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.

Evidence Based Librarianship (EBL)

This is a timely concept for librarians, given the state of education budgets around the world. I read the articles about getting the Principal onside with enthusiasm. I remember working in a government department library where the President was easily convinced of the library's worth because he was academic in nature and used it weekly. However when budget cuts were announced from higher up, I used very basic statistics from surveys and reference enquiry records as well as submissions from staff members, but this wasn't enough. As the cuts were political, I don't think I could have saved the library, but I want to be better prepared next time. According to Todd (2008) EBL“is an approach that systematically engages research-derived evidence, school librarian-observed evidence, and user-reported evidence in the ongoing processes of decision making, development, and continuous improvement to achieve the school’s mission and goals. These goals typically center on student achievement and quality teaching and learning.” It comes out of several beliefs including that student learning outcomes, as well as cultural, intellectual and social development can be measured; and that school libraries as " knowledge and information centres" are instrumental in helping achieve curriculum standards. He advocates student surveys, standards-based scoring guides and rubrics, formative and summative assessment tasks, skills measurements and ongoing performance -based assessments as useful to providing evidence. The Standards published by the American Association of School Librarians should provide a structure for the evidence which should be generated. My first thought is that I need more training in how to go about this, and that EBL would be time consuming, especially as Todd suggests that relying on other school library studies isn't good enough. Todd also asks how we might share locally generated school library research and highlight good examples. This will be a topic I return to, as it is vital to keeping school libraries staffed by teacher librarians and a great way of highlighting best practice; concentrating on activities which generate the most benefit to staff and students.

Time management in endeavours which have no boundaries

I remember working as a solo librarian in a government department where I did everything; no staff to process and shelve books, catalogue or do stocktake whilst I attempted to complete reference enquiries, current awareness and training in a timely fashion.

As a mother of two young boys, I find a similar challenge - no staff to do the washing, cleaning, cooking, care for sick children, manage the homework and speech therapy whilst I read interesting articles, synthesise important concepts, do assignments and learn about new technologies, not to mention blogging.

Next week, I'm going to attempt the time study observation Purcell (2010) suggested for TLs and see how feasible my workload is. The harder steps will be: becoming more efficient, knowing what tasks to ditch, what help can be found.. and discussingoptions with my family.

Knowledge is power. I'll get back to you on that one next week,
Anna

my initial response to Purcell's 2010 article on the role of the SLMS

Purcell (2010) lists five roles of the school library media specialist as leader, instructional partner, information specialist, teacher and program administrator (p. 30). She states that they are interconnected and can't be performed without eacher other (p. 33).

My response is influenced by the fact that I have worked as a librarian at university and college libraries. I remember how the relationship between the librarian and the academics / administration affected the outcome of information literacy programmes. Some heavily funded information literacy programmes foundered as they weren't linked to the curriculum and students weren't required to do the library workbooks, or expensive resources were not utilised as lecturers didn't know how to use them.

All the roles Purcell list have a relationship component to them, and a newly appointed librarian would have to focus on these, as well as the information specialist role. I think reflecting on the results of the time study suggested by Purcell (2010) would be a great starting point in prioritising SLMS roles (p.30). If there was too much time being spent on tasks which come under the program administrator banner, then the librarian can liaise with the principle for more help / budget so that she can fulfill her roles related to leader, instructional partner, information specialst and teacher. This is likely to lead to an increased visibility and more time to collaboration and strategize library services / resources so that they synthesise with the school's goals.

great vodcast on teacher librarians and getting with the programme

This is an inspirational vodcast by Mike Eisenberg on how teacher librarians should align their information literacy programs with the curriculum, really embrace Web 2.0 tools and market themselves. Thought I'd provide a link so I can revisit, share and practice making a link.

http://www.youtube.com/watch?v=nE2MpvByblc

Enjoy, Anna

Response to readings in Week 1

The Gilman article (2007) on the role of reference librarians in a university struck a chord with me. I worked as a reference librarian at a university over 10 years ago, and the refrain was the same; students although unable to use the library effectively did not value information literacy training, and much time and effort was concentrated on the wrong types of training. I would like to be open minded about how I engage students and am determined to become adept at Web 2.0 tools including blogging, social bookmarking etc. If you aren't responsive to need, no matter how skilled you are, it is to no avail. I plan to visit a few more university libraries online to see what they are doing.

Loved the time management article - great for all areas of the life where there are lots of jobs which need to be prioritised and not enough time - every library job I had fell into this category. I want to adopt the slogan on page http://www.time-management-success.com/time-management-for-teachers.html:
Decide what to do.
Start it.
Finish it.
Accept it.
Also knowing what to give your 100% to, and what to accept an unperfect job,
There was a hint about having 4 different lists for things of different priorities. I wont go to 4, but 3 headed, important, deadline approaching in the next few days, and important when I have time may seem less stressful


I remember conflict or conflicting goals occuring in the university and college library I worked in. This sometimes involved management or clients; and the win/win strategy outlined in Sanders (1994) was rarely applied. I think when one knows their role, what is expected of them and what they can reasonably achieve, they are more able to negotiate in a conflict. This strategy reminds me that I should think more about where the other person is coming from, e.g assignment deadline looming, budget cuts or a reason I am anware of, before negating their point of view or expectation. The article also emphasises the need for preparation if possible. I hope to remember when the need arises that a refresher on non inflammatory language and the need to see their point of view is essential.

Beginnings

Jumping right in to my ETL401 studies - I feel confident that my experience as a librarian at a university and a college will provide some insight into how the library fits in to an education institution, although teaching information literacy to teenagers instead of young adults will be a different kettle of fish. Let the fun begin.