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.