STANDARDS

Reading Standards, all seem important. For NOW my priorities would be .The Australian School Library Association (ASLA) and Australian Library and Information Association(ALIA), (2004), document titled Standards of professional excellence for teacher librarians, has clarified my teacher librarian (TL) role. It has set standards of excellence for TLs in Australian schools by highlighting the diverse scope and responsibility of the role. As stated in Library Policy - Schools “Teacher –librarians provide students with opportunities to develop information skills and to use these skills competently and with confidence for lifelong learning” NSW Department of Education and Training (DET), ( 2005). This DET document lists mandatory responsibilities and delegations of the TL role. The ASLA/ALIA standards complement and expand the description of the TL role, by providing guidelines to advance professional practice. The standards are divided into the three areas of professional knowledge, professional practice and professional commitment, all equally important and valid. The following three specific points that I identify as being critical for both the direction of my TL role and the enhancement of student outcomes are specifically:

Standard 1.1 Knowledge of the principles of lifelong learning - professional knowledge.

Standard 2.2 Collaboratively plan and resource curriculum programs which incorporate transferable information literacy and literature outcomes – professional practice.

Standard 3.3 Demonstrate leadership within school and professional communities – professional commitment.

Imagine these priorities will change over time.....

ETL 401 PART C BLOG ENTRY

My view of the teacher librarian (TL) role has dramatically changed as a result of study in the Teacher Librarianship Course. Reflecting now on what my expectation of the role was I am surprised at the true scope of the role. I certainly thought that being informed in areas of library organisation and purpose were the focus of any TL however, I have uncovered a myriad of new ideas in the field of education and learning. Importantly I have changed to improve my teaching practice, leading to improved student outcomes.

The evolution of my role perceptions is reflected in blog entries. Even the creation of a blog demonstrates how far I have come. At the beginning of the year I was unaware of what a blog was- a web log. I now post on one, read many others, and have set up a staff communication via blog and forum postings on ‘Ning’(Blog April 16, 23). In Term three I have planned for students to write book blogs and to partake in a ‘book rap’. A new experience for my school community.

My most profound discovery during this course has been with ICT. Not just its application to student learning but far beyond my teaching practices to changes in lifestyle. The course has forced me to take on technology. I now qualify as a Prensky (2001) digital immigrant. I have been astounded with the capabilities and the applications possible with ICT.

As I was a novice a short time ago, I empathise with colleagues struggling with ICT in teaching practice. Having just experienced this transition I am well placed to provide assistance to other staff members who are hesitant with ICT (Blog April 7). I am now extensively using and promoting ICT through teaching practice and in teaching others. (Blog April 27,28). Johnson’s humorous musings on TLs and the ICT push (Blog March 27) have intrigued me and empowered me to make changes. It is now evident that ICTs are a valuable and effective learning tool.

Informing and teaching colleagues has been rewarding as they too are encouraged to embrace ICT in their teaching practice (Forum April 30). Experiencing the benefits first hand during library lessons has helped the shift to occur. Being a change agent as proposed by Hughes-Hassell & Harada (2007), was not envisaged as a part of my TL job description. (Blog March 18,22,27,30. April 7 Forum April 17)), but now such an integral part of my role.

I originally thought my pressing challenges in the TL role would be that of tracking barcoded items. Hazell (1990) alerted me to the scope of the role and challenges faced by TLs. (Blog March 13). I had very narrow ideas of the TL role, preoccupied with resource management and literature studies. I now realise I have, in the role of TL the capacity to improve my teaching practices greatly improve student outcomes by employing more effective teaching strategies. The TL role provides a platform to improve information literacy in the school community. Improving student outcomes with information literacy gains through collaborative teaching, and using ICT to advantage (Blog April 7).

My inexperience in library procedures has seen me a on a huge learning curve, Kennedy (2006) informing me of vital issues in running the library to maximise benefit for users. Writing the Collection Policy for the school has formalised expectations and procedures, this document now forms the basis of decisions made in the library, rather than the haphazard approach of before. (Blog May 19). Now a more efficient library service is exists for the school community.

Joining listservers, subscribing to SCAN and attending network meetings has enlightened me to the possibilities and impact that the TL role does hold. I was not aware that these professional bodies existed.

I am now focused on information literacy gains (Forum April 17) and how best to reach them (Forum April 12), having moved from resource based teaching to actively practising resource based learning as prescribed by Haycock (1991). I have been able to positively influence classroom teachers in this area. (Blog March 16). The TL role allows for more exchange and professional leadership opportunities.

Teachers are often staid in their ways in regards to teaching style and practice, there is opportunity for the TL to demonstrate a different approach with classroom teachers. The team teaching advantage allows for not only cooperation but collaboration (Forum April 30), a most challenging area.

I was previously unaware of information search models, analysing Herring’s PLUS model (2002) and its advantage in directing students in the pursuit of literacy gains (Blog May 18, Forum May 5, 23) opening the door to a beneficial learning support systems. Classes throughout the school now employ search models. Teachers have commented on improvements in student motivation and performance when supported by these models. This has been particularly evident with English Second Language (ESL) and special needs students (Forum April 12).

There are many challenges and many rewards in the TL role. My learning journey has not ended, it is evolving.

References Part C

Haycock, C. (1991), resource-based learning: a shift in the roles of teacher, learner, NASSP Bulletin 75 (535)

Hazell, A. (1990). School library and information services in Australia. In M. Nimon & A. Hazell (Eds.)Promoting learning : challenges in teacher librarianship Adelaide, Auslib Press.

Herring, J., Tarter, A. & Naylor, S. (2002). An Evaluation of the Use of the PLUS Model to Develop Pupils’ Information Skills in a Secondary School, School Libraries Worldwide 8 (1), pp. 1-24.

Hughes-Hassell, S. & Harada, V. H. (2007). (Eds.) Facing the reform challenge : teacher-librarians as change agents. School reform and the school library media specialist.(pp. 57-78). Westport, CT : Libraries Unlimited.

Johnson, D. (2008).Machines are the easy part; people are the hard part: Observations about making technology work in schools. (2^nd Ed.) Blue Skunk Press. Cleveland

Kennedy, J. (2006). Collection management : a concise introduction. (Rev.Ed.). Wagga Wagga, NSW : Centre for Information Studies, Charles Sturt University.

Prensky, M. (2001). Digital Natives, Digital Immigrants. In On the Horizon. MCB University Press 9 (5)

Confusion frustration uncertainty....

'ELIS – INFORMATION SEARCH PROCESS, Kuhlthau; Bates & Maack Eds. 1

INFORMATION SEARCH PROCESS

By Carol Collier Kuhlthau

The Information Search Process (ISP) is a six stage model of the users’ holistic

experience in the process of information seeking. The ISP model, based on two decades

of empirical research, identifies three realms of experience: the affective (feelings), the

cognitive (thoughts) and the physical (actions) common to each stage. These studies were

among the first to investigate the affective aspects or the feelings of a person in the

process of information seeking along with the cognitive and physical aspects. Central to

the ISP is the notion that uncertainty, both affective and cognitive, increases and

decreases in the process of information seeking. A principle of uncertainty for

information seeking is proposed that states that information commonly increases

uncertainty in the early stages of the search process. Increased uncertainty indicates a

zone of intervention for intermediaries and system designers'.

Confusion frustration uncertainty.... AMEN! I can relate to those feelings...but once on track..bring it on! Students flounder and some charge ahead cut and paste with little knowledge gained
Herring's PLUS more suited for my students - simpler format , reviewing, revising steps to keep on track. Big6 complex steps ..independent learners Big3 too simple ok for K - 3 intro into using guided inquiry

How does the garden grow?

Policy writing justifies radical weed

Just found all these beaut report functions on OASIS. Analysing usage reports has been insightful as many sections of the nonfiction print resources have nil usage. The report analysis identifies areas needing deselection, and areas missing from resources, such as popular sports and sustainability. Future additions will be led by resource needs to fulfil curriculum area shortfalls. Teacher reference has many outdated resources. Fiction print has many dead areas also.Significant immediate changes are required in all areas of the collection. As the collection is the main resource base for school programs and curriculum planning and programs a priority order of action will be formulated to address the many failings of the collection.Even though some deselection (removing items from the collection) has taken place this year, the statistics show that there are still many obsolete items. Kennedy, (2006) says ‘the reasons for deselection are more impressive than the arguments against’. Keeping these obsolete resources to boast a large collection, has been counterproductive, not just adding to the problem of limited space but even more importantly making it difficult to locate or us valuable resources that do exist.

Scaffolding

Researching about ' learning models' i came across Vygotsky again...how could you forget a name like that? Was he with Senge readings 'internalise' ? Had to look him up for more info ...died in 1934 at only 37 yrs ...scaffolding..... a pioneering psychologist, into cognitive development, the potential of cognitive development, play internalised. Support students get them involved back off they take over and lead. Hey arent these critical thinking skills , higher order thinking, quality teaching concepts that we are involved in teaching now? Fascinating comments watch a child 'pretend to ride a hosre' stick or chair sitting on is a pivot ...a support ...as older drops the pivots..learning about learning. Fascinating theories he wrote sooooooooo much. Died so young what a legacy left . Must read more of his stuff, ooops not now i just "DEFINED" my task. Im researching learning models...back to SELECTING have done a fair bit of ORGANISING but ASSESSING.. EVALUATING ...mmmm let me DEFINE once again...Now i ll change PRESENTATION yet again . ISP bring it on ..or will i swap to hit the 'SAUCE" ...PLUS .....Big6 ideas swimming around. How can 750 words take 1420 to write....succinct...justs succ..s

ahhh haaa strikes again

Another ahh haa a moment while completing 503 . Readings may have planted the words in my head but i was referring to the resource centre and making the facilities accessible to a larger number of students. The resource centre ? I mean the library dont I? The facilities? Suppose now with working computers and IWB the go in the library, it is about the facilities not just the books anymore. The digital immigrant is emerging ....(Marc Prensky -2001-students of today are natives of the digital world they've been brought up in the digital world , it's me a slightly older generation brought up before the digital explosion.... so NOT in digital mode ...till of late, hence digital immigrant) Me... thinking of the 'library' in this way of ahhh hah? l ...know what it was like before..empathy for those that scorn it ..too hard ....need to ease them in..teachers need to do the digital, speak and teach in the students language and mode ...mmm it is 2010

I ve now had a new addition to the family, the brood decided to consolidate the affair Im having with the computer by giving me an iphone. Me an iphone user? Im loving it. Astounding that my teenage daughter asked me for help with podcasts..me podcasts? , itunes ?downloading? it's a whole new world for me still in awe of it all and of myself .

Be flexible!

Im attempting some 'flexible' timetabling. Each class has an allocated time but if classes want to swap times they may as long as it's written up on a timetable i have posted on the entrance door. During admin time when lib is empty, teachers are encouraged to use lib- again booking in on the timetable sheet. Stage 3 have 3 sessions in lib now per week instead of 1 a win/win for students CLs and TL- happy happy. . I ve announced if lib sign out that chn may return and borrow books, before school lunch after school. This is working for some, frees up their lesson time for more compt/research/book chill out time. Also in lib time chn now place wanted books in lib bag (must have name on it) and books delivered to them that day. Monitors scan borrowings at 'other' times. Eespecially good cause NO queue waiting for students, frees me up to be with students more. Small steps trying 'new' ideas but so far so good.

Haycock on flexible scheduling/timetabling, at first i thought this would be a nightmare but this version above phased in slowly, actually works well. Also ALL the interruptions EVERY day now addressed a little better with the time suit swaps. CLs arrange swaps themselves i just jump up and down and insist that i need 1 day notice at least in order to keep my lesson prep & marking in check. Younger classes try to keep swaps on the same lib day to help young ones in the routine of library day for book returns. Surprisingly classes not 'missing out' now nor me 'running' around school to have lessons in other classrooms.

IT'S COMING

See...... lots of jumping up and down, ranting and raving pays. IWB is a coming to the library. A few classrooms now have them installed and at first was told not for the library, more important for classrooms. Hey each class comes to the library, put one there first share the IWB with all students and then phase into rooms. Rather than a couple of 'select classes' have an IWB in room exclusively. Took a heap of pushing, maybe it's coming just to keep me quiet. Where there is a will there is a way.