Eleven years in and am I a 21st century teacher librarian

You could see this as a check-list of the things you should be doing as a 21st century teacher librarian. I don't know if all of them are correct and some maybe become outdated so quickly. And are they all achievable for some TLs? Interesting to read though, which has given me some new ideas. A lot of it I could say yes my library is doing that and others we may need to do more of. I do like the list of what library staff need to unlearn. Good advice for those who are still dragging the ball and chain.

http://informationfluency.wikispaces.com/You+know+you%27re+a+21st+century+librarian+if+.+.+.

Assessment item 1 Social Networking

I think social networking is people getting together because of a common interest. That interest could be anything from politics, music, living in the same area or working in the same industry. An individual can have many different social networks, from family, friends, work colleagues, neighbours, clubs, and online sites. A lot of social networking happens online because of the changes in technologies and the creation of social networking sites such as Facebook. Social networking as expanded as people can now locate and befriend others who have similar interests on a global scale. Social networking technologies online that I use are email, OZTLnet, Facebook, Blogs, Shelfari, Delicious, Diigo, Yammer and LibraryThing. What I hope to learn from INF506 is how to adapt these technologies to a school library and Teacher Librarian teaching practices that will benefit student engagement, learning and information skills. I would like to find information communication technologies that will not just replace old teaching practices but will improve them dramatically. With the threat of libraries being seen as outdated I would like to keep the library and my teaching practices up-to-date and relevant to schools and students of the 21^st century.

Back again

Ok back to giving a blog ago. This time for the subject INF506 Social networking for information professionals. It is something I am interested in as I am TL and web 2.0 tools are a huge thing in schools now. Be back later for my first official post for the subject.

Why so many poor readers?

Parents need to assist their children in their education. If you don’t care about reading they won’t either. Article my library manager found.  Interesting to see what Australian statistics would be.

http://www.thisislondon.co.uk/standard/article-23955131-scandal-of-the-homes-with-not-a-single-book-to-read.do

Why do people talk to you when it is obvious you are reading a book

Syba Signs conference on the 21st century library – getting into action

Quick summary

Ross Todd

A new idea of ‘Transliteracy’, being able to read, write and interact across the spectrum of digital literacy.

I liked Todd’s ideas of a ‘learning commons’, creating spaces that allow for students to think, discover, experiment and create. Turning information into knowledge.  If only our library had the physical flexibility. Todd also looked at the core capabilities that can be developed using these ‘learning commons’, such as resource-based capabilities, thinking capabilities, personal and interpersonal capabilities.

The need for evidence-based practice, especially with what is happening in the US. Also from the national inquiry into TLs in Australia, they had no supporting evidence to give the government of our importance in student education.  A case study was presented by Alinda Sheerman from Broughton Anglican College. It will be in the next Scan issue.

Lyn Hay

Brand, the iCentre, the blending of IT, Curriculum and Library. The hub of the school to share, innovate and create collaboratively. Also the only port of call for students with their information and technology needs.

Syba Signs page with the power points from the presenters

http://www.sybasigns.com.au/21cschoollibraries.html

Link to the inquiry document from the federal government.

http://www.apo.org.au/research/school-libraries-and-teacher-librarians-21st-century-australia

Portfolio ETL401 Task C

   My view of the role of the Teacher Librarian (TL) has changed over the course if this subject. I saw the position of a TL as librarian, an information specialist and sometimes a teacher. Now the role of the TL has grown to include the positions of instructional partner and school leader. I agree with what I read on the forum that the role of the TL is vast, with many aspects and it is up to the school and the TL which roles to place emphasis on. If you tried to fulfill every part of the role equally the TL may have spread themselves to thinly (ETL401 Forum, 2011). I agree with what I had posted on my blog and within the forum, I think the role of information specialist and teacher are the most important roles for a TL. In my post I had ranked professional administration as last but now I don’t think you could rank them from most important to lest, a TL may not be a TL without all those roles and responsibilities.

   I had a traditional view or basic view of the TL as a librarian, who helps students find books for their assignments or suggest the latest novel. I now know there is much more to this position and that it is time consuming, as program administrator who provides a stimulating learning environment, develops a collection of resources and supports the curriculum, a task which requires knowledge about the students, staff, curriculum and technology (Church, 2011).

   I think the informational specialists role is a unique role to the TL, a position that defines the TL’s responsibility to their school. My opinion has not change over this role, in my blog I posted that information specialist is an “essential skill and responsibility of a TL” (Buttenshaw, 2011).

   The teacher position of the TL was not so clear to me. I knew that they taught students how to find information but not the extend of that teaching. I now realize that they ensure students are able to access, evaluate and use information, and the skills of inquiry, problem solving and critical thinking (Church, 2011). I like Herring’s (2007) remark that libraries are a “centre of learning first and a centre of resources second”, now that I understand the importance of inquiry-based learning, especially in our highly assessable information society, the TL’s teaching role has become a vital part of a student’s education.

   I can see the importance of collaboration between the TL and the teacher, but from my own experience I do not see it occurring often. From what I have read throughout this course I know collaboration between the classroom teacher and the TL is beneficial for the students academically, but what still lacks is the support from the school administration to actively push collaborative teaching (Lamb & Johnson, 2008).

   I did not see the TL as a leader in the sense of influencing the curriculum and causing change within the school. I did see the TL has having a unique position in the school, having sometimes total control over their domain, rarely having to justify their action to the principal barring the budget. Numerous studies have demonstrated that when the librarian participates fully in the instructional program of the school, taking an active leadership role, student learning is stronger (Church, 2011). I believe the TL is a leader who is constantly learning and sharing ideas, they are not static leaders and look for chances within the school for action and change (Oberg, 2006). Still it does require the TL to exert themselves, joining school committees such as curriculum development and being recognised as a head of school.

   I assumed I had a reasonable idea about the role of a TL but found myself to be mistaken. I was only viewing the surface and perhaps even a prejudice view and was missing the deeper and more complex positions the TL has. I should have known more and not have been so narrow minded. I also found myself assuming once I had read a few articles on TL roles that what else was their to know, but found the roles were seen differently and there were opinions on what where the essential positions of a TL.

   What I believe is today’s school librarian is a master teacher, instructional partner, school leader, information specialists and professional administrator who aim for students to become effective users of ideas and information. As highlighted on the forum the disadvantage is that the TL knows what their role in the school is but the principal, staff, students and the wider community may lack that knowledge and understanding of the TLs importance and that of the school library (ETL401 forum, 2011).

Reference

Buttenshaw, A (2011). Buttens by the shaw. Blogger. Retrieved from  http://buttensbytheshaw.blogspot.com/

Church, A. R. (2011). School librarians as teacher leaders. Delta Kappa Gamma Bulletin, 77(3), 10-12. Retrieved from EBSCOhost.

ETL401 Forum (2011). Topic 2 the role of the teacher librarian. ETL401. Wagga Wagga, NSW : Charles Sturt University
Herring, J.E. (2007). Teacher librarians in the school library. In S. Ferguson (Ed.), Libraries in the twenty-first century: charting new directions in information services (pp. 27-42). [Wagga Wagga, NSW] : Centre for Information Studies, Charles Sturt University.
Lamb, A., & Johnson, L. (2008). School library media specialist 2.0: a dynamic collaborator, teacher, and technologist. Teacher Librarian, 36(2), 74-78. Retrieved from EBSCOhost.
Oberg, D. (2006). Developing the respect and support of school administrators. Teacher Librarian, 33(3), 13-18. Retrieved from EBSCOhost.

Information Literacy

I really like George Lorenzo's (Catalysts for change: information fluency, web 2.0, library 2.0, and the new education culture, 2007) term of 'information fluency' which is made up of information technology skills, information literacy skills, and critical thinking skills. To me I think these aspects encompass what I see as information literacy in the 21^st century. It includes the elements of find, understand, apply and evaluate which includes ICT skills and higher order thinking. You cannot escape technology and the Internet in this present and future educational culture, so it has great presence in information literacy. High-order thinking is part of information literacy which includes student's ability to reflect on their own information literacy practices and their own learning. Searching, evaluating and synthesising skills, IT skills and critical thinking skills are what I think make up information literacy and what will make it successful for learners. 

I like the 8ws from http://eduscapes.com/tap/topic71.htm as the process of information literacy. I thought it brought action, visual elements to it.

• Watching (Exploring)
• Wondering (Questioning)
• Webbing (Searching)
• Wiggling (Evaluating)
• Weaving (Synthesizing)
• Wrapping (Creating)
• Waving (Communicating)
• Wishing (Assessing)

Visions of the 21st century school library

Bales, Jennie “Is your school library on the learning map?”

Bales has written about the things I have read before about the role of the TL. The Tls part in the curriculum, information literacy, professional development, collaborative teacher, and resources. Bales also promotes a learning community that supports students, teachers, parents etc. I liked the idea of a whole learning community, a change that can be directed by the TL to promote learning at all levels of the school community. Tls want to promote lifelong learning to their students what better way to do it then Tls, teachers, principals, parents etc continuing their learning, being an example for their students. The learning community could be part of vision for the 504 assignment.

Bundy, Alan “Only connect: towards the information enabling of young Australians”

Bundy looks at the values set out by ALIA. I thought these values will help me to focus on a vision that I would like for the library I work in for the 504 assignment. Bundy also writes about the fact that technology is huge in our culture and in our schools but the waste of money on technologies in schools that don't promote or help learning outcomes. They are just there as a new technology but have no use as an educational tool. I agree with Bundy when he states that governments and school spend a lot of money on technologies when the school will benefit if that expenditure was put towards something else. I have seen first hand the school I am at spending tremendous amount of money on an IT tool yet it turned out to be a white elephant and the school is now heading up its own inquire into the technology, pretty much what can they salvage out of it.

Hay, Lyn & Foley, Colleen. “School libraries building capacity for student learning in 21c”

A great article with an example framework for building a vision for the 21 century library with the principal. It mentions the confidence and independence students gain with their learning when they have lessons with a TL. It's something I would like to aim for as a TL to build comfortable, confident, innovative and motivated learners.

Boehm, Patricia. “The new AASL program guidelines for school library programs”

This article does mention the same visions or roles of the TL as the other articles. It does place an importance of the 21^st century library being beyond the physical space, and that libraries should be supplying 24 hour access and guidance to its students. I wish our library could offer more to its students after school and on weekends via the Internet, but we a restricted by our IT department who are concerned by outside access.

Great PD I went to

ASLA March 2011

Moving forward: Digital citizenship and re-defining classroom.

Keynote speaker: Robyn Treyvaud

Robyn’s theme was ‘crossing the line’ with students and the digital culture. Robyn looks at the fact that the digital world is how gen y and gen z manage their lives. The only drawback is that the students fail to comprehend that the Internet forgets nothing, that every post, photo and status update about an individual is stored forever. They now have a digital reputation, whether good or bad. This of course can haunt them later in life.

Covert bullying online was another aspect Robyn looked at. There are no adults present. Students who are bullied at school will bully online. 

Also a huge issue is sexting, and the legal implications, as well as the drama for the girl (or boy) who took and send the photo when it gets around the school. 

 

Link to Robyn's TED lecture

http://www.youtube.com/watch?v=OnTUf_6Vw8k

Working at an all girls high school I found Robyn's topic really important. When I got back I sent an email, with all the info, off to the Pastoral Care leaders. I got a thanks from only one teacher. They probably think our girls don't get up to that stuff.

Keynote speaker: Andrew Douch 

Yeah web2 tools that work in a classroom. Great website is http://www.go2web20.net/ to get a list of all the Web2.0 tools available. How Andrew selects a web tool:

1. What will it do to my time, my student’s time and classroom time.

2. Will it let me go somewhere new and exciting

3. Don’t wait for the perfect tool – use what there is now that is cheap and you can use immediately

4. Will it get better results from my students

5. Go with what students are using – the “desire path”. Ask them.

The most interesting tool I took away from Andrew's lecture was using podcasts. Example putting whole lessons onto a podcast. You have to make it interesting. The students can listen as much as they want and use it for revision. Also found that once the students were using the podcasts the lesson at school could move on to practical lessons etc as they already had the knowledge base having listen to the podcast. 

Check out Douchy’s podcasts http://biologyoracle.podomatic.com/ and website.

After Andrew's lecture and workshop I wanted to run back to school and start implementing these great web 2 tools and make other staff use them too. I passed on the info to others and the new Teacher IT liaison person, but who knows what they will do with it.

Teacher Librarian Role

Teacher Librarian Role Statement

My school’s Teacher Librarian role statement and that of ASLA are very similar. I think most TL documents are very professional and base their own school role statements on those produced by industry standards. Perhaps my school’s TL role statement does not go in-depth about professional knowledge as the ASLA document, but stresses an emphasis on professional practice and professional commitment.

Purcell

I agree with the roles Purcell has identified and how she has defined those roles, but I disagree with the order she has placed them. I think a TL is a teacher and information specialist before they are a leader and instructional partner. Perhaps I am taking a traditional view of TLs, but I think teaching and information specialist are still the essential skills and responsibilities of a TL. Leadership and instructional partner is a role when the TL has time to promote the library, and when others are available to listen. Administration is always left to last. If the school can afford it they need to hire library staff or turn to volunteer support.

Lamb and Johnson

I don’t think Lamb and Johnson defined the roles of technologist, teacher leader and collaborator. As I read it seemed that the roles overlapped especially the technologist and the teacher leader who are both implement and promoting technology. At my school we have a teacher whose position is to look into ICT for the classroom teacher. Does this mean or technologist role is being gazumped? We are no longer the go to for technology needs for the classroom. However we still have the position for technologist when it comes to the latest technology for finding, using and analysing information, as Lamb and Johnson state TLs “can work with teachers to locate and recommend appropriate assistive technology and specialised resources… to meet specific needs.”. That is still our speciality. It does not mean that we stop investigating technology for ourselves, as we can’t help ourselves. Also we are still asked to be the first to implement new technology strategies because they know we will it a go. I agree with Lamb and Johnson on the roles TLs have, but it is with the expectation that teachers will cooperate and have the time to listen to you, and that you have the admin staff to help.

Herring

I do agree with the chapters defining roles of a TL and it’s in depth look at all the roles of a TL including the admin side.

Herring states that technologies are changing the role of TLs, but that new role is not being communicated to the rest of the school and the school community which I believe is very true. I am still asked do I just read books all day.

I also agree that information literacy is still important as the facets still apply, locating, selecting, organising, creating and evaluation, no matter what technology is used.

Also I noticed Herring mentions collection development as still an important role, as Purcell, Lamb and Johnson did not get it much emphasis. Herring also looks at not just teaching technology tools, but having them within the library as normality, common place and common practice for TLs and library staff, such as the library website as it is the “second front door” to the library. An emphasis on managing these new technologies.

Herring does not mention as much as the others do about selling ourselves to the school and its community.

Principals role

I found Haycock and Oberg's articles to be an interesting read, and agreed with both that for TLs to become more involved in the school with collaborative teaching principals need to be involved and advocate the TLs role in student learning. The youtube video has the principal and staff telling us how important TLs are to their school and the roles they play within the school. It highlights for me the great work a TL can do for the school and its students.

Principals know that there is a need for the school library, but perhaps do not grasp how important libraries can be for the school, students and the teachers. Fortunately at the school I am at the principal use to be a TL and gives the library a long leash but it is up to the library staff to create the opportunities within the school. I believe that TLs can make the effort to reach out to the school as a whole. That they can create ideas for collaborative teaching. Also promote the skills and expertise of the library staff and promote what the library has to offer its students and staff.

Haycock

Haycock suggests that collaboration between classroom teachers and Tls is a key factor that affects student achievement, that collaboration will improve student learning. But how to convince the principals and teachers when the research is only delivered to Tls.

Haycock states where collaboration is expected teachers and Tls find it easier to collaborate, a statement which I agree with. The school I work at now has a Director of Teaching and Learning, with collaboration as something that she and therefore the principal is promoting. The principal is expecting there to be evidence of collaborative teaching. The library has been actively involved in implementing and encouraging the Principal's push for collaborative teaching.

I also agree with Haycock about there having to be clear roles for the partners in collaboration for there to be success. Teachers don't want to waste the lesson, as they don't have lessons to waste. If the roles are not clear it might not be understood who is doing what and how the lessons are to progress. Haycock states that there also needs to be motivation between the teacher and TL for the collaboration to be successful. Our school is fortunate, although not directly involved the principal has made it possible for collaborative teaching between Tls and class teachers.

Oberg

My school is fortunate to have a principal that is promoting collaborative learning though not actively involved herself, but creating the position of Director of Teaching and Learning whose role it is to promote effective teaching strategies, which collaborative learning is one. The Principal is allowing it to happen, but it is still up to the Tls to push their own position in collaborative learning, as Oberg states the library tends to be invisible, especially with the Tls being isolated from the rest of staff. The Director of Teaching and Learning has become a great supporter of the Tls, as the Tls have encouraged the collaborative teaching and other teaching strategies the Director is trying to implement. We are happy to be the test subjects if it gets us out into the school, succeeding in collaborative teaching and crucially building trust with the classroom teachers. As Oberg mentions in her article about the shared outcomes by the principal and the Tls. I do not think our Principal shares the same hopeful outcomes as the Tls that the library has the potential to reach the whole school. Tls still need to prove as Oberg says, that they are leaders and agents of change.

Don't forget the library

Just read Donham article 'Leadership'. Why are we now called Library Media Specialist. Keep changing the name so we fit in to the new digital world, 'Now see here, we are still relevant'. I enjoyed Donham's chapter as it nicely talked up TL's, and I thought 'yes I am in this fantastic important profession'. Working as a TL in a high school I agree with Donham when he states that the school and teachers are not always going to cooperate with you. That we, the TLs must instead find alternatives or compromise with teachers so then we can wow them with our fabulous knowledge and professionalism. Sweep them off their feet as we show them the opportunities available to them and the students.

"Each library media specialist has special strengths in some areas of expertise". From my experience in the library I beleive this satement to be true. The TLs all have different interests and skills. You do start to know who is good at what and asking for their assistance in their special strength and vise versa. This passion that allows you to become an expert comes across to the student and teachers. Your enthusiam can rub-off onto the students and inspire them and encourage them within the field of your expertise.

Donham advises that a clear vision, can not only improve the running of the library, but to earn the professional confidence of colleagues. I sometimes think that is what my library lacks, a clear vision. I think the rest of the school does not see the library and its resources as we do. Our vision of the library is not shared with the rest of the school.

"Library media specialists... are always looking for learning opportunities". The TLs I know including myself always want to be ahead of the classroom teacher, we have a desire to learn, expand and implement our knowledge.
Donham looks at how the library is viewed by the school, and I do believe that the school does see the library and its staff as specialist is what they think are normal library things, but fail to comprehend the diverse and extended skills and knowledge we have to offer.

Donham encourages library media staff to get out there in the school, be part of the work teams that are available. Be seen and be heard. Be the dogs body. I know at my school some staff see the library as old fashion as all the kids need now is the internet. It is sad that we have to keep defending ourselves against those who are educators. Why don't they see the value in a library? Is that our failing? Do we have to do as Donham suggests suck up to the school so they remember we exist. I think volunteering for things that interest you at the school is ok but I think we should focus more on pushing collaborative teacher. Find out what the other departments are doing as say 'hey we can help you their, look at our really cool ideas'. And of course involve the students. We do a great deal of promotion in the library, jumping on those popular fiction bandwagons, drawing them into the library. And if they come once, they usually come again.

EBSCO and Informit

I like EBSCO. I think it helps that I have used it many times before. It gives you more room to add search terms, and prompts Boolean searching. The folders option is great, especially with the cite button and its link to endnote. Informit has great information, and seemed to be more academic then EBSCO but I am not sure I am right on that, yet I found it harder to use. On the right hand side of the search page it does give different search tools that can be used and the Thesauri function would be something that I would use often to help my searching.
Following the CSU video on informit was difficult to follow where as the EBSCO CSU video was really easy. With informit you need to be directed where to go, "click here, then go there, then click on that". It is good to be reminded of what is available to us as a CSU student, and the videos are a great advantage, especially for Distance Ed students. I added them if you would like to take a look. Hope the link works.

Watch-it!Tutorial: EBSCO

Watch-it!Tutorial:Informit

Oh goodie

I am now using this blog for ETL504 as well. They do like this new online learning. Yay for Web 2.0. The library I work for would like the students to use blogs but the filtering system for the internet at the school keeps denying them access. If you ask the IT department to let the students have access its like the end of the world. Sometimes it seems that IT push the technology they like when it should be coming from the teachers as they should be choosing technology that they can actually implement in the classroom. Right better go read something now so I can blog about it, and my critical thinking of course.

My online learning journal

Starting my online learning journal for ETL401 subject at Charles Sturt Uni. Never created my own blog before. Not to enthusiastic about it as I have little interest in blogs, but will see how it goes. Will be back later to add more as my learning begins.