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
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