ETL501 – Information Environment – Assignment 2 : Part B – Critical Reflection

This critical analysis reflects on the process of creating a pathfinder on Antarctica designed for Year 6 students. Its purpose is to guide students to a range of resources where they can enhance information literacy (IL) skills. This reflection analyses the curricular context and learning outcomes, search strategies and tools used, how the pathfinder enhances IL skills and how a pathfinder relates to the role of Teacher Librarian (TL).

Curricular context of topic and projected learning outcomes when students are using the pathfinder

For this Year 6 subject, three Australian Curriculum General Capabilities learning outcomes were selected: Literacy, Information and Communication Technology (ICT) Capability and Personal and Social Capability (ACARA, 2013). The curricular context of Antarctica is rather broad. In a real life situation, classroom teacher collaboration would be essential to target specific outcomes and so the TL was aware of all learning needs (Kuntz, 2003).

I had difficulty in translating the outcomes for students. This process highlighted the need to use appropriate language, particularly for those with poor literacy skills. The pathfinder as a teaching aid provides students with opportunities to determine their own information needs and to make informed decisions as they locate and use information. Students achieve the learning outcomes as they are able to work independently at their own pace, which is a major strength (Valenza, 2008).

Search strategy, use and evaluation of tools and sources

My own knowledge was extended in utilising different search strategies and engines to locate resources. Students often over rely on Google (Kuiper, et al, 2008); however, Google searches retrieved websites too complex for Year 6 students. Twurdy was difficult to access and took a long time to load. These difficulties reiterated the importance of website evaluation and links being regularly checked to ensure they remain active and appropriate for students’ needs (Kuntz, 2003). In contrast, Kidrex was simple to use and provided a good selection of resources although it contained some broken links. Through this process I enhanced my own ICT skills and the importance of modelling effective search strategies was reinforced. My knowledge of website evaluation was also useful as I considered educational, reliability and technical criteria (Herring, 2011).

How the pathfinder will enhance students’ use of IL skills

Students often experience difficulties in finding suitable resources to meet their needs (Valenza, 2004). The pathfinder is a teaching and learning tool that enhances IL skills as students are guided to resources where they can independently locate, select and evaluate information suitable for their learning needs, which is a fundamental life skill (Kuhlthau et al, 2007; ASLA, 2013 & Valenza, 2008). In this instance, more explicit IL instructions were not included due to word count constraints.

Students’ IL skills are developed through navigation, link exploration and assessing their own information needs in a regulated environment. The annotations and explicit instructions encourage students to think more critically about the resources they need and allow for differentiation. Students are able to work independently to develop information search strategies and evaluation skills to locate information that best suit their needs (Hague & Payton, 2010 & Kuntz, 2003). This caters to individual learning needs at students work at their own pace (Valenza, 2004). However, although a pathfinder develops IL skills it is not comprehensive (Kuntz, 2003). Students still require support and scaffolding, with a TL modelling effective search strategies.

How the process of constructing the pathfinder relates to the TL’s role

Constructing the pathfinder was challenging. I discovered it is a valuable tool to enhance the teaching and learning of IL skills and it is the role of the TL, as information specialist, to lead in this regard and prepare students for the world beyond school (O’Connell, 2008 & Horizon Report, 2013). The pathfinder has many strengths; it can be duplicated, refined to meet individual needs, be differentiated and used for different subjects across all levels, saving time in the long term, and this is important for a TL (Kuntz, 2003). IL is embedded throughout the curriculum and it is the role of the TL to offer support and training to classroom teachers to create collaborative pathfinders and to empower students to identify their own information needs (O’Connell, 2008 & ACRA, 2013).

However, the process was initially frustrating and time consuming. This is a limitation in a school context as it takes time to select suitable resources and annotate them (Kuntz, 2003). Difficulties were encountered in attempting a wiki as I found it cumbersome and difficult to navigate. This was abandoned for a weebly which I found much simpler to use. However, once construction was underway and I became more confident, it became evident how important pathfinders could be to a 21st century TL. Another major limitation is access to technology. Currently our school has one computer lab with limited computers that students share so pathfinders may be problematic unless students work collaboratively, which is incongruous to their purpose.

* * *

A pathfinder is a useful teaching and learning tool to enhance IL skills vital for the 21st century. Students independently engage with pathfinders to locate, select and evaluate information suitable for their learning needs. I believe that pathfinders are indispensable to a TL whose role is to provide ongoing support and scaffolding to maximise efficiency and to achieve IL learning outcomes.

References

Australian Curriculum, Assessment and Reporting Authority (ACARA) (2013). General
Capabilities in the Australian Curriculum. Retrieved from http://www. australiancurriculum.edu.au/GeneralCapabilities/Overview/General-capabilities-in-the-Australian-Curriculum

Australian School Library Association (ASLA). (2013). Future learning and school libraries.  Retrieved from http://www.asla.org.au/site/DefaultSite/filesystem/documents/2013-ASLA-futures-paper.pdf

Hague, C. & Payton, S. (2010). Digital literacy across the curriculum. Retrieved from

Click to access digital_literacy.pdf

Herring, J. E. (2011). Web Site Evaluation: A key role for the school librarian. School
Library Monthly. Vol. XXVII No. 8.

Kuhlthau, C.C., Maniotes, L.K. & Caspari, A.K. (2007). Guided Inquiry: Learning in the 21st Century. School Libraries Worldwide.

Kuntz, K. (2003). Pathfinders: Helping students find paths to information. The online
educator, 10(3). Retrieved from http://www.infotoday.com/mmschools/ may03/kuntz.shtml

Kuiper, E., Volman, M. & Terwel, J. (2008). Students’ use of Web literacy skills and
Strategies: searching, reading and evaluating Web information. Information research, 13(3). Retrieved from http://informationr.net/ir/13-3/paper351.html

NMC (2013). Horizon Report. K-12 Edition. Retrieved from http://www.nmc.org/pdf/2013horizon-report-k12.pdf.

O’Connell, J. (2008). School library 2.0: new skills, new knowledge, new futures. In Godwin, P. & Parker, J. (Eds.). Information literacy meets Library 2.0. pp. 51-62. Retrieved from http://heyjude.files.wordpress.com/2006/06/oconnell-j-facet.pdf

Thibault, M. (n.d.). The student pathfinder. Learn NC. Retrieved from
http://www.learnnc.org/lp/pages/968

Valenza, J. (2004). Substantive Searching Thinking and Behaving Info-Fluently. Learning &  Leading with Technology. 32(3). Retrieved from http://files.eric.ed.gov/fulltext/EJ696450.pdf

Valenza, J. (2008). Top ten reasons why your next pathfinder should be a wiki. Retrieved
from http://informationfluency.wikispaces.com/Ten+reasons+why+your+ next+pathfinder+should+be+a+wiki

ETL504 – TL as Leader – Assignment 2 : Part B – Critical Reflection

Reflecting on what I have learnt during this subject, my knowledge and understanding of the role of the Teacher Librarian (TL) as leader has extended significantly.   My previous understanding and beliefs about leadership and in particular, the role of the TL, have completely altered.

Disappointingly, in my Reflective Journal Blog for Assignment 1 (17 August), I could not even contemplate the idea that a TL could be a leader.  My views on leadership in general were extremely dated and incorrect.  I believed that leadership was hierarchal and there could be only one leader in a school – the principal.  How fundamentally wrong I was.  This initial Reflective Blog inspired me to evaluate my own leadership views in a school library context and to view the TL role from a very different perspective. That is, one of leadership.  Already I have worked on improving my communication skills and have become a more proactive and collaborative member of the school.  Unfortunately, beforehand, I considered myself to be an “appendage” to the school ranked behind classroom teachers.  I now perceive the role of TL differently and feel empowered to make positive changes to improve student learning outcomes.

In Blog 1 (11 August) I discussed how my understanding of leadership began to change and that I realised it was more complex than one leader making all the decisions.  I learnt that leadership involves many people, at all levels, empowering others to become leaders themselves and working together towards achieving a common goal or vision (Avolio, 2009).  I further realised that leadership is about having excellent communications skills, working collaboratively, having a school wide focus, being proactive and adaptable and recognising individual strengths to build strong teams (Kotter – Change Leadership; Avolio, 2009).  I came to understand that the TL is in a pivotal leadership role as an information and curriculum specialist within the school.

In Blog 2 (11 August) I discussed issues relating to leadership adaptability in a technological and pedagogical world that is changing exponentially and the need to continue to change to meet these challenges.  I analysed the impact of Tapscott’s 4 principles of collaboration, transparency, sharing and empowerment in improving leadership skills (Tapscott).  Furthermore, I examined the importance of developing critical information literacy skills so that students are empowered to meet 21st century needs effectively and efficiently (ACARA, 2011).  Again, I began to understand the importance of the TL as leader to collegially empower and build teams across the school and ensure a school wide digital literacy program is in place so that our students have opportunities to develop strong information literacy skills.

I discussed the implementation of a digital literacy program in more detail in Blog 3 (31 August) and the importance of having principal support (Farmer, 2007).  I now realise the importance of effective communication skills for a TL to be successful in this regard (Marzano, 2005).  This was set out in my Concept Map which also acknowledged the importance of a clear vision and goals and building relationships within the school community to achieve those goals.  Motivation, collaboration, problem solving and decision making are leadership concepts and skills that are intrinsically linked, inter-related and mutually dependent on each other.

A digital literacy program is critical to meet the learning needs of 21st century students and the General Capabilities of the Australian Curriculum.  The TL as leader is well placed to design and implement programs to suit the individual needs of the school and to conduct staff development training to ensure school-wide success.

Comparing Blogs 1, 2 and 3, my Reflective Journal Blog for Assignment 1 and this Critical Reflection, I now realise that beforehand I was content to remain on the periphery of the school prior to this subject.  Now I am empowered to make change.  I believe I have developed the knowledge and skills through this subject to meet the school’s 21st century learning needs and to work collaboratively with other staff members to implement a digital literacy program.

Finally, through the process of creating a three year vision statement for the school library in this Assignment, I have further developed an understanding of 21st century teaching and learning needs.  I realise that our school has a long way to go to achieve this vision but that it is certainly attainable with a TL embracing a leadership role and a clear focus for the future.  I feel extremely privileged to be a TL, and a leader, ready to embrace the challenges that lie ahead.

References

Australian Curriculum, Assessment and Reporting Authority (ACARA) (2011). General capabilities in the Australian Curriculum. Retrieved from http://www.australian curriculum.edu.au/GeneralCapabilities/Overview/General-capabilities-in-the-Australian Curriculum

Avolio, B., Walumbwa, F. & Weber, T.J. (2009). Leadership: Current theories, research and future directions. Management Department Faculty Publications. Retrieved from http://digitalcommons.unl.edu/managementfacpub

Farmer, L. (2007). Principals: Catalysts for collaboration. School Libraries Worldwide, 13(1), 56-65. Retrieved from http://collaborate-inservice.wikispaces.com/file/view/Principals+as+Catalysts.pdf

Kotter International. (n.d.) Change Leadership. Retrieved from http://www.kotterinternational.com/our-principles/change-leadership

Marzano, R.J., Water, T. & McNulty, B.A. (2005). Some theories and theorists on leadership. School leadership that works : from research to results, 13-27. Retrieved from http://site.ebrary.com.ezproxy

Tapscott, D. (n.d.). Radical openness. Four unexpected principles for success. Retrieved from http://www.elsua.net/2012/07/27/four-principles-for-the-open-world-by-don-tapscott-hippie2-0/

ETL504 – TL as Leader – Blog 3

In implementing a school wide digital literacy program, you initially need to have the support of your principal. A brief report, backed up with evidence, identifying your particular school needs and the best ways to address these needs is essential.

At a staff meeting we have already collaboratively discussed digital literacy and how we can meet the ICT General Capability in the Australian Curriculum. As Teacher Librarian, I have offered to put together a potential program next year for trial implementation across the school. I have explained that this year I have too many other commitments to contemplate instigating such a major program. This open communication at a staff meeting was very important so that everybody knows that this is a plan for next year.

I have/would continue to conduct extensive research into similar programs and see how they can be adapted to fit our school’s context. This may include combining a variety of different ideas or concepts to form a suitable school program. In addition, collaboration with other staff members is vital to ensure that they have adequate input into the program. This in turn would smooth the implementation process as there would be a greater support and conceptual understanding of why the program is vital in the 21st Century if other staff members are involved. Empowering others to be involved in the process and building strong teams would be fundamental (Lewis, 2011).

I am looking forward to the trial implementation and making any necessary changes to ensure a successful digital literacy program across the school.

References

Lewis, L. K. (2011). Communication approaches and strategies. Organizational change creating change through strategic communication (pp. 144-176). Chichester, West Sussex, U.K.: Wiley-Blackwell.

ETL504 – Assignment 1 : Part B – Reflective Journal Blog Task

Reflecting on my understanding and practice of leadership after engaging with the research and literature in this subject, I now realise that my previous views on leadership in general and in a school library context were fundamentally dated and incorrect.

I now recognise I had no idea how leadership really worked and could not see how a Teacher Librarian (TL) could be a leader as I incorrectly believed there could only be one leader within a school environment and that was the principal. My earlier notion of a hierarchal relationship and my understanding of what leadership actually is has completely upturned. I understand now that leadership is not actually an individual trait of one person but about empowering others to lead by performing to their strengths collaboratively within the school context to meet collective educational learning needs and outcomes (Avolio, 2009). It is all about shared commitment and responsibility and I am excited about this prospect.

Disappointingly, my earlier view of a TL was more as an accessory to the school rather than a potential information specialist leader. Through participation in this subject and engaging with the resources and readings, I now understand that a TL’s role as information specialist is one of professional leadership, with so much to offer and this is very empowering. A TL is virtually indispensable in today’s school environment with rapid and ever-changing advances in technology and communication and somebody has to step up and take a lead. A TL is the perfect contender to lead the school in this regard.

In addition and upon further reflection, I now appreciate that to maximise opportunities and gain support I must become a more effective communicator and ensure I am involved in school decisions and planning days, particularly in sharing my skills as an information specialist (Oberg, 2006, p.16). Furthermore, I recognise the importance of excellent communication skills in building strong relationships and teams within the school context (Marzano et al, 2005, p.15).

A TL in a school can be very isolated and through gaining a greater understanding of leadership practice I intend to set a clear vision and goals and hopefully inspire others to become involved in leadership positions within the school where we can all work collaboratively to achieve the same common goals and where I can feel more involved in the school’s culture (Bacon, 2012, p. 18 & Lingard et al, 2008, p. 20). This means empowering assistants, library leaders and volunteer helpers.

Finally, this subject has inspired me to evaluate and consider my own leadership practices in a school library context. Rather than remaining on the periphery of the school, this subject has provided me with the understanding I require to work on the skills I need to become an effective leader. Through setting clear achievable goals, working collaboratively with others and becoming a more effective communicator I will continue to develop my own leadership skills. I intend to embrace my “new” professional leadership role by being proactive and adaptable striving to meet 21st Century learning needs and challenges.

References

Avolio, B., Walumbwa, F. & Weber, T. J. (2009). Leadership: Current theories, research and future directions. Management Department Faculty Publications. http://digitalcommons.unl.edu/managementfacpub.

Bacon, T. R. (2012). Elements of Influence : The art of getting others to follow your lead. New York. American Management Association.

Marzano, R. J., Water, T. & McNulty, B. A. (2005). Some theories and theorists on leadership. School leadership that works : from research to results, 13-27. Retrieved from http://site.ebrary.com.ezproxy. csu.eduau/lib/csuau/doc.

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

ETL504 – TL as Leader – Blog 2

TLs must be proactive and adaptable as our role will change exponentially into the future. Therefore it is imperative that TLs embrace Tapscott’s 4 principles of collaboration, transparency, sharing & empowerment.
Collaboration – By working with other staff members and not re-inventing the wheel when planning and programming, we can ensure a more effective school wide approach to teaching and learning.

Transparency – Keeping other staff members informed through effective communication and attendance at staff meetings, development days etc. reinforces support and unity within the school.

Sharing – Continually sharing and expressing ideas and information throughout school networks and with other TLs to build a repertoire of differing ideas and knowledge.

Empowerment – Empowering students and other staff members through sharing, teaching, guiding and scaffolding them through the process of developing critical information literacy skills so that they themselves become empowered and are able to deal with technology (and the 21st century) effectively and efficiently.

The TL’s role will continue to evolve. Accordingly, TLs must embrace the challenges that lie ahead.

ELT504 – TL as Leader – Blog 1

Leadership is complex. It is not about one person setting the goals and expecting others to follow them. It is about empowering others to become leaders by building on individual strengths within an organisation (Avolio, 2009, p. 422).  You can only do this through having excellent communicaton skills, working collaboratively, having a school wide focus (not an individual one) and by being proactive with the ability to change as circumstances do.  Adaptability is a key criteria to be an effective leader  (Kotter – Change Leadership).

I have met some wonderful (and not so wonderful) leaders in my time. Fortunately I work with some terrific leaders who are inspirational and incredibly supportive of my role as TL encouraging me to step up in a leadership role.

References:

Avolio, B., Walumbwa, F. & Weber, T. J. (2009). Leadership: Current theories, research and future directions. Management Department Faculty Publications. http://digitalcommons.unl.edu/managementfacpub.

Kotter International. Change Leadership. http://www.kotterinternational.com/ourprinciples/change-leadership.

ETL503 Resourcing the Curriculum : Part C Reflection (Assignment 2)

Reflecting on what I have learnt during evaluation of the current collection and the research undertaken in preparing the collection policy, I am alarmed as to how limited my knowledge of collection development was and unfortunately how dire the current collection actually is!

I have extended my knowledge considerably so that I now feel confident to make decisions about types of resources, selection, acquisition, weeding and evaluation through establishing certain criteria.  Previously, I had no idea that the process was so complex.  Given that the collection process is so complex, I must now ensure that obstacles to weeding and evaluation, such as time and effort, are not used as an excuse to follow through (Bishop, 2007. p. 143).

I believe this assessment task has also extended my knowledge and understanding of the role and nature of the collection in that there is not a ‘one size fits all’ policy.  That is, collection policies must reflect individual schools so contextual needs of students and the wider school community are vital (Debowski, 2001, p. 126).  Previously, I had doubts as to whether a collection policy was even necessary.  I now understand that a collection policy is indispensable: having a plan is imperative (Katz, 2012, p. 16).

I appreciate that a collection policy must continue to evolve to ensure its relevance and meet changing needs and priorities.  For example, digital online resources need to be selected and acquired to meet 21^st Century student needs (Gray, 2010, p. 22).  This will be a priority in developing the current collection through access to quality ebooks and digital online resources.  This is essential to meet 21^st Century student learning needs and evaluating the collection has made this deficiency transparent.

Another example of what I have learnt is the importance of accountability.  This is something I had not considered before.  This includes accountability when making decisions regarding selection, acquisition, funding, weeding or evaluation.  Beforehand, I had no idea how these decisions were made.

My views have also changed in relation to challenged resources.  I had never considered challenged resources prior to this task.  I believe that I am now adequately prepared to face any challenge that may arise and I feel more comfortable knowing there is a collection policy is place to support the process.

However, having established a solid foundation of understanding and knowledge in collection development, I am still overwhelmed by the mission ahead.  To bring the entire collection up to date is overwhelming given its current neglectful state.  I believe that I now have the theory (and ability) to develop the collection to meet the school’s 21^st Century learning needs, however, converting this into practice and implementing change is another thing entirely.

Funding limitations and time restrictions means that collection development will be extremely gradual.  As this is a constantly evolving process, I am concerned that the collection may never be current, relevant and meet the changing needs of students and the wider school community.

Nevertheless, I intend to be proactive and make changes one section at a time, having identified priority areas.   Although terrified, I am also excited about my role in developing and maintaining the collection and hope that one day it will be a collection to be proud of.  I only wish I had of inherited a more current one!

References

Bishop, K. (2007). Evaluation of the collection. In The collection program in schools : concepts, practices and information sources (4^th ed.) pp. 141-159. Libraries Unlimited.

Debowski, S. (2001). Collection management policies. In K. Dillon, J. Henri & J. McGregor (Eds.). Providing more with less: collection management for school libraries (2^nd ed.) pp. 126-136. Wagga Wagga. NSW: Centre for Information Studies, Charles Sturt University.

Gray, M. (2010). i-tune, e-book, u-learn with laptops. Scan. 39(4).

Katz, L.S. (2012). Collection Development Policies: New Directions for Changing Collections. Retrieved from EBL CSU.

ETL503 Resourcing the Curriculum : Collection Measurement (Forum 3.2)

Reflecting on collection measurement, there is no “one size fits all” technique as all schools and collections are very different.  Even collection measurement on size itself is rather flawed.  I further maintain that there are no effective techniques that recognise e-resources and other resources outside of the library.  This is a quandary.  How do you measure resources that are not accessioned or kept outside of the library, such as online resources and licensing that may be a responsibility outside of the Library collection and budget?  A “client-centred technique” of measurement would need to be adopted to provide a clearer overview of the collection (National Library of Australia) but this may not include all resources within the school.

Realistically budgets are extremely difficult to estimate at the best of times as so many presumptions are needed to be made at the beginning of a year to meet the needs and demands of the school throughout the coming year.  However, as budget decisions are made at school level, the Library often has very limited funds with which to work.  Priorities have to be made and original budget allowances are often relocated and funds need to stretch as far as possible.

Budgets based on output measures are more realistic than input measures, as they provide a clearer picture of the resource value.  However, as technology and resources are developing constantly and rapidly, you cannot always base your budget requirements on the previous year.  Budgets based on input measures are unrealistic as the size of your current collection has very little to do with current resources.  Itemised budgets giving precise and accurate costings hold more weight than generalisations.  Finally, in schools where funds are limited, planning to replace 10% of your current collection annually (Manual for Developing Policies and Procedures in Australian School Library Resources Centres, 2007) is extremely unrealistic.

It is also noted that the majority of readings on collection measurement make assumptions that are many “members of the library staff” (Bishop, 2007, p. 155) to conduct collection mapping so the scenarios provided are not very realistic to a solitary TL working part-time in a small rural school.

References

A Manual for Developing Policies and Procedures in Australian School Library Resources Centres. (2007). ALIA Schools and Victorian Catholic Teacher Librarians. Chp 3: Budgeting Policies and Procedures, pp. 12-17.

Bishop (2007) p. 155.

National Library of Australia, Australian Libraries Gateway. Outline of the Collection Assessment Process. http://www.nla.gov.au/libraries/help/guide.html”>http://www.nla.gov.au/libraries/help/guide.html.

ETL401 Assignment 2 : Portfolio – Part B : Critical Reflection

Reflecting on how my view of the Teacher Librarian’s (TL’s) role has changed during this subject is overwhelming.  My head is literally brimming with new information and ideas that I have accumulated.  Although I always believed the role of the TL to be distinct and multi-faceted, I truly had no idea how complex, how vast and how influential the role truly is (or can be).

This subject has completely changed my understanding of who a TL is and what a TL can achieve.  Disappointingly, my earlier view of a TL was more as an “appendage” to the school and that somehow classroom teachers had a more important role.  Through participation in this subject and engaging with the resources and readings, I now understand that a TL’s role is essentially critical as an information specialist within the school (and not less important to a classroom teacher).  I now perceive the TL’s role to be one of professional leadership within the school community and this is very empowering (Mitchell, 2011, p.13).

In particular, through the assessment tasks, forums and compulsory blogs in this subject, my views have changed dramatically in understanding not only the role of the TL but also in relation to accountability, collaboration, principal support, information literacy and inquiry learning models, guided inquiry and ISP approaches to teaching and learning.  These concepts have all been relatively unfamiliar to me before this subject so it has been an enormous learning experience.

For example, having worked in isolation and avoiding contact with others, I now realise that a TL cannot exist within a vacuum and that collaboration and principal support is critical (Everhart, 2006 & Farmer, 2007).  I further understand that a TL needs to be proactive and a visible presence in the school environment rather than remaining on the periphery.  I have been guilty of this in the past as I have been unsure how to begin to instigate change.  In addition, to maximise opportunities and gain support I realise I must become an effective communicator and ensure I am involved in school decisions and planning days (Oberg, 2006, p.16).

Another example of how my view of the TL’s role has changed is through my changing ideas on information literacy and its varied definitions.  Previously I believed information literacy to be a set of skills, however, I now realise that it is a combination of different skills, knowledge, practices, processes, concepts, strategies and applications and that a common understanding of the term is really important within the school (Herring, 2011).   Moreover, I understand that a school-wide guided inquiry ISP approach (such as Kuhlthau’s ISP) is essential to meet today’s learning needs and so that we prepare our students for the real world  (Eisenberg, 2008) and this is both exciting and challenging.  Currently, information skills are taught in isolation and so I am looking forward to future opportunities for change.

Another significant reflection is how my view of the TL’s role has changed with regard to supporting student learning outcomes.  Previously, I inappropriately believed that student learning outcomes were the responsibility of the classroom teacher.  I now have an understanding of the positive influence a TL’s involvement can make across the school to student learning outcomes (Farmer, 2007, p. 61).  I believe I will become more involved in planning opportunities to offer expertise and collaborate in organising effective programs that embeds information literacy and evolving technologies across the curriculum.

However, although my views on the TL’s role have changed completely for the better, I am also somewhat anxious about implementation and change, particularly in relation to support, time constraints and cost.  I presume these are all issues that will affect any future decisions and changes.  I am realistic enough to understand that problems and resistance can occur when attempting to convert theory into practice.  This subject, however, has given me some useful strategies about accountability and professionalism.  Through this, I believe I have developed confidence as to how I will approach particular issues in the future and the subject has reminded me that change will not happen overnight.

Finally, this subject has taught me not to be complacent; to be proactive and not be afraid to learn new technologies.  I intend to embrace all that the TL role has to offer.  The world is constantly evolving and so too must the TL.  I now feel confident being “strapped in” for the 21^st Century rollercoaster ride I am embarking on and consider myself to be very lucky to be involved in such a dynamic profession.

References

Eisenberg, M.B. (2008). Information literacy: Essential skills for the information age. DESIDOC Journal of Library & Information Technology, 28(2), pp. 39-47.

Everhart, N. (2006). Principals’ evaluation of school librarians: A study of strategic and nonstrategic evidence-based approaches. School Libraries Worldwide, 12(2), 38-51.

Farmer, L. (2007). Principals: Catalysts for collaboration. School Libraries Worldwide, 13(1), 56-65.

Herring, J. (2011). Assumptions, Information Literacy and transfer in high schools. Teacher Librarian, 38(3).

Mitchell, P. (2011). Resourcing 21st Century online Australian curriculum: The role of school
libraries.

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

Blog 3 – ETL401 Teacher Librarianship – Topic: Information literacy is more than a set of skills

Reflecting on the subject matter and readings, this blog will argue that information literacy (“IL”) is fundamentally much more than a set of skills, particularly from a practical viewpoint of the role of a Teacher Librarian (“TL”).

IL “is the set of skills and knowledge that allows us to find, evaluate, and use the information we need, as well as to filter out the information we don’t need (Eisenberg, 2008, p. 39).  In contrast, James Herring (2011) maintains that IL is “a practice, rather than a set of skills” and it is through practice and application that IL can be understood.  Likewise, IL has also been defined as “a transformational process in which the learner needs to find, understand, evaluate, and use information in various forms to create for personal, social or global purposes” (Information Literacy: Building Blocks of Research Overview).  As there as so many definitions of what IL actually it, it is extremely important that the school staff decide together on a common understanding of the term so that everybody is aware of the complexities (Herring, 2011).

In fact, out of the seven attributes embodied in the Statement on IL provided by the Australian Library and Information Association (“ALIA”), only one mentions “skills”.  It states that IL contributes to … “learning for life; the creation of new knowledge; acquisition of skills; personal, vocational, corporate and organisational empowerment, social inclusion, participative citizenship; and innovation and enterprise” (ALIA, Statement on Information Literacy).  IL embodies a combination of competences that cannot be achieved in isolation.

Therefore, IL is much more than a set of skills.  It is a combination of different skills, knowledge, practices, processes, concepts, strategies and applications vital for the 21^st Century.  From a practical viewpoint of the role of the TL, TLs are well placed to contribute significantly to the development of these proficiencies from an “interdisciplinary perspective” as they teach across all stages (Mitchell, p.13).  Furthermore, Herring argues that IL is a practice where “students engage in a range of information-related learning activities, with a focus on gaining new knowledge, and that students are reflective practitioners” (2011) and this is critical for students in the 21^st Century.  Again, TLs are in a valuable position to assist students in a variety of different ways due to their position in the school.  Herring argues that the challenge is to support students to become active IL experts rather than just “users of a narrow range of skills” (2011) and this is ultimately what TLs need to focus on.  That is, to support students in being able to transfer their IL competences to real life situations and incorporating IL cross-curriculum. 

From a TL’ perspective, the teaching and learning of IL needs to be reviewed throughout the whole school to ensure that it is reinforced across all subjects and levels (Herring, 2011, p. 7).  TLs must collaborate to support students in fostering IL practices across the curriculum.  A proactive approach by a TL would be extremely beneficial to students in meeting learning outcomes and becoming proficient in IL.

References

Australian Library and Information Association. Information literacy for all Australians.

Statement on information literacy for all Australians. http://www.alia.org.au /policies/information.literacy.html.

Eisenberg, M.B. (2008). Information literacy: Essential skills for the information age.

DESIDOC Journal of Library & Information Technology, 28(2), pp. 39-47.

Herring, J. (2011). Assumptions, Information Literacy and transfer in high schools. Teacher Librarian, 38(3).

Information Literacy: Building Blocks of Research: Overview. What is Information Literacy?http://www.noodletools.com/debbie/literacies/information/1over/infolit1.html.

Mitchell, P. (2011). Resourcing 21^st Century online Australian curriculum: The role of school libraries.

Thomas, N.P., Crow, S.R. & Franklin, L.L. (2011). Information literacy and information skills instruction. Applying research to practice in the 21^st century school library (3^rd ed.).

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