Musings of my first semester

MUSINGS of the next part of the journey.
As a mature age student with several successful post graduate studies in tow and a seasoned lecturer in a field   it is always such a reminder of the happenings in  life of the busy student.  Stepping back into the shoes of the student is a great learning directive.
Some musings: finding out exactly what the assignment is wanting you to produce is paramount to success.  Is this made very clear at the outset?  Are all markers on the same page as far as what they are wanting and their marking criteria?  Talking with other students in this regard it seems a pertinent point as there were several examples of particular markers 'emphasis' on a particular area and lesser emphasis on other areas.  I acknowledge this can be difficult to overcome and it is certainly a challenge.  Should students be rewarded rather than penalised for 'stepping outside the square when they see a relevant educational point' and applying that to their own assignment.  I personally  feel as long as this is addressing the assignment it should be considered relevant.  As a marker at tertiary level I take this into consideration and reward such  initiative.

The learning that is accomplished is paramount and student interaction is a great way to collaborate knowledge and understanding of topics.
When reading material is readily available it is so helpful for the busy student.  Let's face it when working a normal 60 hour week and then being a student 10-20 hours per week lends itself to being known as a busy student/person.  Frustration regarding recommended text not being available then is a valid cause for a moan and is a challenge.

Onwards now into the world of ETL503 this is a very timely unit as there are several points that I am currently dealing with in my personal working life chapter, year 1 in the role of a teacher/librarian.

Part C Critical Synthesis of My Reflective Journey

Part C
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 28^th, 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.

October 1 has arrived already!!
Where has the semester gone!

Authors Websites

Helpful Links to helpful TL sites

http://olmcwikidreading.wikispaces.com/Home+-+Welcome+to+Wikidreading
This wiki has great pages relating to different class levels and their reading activities as well as pages on reader’s cup and promoting library activities from OLMC Heidelberg.

http://olmcwikidlinks.wikispaces.com/
Good basic assistance using web2.0 and librarian help in study. There are pathfinders and research help pages.

 http://libguides.com/community.php

A very helpful beginners search engine. 

http://www.sac.sa.edu.au/Library/Library/library.htm
Catherine McAuley Library Website of links for different Library and online resources with several subject links.
http://cavoreaderleader.wikispaces.com/ 
Emerson High School Media Center wiki promotes the library resources and research tools well.

http://www.netvibes.com/discoverycollegelibrary#History
Amazing detail with loads of pages and links – great examples to get you started too much detail for primary age students.  Although tries with Stage 3 with good results.
http://www.amersol.edu.pe/mc/mshs/subject_guides.asp
FDR Media Centre webpage with subject links

http://www.anoka.k12.mn.us/education/components/scrapbook/default.php?sectiondetailid=269317&
Dewey weblinks Lincoln Elementary Virtual Library
http://www.sequim.k12.wa.us/152020918145026640/blank/browse.asp?A=383&BMDRN=2000&BCOB=0&C=57342 
Resource for science and history with great  links to wikis
http://dclibrary.edu.glogster.com/
 A site designed to demonstrate DC Library’s glogster collection 

Changing Views

The role of a TL is diverse and ever changing.  My views have changed dramatically from the early start with ETL401.  The incredible complexities of the role has seen change from being a librarian to being a collaborative part of the teaching environment.

Reciprocal and Collaborative Process

Meeting teaching/student needs and the role of the TL I see as a reciprocal partnership. Discussion on developing learning partnerships implies a reciprocal as well as collaborative process – one that can reward teachers and ultimately empower our teachers and students. This same approach I find works well with my colleagues and flow on effect with students within our school. The collaborative part of the process highlights to me a very important message, when people engage in healthy discussion for a perceived mutual benefit it engages audiences. Some engage and are collaborative, sharing of knowledge is if perceived as valuable will further assist in
Reflection is another important part of both the reciprocal and collaborative process. To spotlight individual achievement of the students learning where students are invited to be part of the collaborative and evaluative process allows them a 'voice' which encourages further enhanced collaborative knowledge sharing of ideas and thoughts between all parties involved in the collaborative process.
A negative point is that some do not see collaboration as necessary and do not want to be part of the this reciprpocal partnership approach to learning. This can be frustrating for TL’s who have the knowedge and drive to assist with student learning.

Collaboration Extra Outcome

During this term the Director of Curriculum and myself set up a WIKI for a couple of the more reluctant collaborators (teachers) and their students. Interesting result....... the students became actively engaged with happily posting their comments regarding the inquiry based unit we were involved in. In my ongoing discussion with the DOL regarding this shift in thinking and activity, we feel that the teachers came on board from seeing their students being actively engaged. So interesting point , who is teaching who? Also, the question is what is collaboration, well my understanding is that it involves active dialogue/activity between more than one person, this can be meaningful or as is the case as above can come over time with modelling and students at times becoming the leaders in collaborative effort.

Onwards with the Discovery

Well the 1st assignment is back and on reflection I agree with many that this can be unsettling.  The role of the TL is far more than critical analysis of certain parts of the role.  Are we not our own worst critics? Do we become too cynical when addressing critical analysis of a section rather than addressing a whole?
Where to from here?

Collaborative and Reciprocal interaction with the TL and Staff and Students

Meeting teaching/student needs and the role of the TL I see as a reciprocal partnership. Discussion on developing learning partnerships implies a reciprocal as well as collaborative process – one that can reward teachers and ultimately empower our teachers and students. This same approach I find works well with my colleagues and flow on effect with students within our school. The collaborative part of the process highlights to me a very important message, when people engage in healthy discussion for a perceived mutual benefit it engages audiences. Some engage and are collaborative, sharing of knowledge is if perceived as valuable will further assist in
Reflection is another important part of both the reciprocal and collaborative process. To spotlight individual achievement of the students learning where students are invited to be part of the collaborative and evaluative process allows them a 'voice' which encourages further enhanced collaborative knowledge sharing of ideas and thoughts between all parties involved in the collaborative process.
A negative point is that some do not see collaboration as necessary and do not want to be part of the this reciprpocal partnership approach to learning. This can be frustrating for TL’s who have the knowedge and drive to assist with student learning.

Where did August Go?

Well the assignments did help to make it move on!

Week Crunch Time

Well the assignments are looming and it is interesting to see the views of the role of T/L changing.  I am concerned re the focus on IT in the role. I appreciate that it has it's place but for me I do not see that aspect as a primary focus.

Evaluating Websites

Critical Evaluation Surveys

© 2006-09. Kathleen Schrock

Note:
Use the HTML version for viewing, the PDF version for filling in by hand or typing. The PDF version is enabled to be printed and saved in Adobe Reader 7 and up.

• Critical Evaluation Survey : Elementary School Level (PDF)
• Critical Evaluation Survey : Middle School Level (PDF)
• Critical Evaluation Survey : Secondary School Level (PDF)
• Critical Evaluation Survey : Teacher Sites (PDF form)
• Critical Evaluation Survey : Virtual Tours (PDF)
• Critical Evaluation Survey: iPod/iPad App (PDF)
• Critical Evaluation Survey : Blogs (PDF form) (Spanish)
• Critical Evaluation Survey : Podcasts (PDF form)
• Critical Evaluation Survey : Online Videos (PDF form)
• 2005 Critical Evaluation Surveys translated into Spanish (PDF)

Information by the Author

• The 5 W's of Web Site Evaluation
  ...a summary handout for students and an example handout
• The ABC's of Web Site Evaluation
  ...article fromClassroom Connect, 1/99
• The ABC's of Web Site Evaluation
  ...updated article (URLs) of the one above, 7/02
• Building a Content-Rich Web Page
  ...article by author inTechnology & Learning, 9/00
• Separating the Wheat from the Chaff:
  How to Tell the Good Sites from the Bad
  ...article by the author inITWFL, 3/98
• Evaluating the Web: Questions to Ask Yourself
  ...article by the author inCable in the Classrom, 7/01
• Evaluation of Internet Web Sites : An Annotated Bibliography
  ...an ERIC Digest by the author, 8/98
• Internet Curriculum : Brush Up on the Internet
• Internet Curriculum : Critical Evaluation Lesson Plan
• Teacher Web Evaluation Rating Sheet
• Find out about my book on evaluation of Web sites!

Critical Evaluation Information by Others

• 21CIF Lesson Plan and Action Research Repository
  ...links to lesson plans dealing with information fluen
• Bibliography on Evaluating Internet Resources
  ...a comprehensive bibliography of sites that deal with this topic
• But I found it on the Internet!
  ...an article dealing with the need to teach critical evaluation skills
• Checklist for Evaluating Web Resources
  ...a one-page, nicely presented checklist of criteria
• Critically Analyzing Information Sources
  ...a well-done overview of the critical analysis of sites
• CyberGuides
  ...criteria for teachers to use in evaluating sites for content and design
• Educator's Guide to Credibility and Web Evaluation
  ...an academic white paper dealing with the topic
• Elementary CCs for Evaluating Web Sites
  ...22 criteria for the critical evaluation of Web sites
• Evaluating Internet Sources and Sites: A Tutorial
  ...a common-sense guide and tutorial to critical evaluation of online information
• Evaluating Internet-Based Information: A Goals-Based Approach
  ...an interesting essay and evaluation form by David Warlick from 1998
• Evaluating Web Content: Social Networking Sites
  ...an quick overview of the things to look for to determine credibility
• Evaluating Web Resources
  ...a great site which looks at the different types of pages
• Evaluating Web Sites
  ...a rubric and overview of the evaluation of Web sites
• Evaluating Web Sites: What Makes a Web Site Good?
  ...a readable essay for students on the topic
• Fact or Folly: Authentication of Online Information
  ...includes lessons and tips for teaching critical evaluation
• Five Criteria for Evaluating Web Pages
  ...a well-done handout with questions for students to consider
• Follett's Inclusion Criteria
  ...a list of questions asked before sites are added to this publisher's list
• Good, the Bad, and the Ugly
  ...a great tutorial with criteria, examples, resources, and more
• IMSE Science Web Site Evaluation
  ...questions for the specialized evaluation of science sites
• Infofilter's Web Site Review Template
  ...a cross between a citation and evaluation sheet
• Information Skills Rating Scale
  ...a sample rubric that may be used to assess students' research skills
• Photographic Truth in the Digital Era
  ...an overview of the process of evaluation of photographs
• Quality Information Checklist (QUICK)
  ...a critical evaluation tutorial for late elementary students
• 700+ Great Sites : Selection Criteria
  ...ALA's criteria for a "great" site
• Teaching Internet Research Skills
  ...a critical evaluation teaching Web site<
• Teaching Zack to Think
  ...a seminal article by Alan November
• Ten C's for Evaluating Internet Resources
  ...a narrative evaluation sheet with useful information
• Thinking Critically about Web 2.0 and Beyond
  ...items to consider for Web 2.0 tools
• Thinking Critically about World Wide Web Resources
  ...a well-done critical evaluation essay
• 2Learn 'NetCheck: Evaluation Tools
  ...interactive tools for gradesK-3,4-6,7-9, &10-12
• UC Berkeley: Critical Evaluation Worksheet
  ...another quality evaluation form to use with students
• UC Berkeley: Evaluating Web Pages- Experience Why it is Important
  ...an evaluation activity including a lesson, slideshow, and much more
• Web Evaluation Guide Tutorial
  ...an interactive tutorial for critical evaluation
• Web Site Investigator
  ...an evaluation tool for early elementary grades (Word)
• Yahooligans: Internet Literacy
  ...lessons and activities for students dealing with Internet literacy
• Yahooligans: Web Site Evaluation for Teachers
  ...a brief overview of things to look for

Sites to Use for Demonstrating Critical Evaluation

• Aluminum Foil Deflector Beanies
• Ban Dihydrogen Monoxide
• Boilerplate: Mechanical Marvel of the 19th Century
• Burmese Mountain Dog
• Buy an Ancestor Online
• California's Velcro Crop Under Challenge
• Case Analysis of a Historic Killer Tornado
• Cybertan
• Dihydrogen Monoxide Research Division
• Feline Reactions to Bearded Men
• Golden Gate Tunnel (archive.org)
• Google Job Opportunities
• Google Technology
• Jacopo di Poggibonsi
• Mankato (MN) Home Page
• MoonBeam Enterprises and Lunar Travel Agency
• History of the Fisher-Price Airplane
• OvaPrima Foundation
• Pacific Northwest Tree Octopus
• Taxonomy of Barney
• Visit Exciting Fredericton

Making Sense of the Readings

Role of the Teacher Librarian


Most articles/readings support the notion that the role of T/L is quite diverse and the knowledge base required is extensive and well documented.  The role has certainly developed more over the past few years.  The concept by many is that the librarian sorts books and borrows them out to staff and students this is also documented and a small mini survey I have done at my work place with both the students and teachers would also agree with this notion.  I took on my role of the librarian at my school this year as I love learning and seem to thrive on challenges and we needed someone in the role.  We have a small population of students and staff and there have been some challenges facing us over the past few months with the setting up of our brand new Learning Centre.  The IT now in this centre is state of the art. We are also very much leaning towards Inquiry Based Learning from K -6. (Our population is K-6 only, with a Transition class commencing this term).
While there are some similarities between authors regarding views/trends of teacher librarians there are some aspects that are diverse. The integration of IT and other digital media is such a 21st C ideology that is part of the TL role. The team approach to planning the Inquiry based learning is very much a collaborative effort.  You certainly need a committed Curriculum Director to help drive this as well. This brings into focus the role of the Principal,  without support from this level would make these efforts extremely difficult. It is generally agreed that collaboration of all involved in the Policy and Procedure Development best assists in the overall learning that is accomplished by the students in our care. There are a couple of issues that I feel are not addressed in several of the readings I have done so far including the relevance of students acquiring the knowledge to be critical in their dealings with text.  Herring, Purcell, Lamb & Johnson cite several aspects that address the roles of the teacher librarian have in common.  I am evolving in the role of the TL although for the remainder of this year I am employed as the Librarian. I can see the value (or necessity) for the T/L to be at so many school committees/meetings.  Anything that has to do with planning/curriculum/policy and procedure.  Another challenge..I am embarking on moving the Accelerated Reader programme into our library this term and I am keen to update our management system in the Library to  web based for many reasons.