Part C
Critical synthesis of my reflective journey
Critical synthesis of my reflective journey
The course
and the forums have highlighted many of the thoughts, plans and ides that are
now part of my working life. I was very naive in my understanding of the role
prior to ETL401.
1.
Addressing the TL role from library (books in books out)
orientation to one addressing the core business of the school – quality
teaching and learning outcomes (Henri, 2005a; Herring, 2007; Morris, 2009; An
active engaged relationship based on mutual respect for the Principal as vital to changing perceptions of
the role of the library and the TL (Hartzell, 2002; Morris, 2004 and Morris
& Packard, 2007) The complex (I
must write myself a revised job description (Policy and Procedure Document) of the teacher-librarian role has simplified
in my mind the various hats the teacher-librarian role encompasses that of
teacher, librarian and teacher-librarian. The role is an integral part of the
working within a school involving all aspects related to learning.
2.
While it is discussed that the TL Topic 5 Forum needs to
become an Information leader and specialist (within the 21st Century learner
framework – see Coombes, 2008); a teaching partner; and a curriculum leader
within a collaborative culture (Brown, 2004; Farmer, 2007). In reading the
forum postings, this still is not a strong point for me as in my workplace environment as all our staff are expected to have the same
level of expertise and Smart Boards and various other IT specialties are in
every learning area. While I relaise
that IT is more than this I still remain unsure of the total relevance being
given the amount of attention it has in relation to the TL role. My role as TL is showing my advocacy for connecting with the curriculum
(RBL – [Spence, 2006] and CCPT – Gibbs, 2003; Todd, 2008); and collaborating
with teachers and a changing role with students.
3. The emergence of acceptance that we can share a learning partnership with
Inquiry based and Guided Inquiry by
inspiring students to search deeper for more relevant content. Professor Ross Todd's guided inquiry (Todd, 2010). Is more
meaningful now as I understand that the
role of the teacher-librarian is fundamental to facilitate learning of
students (Stanley July 30 2011 Forum)
4.
Re-focusing the
mission of the library in congruence with school policy. Also increased impetus
to review the role statements and policies (LFTF, ASLA, 2001; Morris, 2009,
Assignment 1).
5.
Reinforcing good teaching strategies in assisting
students with inquiry. I now will take on these opportunities and advocate (and
model) them on the basis of ‘just in time’ learning while embracing and
employing Kuhlthau’s Zone’s of Intervention (Kuhlthau, 2004).
6.
Recognizing the importance of leadership and the value
of relationships and results (Covey, 1989). I see the need to prioritize tasks,
develop increasing expertise in leadership and management and ensure the
transition to a 21st Century Library.
7.
Remembering change takes time and the need to implement
Covey’s paradigms (1989) and Drucker’s leadership principles (1999). Management
of self and systematic transformational leadership enables the team to take
hold of new library, and information services management opportunities.
Focusing on communication, collaboration and team building strengthens the
vision of what can be done when collaboration is integral in planning together
(Grassian & Kaplowitz, 2005)
(Stanley August 28th, 2011 Forum) saw me having a greater
understanding now of the complexity of the subject.
It is not enough to be a provider of quality resources but involvement in development of
‘instruction-focused’ collaborative partnerships. I I now know, that to
facilitate students toward improved learning outcomes (particularly focused on
increasing their competencies in multiliteracies), it is vital for me to be
involved in collaborative professional partnerships.
8.
The challenge for a teacher librarian passionate about
bringing change to student learning outcomes is to be guided, but not
overwhelmed, by the diverse array of tasks. Prioritization becomes a partner in
reflective practice and what evolves is my increased commitment to the
undertaking of my own ‘action research’ in relation to the development of the
role in my school community (See Langford, 1999; 2003).
9. Developing my understanding of information literacy theories
and practices has certainly been the highlight of my journey through ETL 401.
Although I had some basic knowledge of information literacy prior to this
subject, I had never been exposed to the models and their theoretical
backgrounds or the teacher librarian’s role in developing information literate
students(Stanley July 11, 2011).
10. The Standards of professional excellence for
teacher librarians (Australian School Library Association & Australian
Library and Information Association, 2004) clearly indicate the goals to which
we should aspire. This subject has given me the opportunity to develop and
enhance my professional knowledge and my role as teacher librarian within my
school is giving me the opportunity to aspire to professional practice and
commitment.
11.
I
have learnt the importance of collaboration between teachers and the
teacher-librarian. In particular, the relationship between creating meaningful
tasks and the assessment of student outcomes. This allows for the library to
become central in improving student outcomes (Stanley August 19, 2011) (Stanley
September 14, 2011).
My concluding comments are that as
a TL I have seen personal growth in my appraoch to all matters pertaining to
the role. Refelction is always an essential part of any undertaking that we
are involved in. This becomes particularly important in the role of Teacher/Librarian in our own practice and that of students and other teaching staff that we are collaboratively engaged in learning.
REFERENCES
·
Australian School
Library Association and Australian Library and Information Association. (2001). Learning for the Future:
Developing information skills in schools. Carlton South, Victoria: Curriculum
Corporation.
·
Australian School
Library Association and Australian Library and Information Association. (2004). Standards of professional
excellence for teacher librarians.Canberra: ASLA.
·
Brown, C. (2004).
America’s most wanted: Teachers who collaborate. Teacher Librarian, 32(1),
13-18.
·
Coombes, B.
(2008) Challenges for teacher librarianship in the 21st century: Part 2 – Time
and workload. Connections 67.
Retrieved March 14, 2009, from http://www1.curriculum.edu.au/scis/connections/cnetw08/67challenge2.htm
·
Covey, S.R.
(1989). The seven habits of
highly effective people: Restoring the character ethic. New York: Simon
and Schuster.
·
Drucker, P.F.
(1999). The new commandments of change, Inc.
Magazine, available at http://www.inc.com/magazine/1990601/804.html
·
Farmer, L.
(2007). Principals: Catalysts for collaboration. School Libraries Worldwide,
13(1), 56 – 65.
·
Grassian, E.S.
& Kaplowitz, J.R. (2005). Learning
to Lead and Manage Information Literacy Instruction. New York:
Neal-Schuman Publishers, Inc.
·
Hartzell, G.
(2002) Why should principals support school libraries? ERIC Digest, November
(EDO-IR-2002-06).
·
Henri, J (1999). The Information Literate School
Community: Not just a Pretty Face, In J.Henri & K. Bonanno. (Eds.),
The information literate school community: Best Practice. (pp. 1 – 10). Wagga
Wagga: Centre for Information Studies for Teacher Librarianship, Charles Sturt
University.
·
Henri, J.
(2005a). Understanding the information literate school Community, In The
Information literate school community 2, J Henri and M Asselin (eds.) (pp. 135
– 145), Centre for Information Studies, Charles Sturt University, Australia.
·
Henri, J. (2005b). What is an information
literate school community and what are the implications for teacher
librarians?,http://www.cite.hku.hk/people/jhenri/doc/InformationLiterateSchoolCommunity.pdf
Retrieved on 27 March, 2009.
·
Herring, J.E.
(2007). Teacher librarians and
the school library. In S.
Ferguson(Ed.), Libraries in the twenty-first century: Charting new directions
for information services. Wagga Wagga, N.S.W.:Centre for Information Studies,
Charles Sturt University.
·
Johnson, D.
(2002). The Seen Most Critical Challenges Facing Our Profession.Teacher
Librarian, 29(5), 21 – 24.
·
Kuhlthau, C.C.
(2004). Seeking meaning: a
process approach to Library and Information Services. Westport,
Connecticut: Libraries Unlimited.Langford, L. (1999). Change Begins with You: Creating
an Information Literate Supernova, In J.Henri & K. Bonanno. (Eds.),
The information literate school community: Best Practice. (pp. 293 – 306).
Wagga Wagga: Centre for Information Studies for Teacher Librarianship, Charles
Sturt University.
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