proctor, P, (26-Apr), Forcing the horse to drink: Topic 5: Subforum) who mentioned teachers wanting to insulate themselves from collaboration with TLs, and (King, C, (30-Apr), Re: Collaboration: Topic 5: Subforum) who found TLs eager to collaborate but finding it a haphazard experience. Ever an optimist, I posted on (30-Apr) that sharing some of the classroom teachers’ concerns such as lack of student motivation, gap in student learning to build friendship and professional relationships with teachers would be a positive addition to a TL’s role (MacGregor 2003).

“Those who fall in love with practice without theory are like the sailor who boards ship without rudder and compass, and never is certain where he is going. (Leonardo da Vinci, circa 1508 cited in Patricia Montiel-Overall (2005) p.25, encapsulated an important breakthrough in my learning and understanding of the role of the TL. As posted on (May-7), I realised I needed “a deeper understanding of the theoretical underpinnings of the profession so that I can strive to be a collaborator in a learning organisation”. It reinforced my belief that I must learn more about evidence based librarianship, especially around student achievement and quality teaching and learning” (Mar-31), and not just how the library is being rated (My changing views on collaboration, May 15: Topic 5: Subforum).

I kept referring to my experience as a reference librarian at university in my early blog posts about the role of the TL (Mar-6) and My initial response to Purcell’s 2010 article on the role of the SLMS (Mar-14). I failed to grasp how much teaching TLs do, how I would have to use educational pedagogy to teach IL effectively and that learning more about blogs, wikis and other ICT would be useful only if I could embed it in collaborative learning (Todd, 2009). As the lecturers modelled their use of ICT and participation in the TL professional learning community, I saw how a TL must show their students how to incorporate Web 2.0 tools to reflect, to collaborate, to complete authentic tasks and become a lifelong learner in IL, ICT as well as keep abreast of educational trends.

As I worked on my assignment, my knowledge of information literacy deepened and its’ relationship to authentic learning tasks. As Herring (2007) writes, students need to become active learners, receive constructive feedback, which we have received and engaged in authentic tasks (p. 4), and there needs to be appropriate assessment for IL so TLs can be sure students are grasping the concepts (Abilock, 2007, p. 10). Reading about Kuhlthau’s Information seeking process (ISP) and that confusion and anxiety were part of the information seeking process was a revelation to me about information literacy (Kuhlthau, 1995, p. 4). I posted on my blog (Apr-30) that this mirrored my confusion about this assignment but that the excellent learning environment with on-line modules, forum discussion, wikis and websites to look at was the scaffolding I needed to keep me on track. I see this as an important part of the TL's role, providing a scaffold to students' learning, as well as instruction on how you might feel during the process.

Warlick (2009) tells librarians to acknowledge the personal weaknesses of their personal learning networks and go further afield (Eliot, 2009, p.50). As a 44 yo with reasonable but not exceptional IT skills, I must increase my professional network. Koechlin, , Luhtala., Loertscher (2011) agree that TLs must demonstrate how they ‘keep up’ with technology which boosts learning outcomes and show a dynamic TL with lots to contribute to the school community.

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More reflections on learning

On my previous post entitled "Reflections on learning" I wrote that I was clear about the purpose of the assignment. As I started to create a concept map and then later to write out some questions to provide a focus, I realised that I did not. I had fallen into the trap of thinking that finding the information was easy - just key in some search terms and seminal authors and the relevant knowledge would appear. However the seminal authors had written too many articles / books & created vodcasts - and there was alot of descriptive information. I had to find more critical articles, and begin to critically evaluate the topic myself. I felt more positive about being able to pass the assignment.


I can now see the portfolio as an excellent tool for self assessment, as well as evaluation. Many of my earlier posts were purely descriptive. I felt everyone knew more than I. I can see now that I have much experience as a learner, if not as a TL. I am going to take the rest of the night off, as my eyes hurt and I'm battling the flu, and will post my critical synthesis tomorrow.

I look forward to that final post and the satisfaction of a job well done.
Anna

Roadblocks to Collaborative Practice

Montiell-Overall (2005) states that the most effective collaboration occurs when its participants engage in "intellectually challenging endeavours" where they create something better than they could create individually (p. 29). The definition put forward in Information Power: Building Partners in Learning (1989) emphasises "active, genuine effort and commitment by all members" (p. 51). These lofty goals make it sound imperative for improving information literacy across the school wholistically as well as contributing to increased student and staff learning outcomes.

ASLA's "Standards of professional excellence for teacher librarians" encourages excellent TLs to "collaborate with teachers to plan and implement information literacy and literature programs that result in positive student learning outcomes"

Oberg (2006) and Haycock (2007) see the Principal as the key to enabling collaboration with their power to introduce flexible timetabling, routines for collaboration which include TLs, and evaluation of that collaboration. The Principal is often unaware of what the library program can achieve. In light of this, the TL should ensure that the library's goals and endeavours match the goals of the school and reflect the Principal's goals. TLs should be able to effectively communicate this to the Principal using relevant research (p. 26). Hara (1997) is more specific saying the shared view should extend to "resource based and inquiry based learning being crucial for improvements in information literacy and then curriculum content"

As all participants have to respect each others abilities and experience, TLs should increase their knowledge of curriculum issues if their goal is to collaborate with teachers and be able to intervene if they see a problem which they can help solve (Macgregor, 2003). If TLs share the same teacher concerns of lack of student motivation, gaps in student learning and motivation, then they increase their visibility to teachers (p. 206).

Kearney (2000) asserts that TLs need to adopt a leadership role. Despite the Principal's importance, TLs can instigate change by creating a sense of urgency and grassroots support in other teachers so that collaboration is more likely to eventuate (Macgregor, 2003, p. 205.) Todd (2008) found in a study that starting collaborating on something familiar with a small number of participants was an effective way of modelling collaboration, but didn't often result in a trickle on effect (p. 20).

Montiel-Overall (2005) suggests that in educational literature there is little discussion of collaboration between teachers and TLs (p. 25). Increasing their professional credibility would be one way for TLs to increase teacher & Principal awareness of the issues and possibilities (Oberg, p. 2006, p.16). One important roadblock to collaboration is the scarcity of research about TLs and teachers collaborating (Montiel-Overall, 2005, p. 26)

TLs may find collaboration difficult to achieve because they don't have sufficient IT skills (especially in softwares which promote collaboration) or skills in collaboration. Oberg (2006) encourages TLs to use their professional networks to increase these skills (p. 17). Gibson-Langford (2007) adds that TLs need to be aware of the theoretical underpinnings of collaboration so that the building blocks are in place for successful collaboration (p. 24).

With the knowledge economy and information overload upon us and time pressures on teachers and students overwhelming, collaboration between educational professionals, especially when managed from school leaders, sounds non-negotiable.

Lots to think about with regards to what TLs can do, Anna

Theory underpinning library practice

Those who fall in love with practice without theory are like the sailor who
boards ship without rudder and compass, and never is certain where he is
going. (Leonardo da Vinci, circa 1508) cited in Patricia Montiel-Overall (2005) p.25.

This quote epitomises a big change in how I now see the role of the Teacher Librarian. I have been a librarian in university, college and government libraries and have prided myself on being service orientated. responding to the customer quickly and even anticipating customer needs, and usually received good feedback. I thought that this would be similar for the TL. However I realise I need a deeper understanding of the theoretical underpinnings of the profession so that I can strive to be a collaborator in a learning organisation.

Montiel-Overall 's (2005) 4 models of collaboration: Co-ordination, Co-operation, Integrated Instruction, Integrated Curriculum which evolved from Loertscher’s Taxonomy (1982, 1988, 2000) have provided me with a useful visual representation of evolving teacher librarian collaboration (TLC), and how I might be begin to evaluate a library program with regard to real TLC. She suggests by the following constructs: Interest, improved learning, intensity, innovation, and integration.

Due to time and resource constraints, a TL would do well to focus on collaborative projects which dovetail with the Principal's and school's goals and concerns, and which increase student learning.

Back to my reading, and hopefully more insights.
Anna

Reflection on learning

As I read about theories of information literacy and programs to teach it, I realise I have done what so many students do....and just start reading....and am now feeling every bit anxious as Kuhlthau (2007) reported many of students feel during an assignment. I think the scaffolding we have received during this assignment has reduced possible anxiety. I am clear about the purpose of the assignment ..but the readings provide so much information that I am finding it hard to winnow information, and read for my assignment, and not for interest or future projects.

I'm going to try the concept map and brain storming. If I plan to teach these skills to students, I need to model that behaviour. I am a visual learner and like to see where everything fits in....and what I have to focus on. I have felt better about time management since putting up a weekly timetable for the family in the living area, with a list of to dos. I will post on the process.

regards, Anna

Easter of my disconnect

Unlike Susan Maushart who wrote Winter of my Disconnect, I did not plan to disconnect from the Internet for any length of time. However due to a couple of mini holidays with the kids on a farm and a house up the coast, I read articles on information literacy and Quality Teaching and made notes on pages...and mulled over the breadth of the role of the Teacher Librarian...as well as relaxed in rural locations.

It was definitely a different headspace but glad to be back on track with a whole day to dedicate to nutting out what information literacy is and the best way to incorporate it wholistically into schools.

Although enthusiastic, I feel the more I learn, the less I know. A cliche, but how I feel today.
regards Anna

How I feel about Library standards

I've read many comments from other students stating that the Australian School Library Association (ASLA) Standards of professional excellence for teacher librarians demand too high a standard in too many areas, and no one librarian could do it all. Although I feel underprepared at the moment with regards to many aspects of teaching and evaluating secondary students which are mentioned in the document, I like the fact that ASLA and ALIA have prepared The Standards as it provides a framework for us to assess ourselves; our strengths and weaknesses. It also presents teacher librarianship as a profession to those outside it, including teachers, Principals and parents. Michell (2006) in her article titled "Australia's professional excellence policy: empowering school libraries" in School Libraries Worldwide 12,(1) 39-49 provides a concise history of teacher librarianship in Australia and how the ASLA standards are designed to help librarians find their place within "the professional teaching standards agenda" She asserts that similar Standards for other teaching professionals were designed to inspire teachers become more accomplished by focusing on certain key areas (p. 42). This is so for the ASLA Standards as teacher librarians must be able to demonstrate that they contribute positively to student learning outcomes and improve professional practice.

I'm hoping (like many others I am sure) that I find a job in a school where I am supported by the Principal and that the library is well funded, but I will keep referring to this document with regards to professional development and as a way to advocate for the library.