Part
A
My personal belief is
that an effective Teacher Librarian is an active presence within the school.
Effective TL’s regard themselves, fellow staff and students as being of great
importance, responding to situations reactively and proactively adapting
knowledge of student learning styles, curriculum and innovative educational
theories to foster staff and student achievement. An effective TL advocates
professionalism, models best practices and effectively communicates to all
stakeholders to actively develop programs to help equip staff and students for
21st Century learning, teaching and occupational opportunities.
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(Edwards, 2017) |
Part
B
Introduction
Introduction
This is my final
reflection for ETL507. I enrolled in this course, Master of Education (Teacher
Librarianship) over four years ago as I, similarly to assignment 2 ETL504,
wanted to future proof myself and diversify my skill set. This was a result of
not being able to get a permanent position as a PDHPE teacher, my choice of
occupation and a troubling yet serious thought that there is a great chance of
living to approximately 100 years of age of which I will be working a good
chunk of that. As a PDHPE teacher I couldn’t see myself at 67 years of age
devoting myself fully to the students during the extreme weather conditions
here in rural NSW.
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Image available at https://pixabay.com/en/icon-human-old-seniors-1691305/ under Creative Commons CCO 1.0. See full terms at https://creativecommons.org/publicdomain/zero/1.0/deed.en |
Although I’m not
currently in a Teacher Librarian role, as an aspiring TL and enthusiastic
teacher, the study of this course has aided my professional growth and this
will be illustrated in the following themes:
Information Literacy and
Guided Inquiry.
Information and
Communication Technology in Schools and Digital Literacy.
Leadership.
Information
Literacy and Guided Inquiry
The new knowledge
development that has been shaped throughout the study of this course that will
enable me to be a responsive and effective TL is that of Information Literacy
(IL) and Guided Inquiry (GI).
My knowledge development
of IL and GI prior to studying this course was very limited, however, it has
developed dramatically. This course has highlighted that the role of the TL is
multifaceted and the informational landscape is dynamic (ever changing). My
thoughts of the role of a TL that combats this ever changing informational
landscape is continually challenged, even as recent as this year where I
commented on my thought paradigm of the TL role as the preserver of knowledge (Edwards, 2017).
This acquisition of knowledge development progressed as I worked through the
course subjects being exposed to numerous definitions of IL and information
search process models. Information literacy is the ability to use, organise,
present and access information
effectively and efficiently for a given purpose or need (Mullins, 2014,
p.1). My comment (Edwards, 2013a)
about IL meaning more than knowing how to find information was definitely a new understanding that I incorporate into my classroom practice and will continue to develop my skills in. My current practice that reflects this new knowledge of IL is being incorporated in my teaching to aid in student achievement. As part of a literacy program I’m teaching in the support unit, tasks require students to critique texts by incorporating a variety of strategies to create meaning from texts. This requires students to predict, number paragraphs, read, summarise key points in each paragraph, re read and highlight unfamiliar words to find their definition to develop a set of skills that students can use across faculties, and different learning environments to aid in their understanding and meaning of text.
about IL meaning more than knowing how to find information was definitely a new understanding that I incorporate into my classroom practice and will continue to develop my skills in. My current practice that reflects this new knowledge of IL is being incorporated in my teaching to aid in student achievement. As part of a literacy program I’m teaching in the support unit, tasks require students to critique texts by incorporating a variety of strategies to create meaning from texts. This requires students to predict, number paragraphs, read, summarise key points in each paragraph, re read and highlight unfamiliar words to find their definition to develop a set of skills that students can use across faculties, and different learning environments to aid in their understanding and meaning of text.
(Click on the video below to see how I have implemented technology into my classroom using the Microsoft Office 365 OneNote free to all DEC staff)
The information search
models that impacted my new understanding of Information Literacy include
Eisenberg and Berkowitz The Big 6 (2017), Kuhlthau, Maniotes, & Caspari (2012) Model of the
Information Search Process and the NSW Department of Education, The Information Process (New South Wales
Department of Education and Training, 2015).
What these models and
theories suggest and what I agree with is that IL is more than just a set of
skills and is transferable to other tasks across subjects, personal and social
situations, and even beyond the school setting to the workplace in recognition
of lifelong learning, a so called “habit of mind” (Abilock, 2004, p.9). These
models displayed above also examine thoughts and feelings that engage students
in constructing knowledge focusing on Blooms upper levels of Evaluate and
Analyse, and this has also been a fundamental and key learning of my own
throughout the study of the course.![]() |
Bloom Taxonomy available at https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/ under Creative Commons Attribution 2.0. See https://creativecommons.org/licenses/by/2.0/ |
As previously mentioned,
my knowledge of GI was limited, however I have developed my understanding
through the subjects this course has offered that I believe will aid in me
being a responsive and effective TL. As previously stated in my blog (Edwards, 2013b)
GI is an instructional teaching practice that has been identified as an
effective strategy to improve critical thinking and information literacy
skills. My knowledge development of GI was supported by the research that
indicates GI as an effective teacher practice as it compliments IL, and the
work produced by Kalthual further illustrates the relationship between IL and
GI that can develop essential skills for students to achieve in numerous
settings and contexts by connecting student learning to their external school
environment. The GI design process has clear correlations to the Information
Search Process and is a key development in my new knowledge.
![]() |
(Kuhlthau, Maniotes, & Caspari, 2007, p. 19) |
![]() |
(New South Wales Department of Education and Training, 2015) |
My new knowledge of GI is
that it builds self-efficacy, self-esteem and self-regulation and allows
students to chart their cognitive processes. This also enables teachers to
fulfil their role as it allows for students to do the hard lifting after
explicit instructional practice and scaffolding have occurred which prevents
teacher exhaustion. A pertinent key learning that I will transfer to my
teaching practice is the analogy by (Pardoe, 2009, p. 93) the teacher teaches a
student how to ride a bike without the stabiliser, initially doing the hard
work then the student is able to start riding with less help.
As an aspiring TL and
when appointed a TL role, to further improve student achievement and
involvement in the library from my knowledge development I would begin
conservations about the following as suggested through the research:
- Develop terminology across the school for IL and GI (Herring & Bush, 2011, p. 1)
- Strategise the adaptation of IL such as the implementation of search models into electronic pathfinders similar to the one I created for ETL501 (http://dcdcww1.webs.com/)
Click image above to be redirected to Epathfinder |
- Lead program developments or implementations to address Premier’s Literacy Targets (New South Wales Department of Education 2016, p. 5) to identify and provide intervention such as the QuickSmart Literacy Program that I proposed to my Principal just recently. This program provides an opportunity for action research to occur and for qualitative and quantitative data to gauge student achievement and instructional effectiveness.
- Strategise the awareness of GI and how a TL can be an effective resource to aid teachers in instructional practice and resource collection.
While these conversations
are occurring, IL and GI programs that I incorporate into the library will need
to adapt and evolve as technology continues to change and designed for 21st
Century pedagogies while acknowledging that students are not just consumers of
information but also creators of information.
Information
and Communication Technologies in Schools and Digital Literacy
The new knowledge
development that has been shaped throughout the study of this course that will
enable me to be a responsive and effective TL is that of Information and
Communication Technologies (ICT) used in Schools and Digital Literacy (DL).
My knowledge development
of the range of ICT that can be used as a teaching aid was expansive. Knowledge
of ICT is essential for the delivery of effective information to students to
help prepare them for the 21st Century learning and employment. My
knowledge of existing and emerging technology will shape my practice as an
effective TL and enable me to resource the library to fluidly move with the
dynamic learning environment. There is no shortage of information now available
and the platforms and devices that allow access to these resource is also
growing. Throughout the study of this course, the exposure to the myriad of Web
2.0 technology teaching aids and the development of working documents such as
Website Evaluation Model, Collection Development Policy and Electronic Pathfinder have equipped
me with the necessary skills to be a responsive effective TL.
I have developed an
understanding that through awareness and investigation into emerging technologies
and pedagogies, it’s important to familiarise yourself with effective
strategies such as the Google Advance Search capability that I posted about in
“Searching Smart’ (Edwards, 2016).
My initial knowledge of
strategies and the importance of teaching my students was novice, now after
completing EER500, Introduction into Educational Research, and reaching the end
of this course, my ability to search for informational resources has progressed
to include bibliography searcher, author searches and effective use of
truncation and boolean searches. This knowledge development combined with the Website
Evaluation Checklist and Collection Development Polices I believe will aid in
my ability to acquire, catalogue and store quality resources while closing the
knowledge gaps/deficiencies of the ‘digital natives’ I teach.
As a parent and teacher,
I have the benefit of understanding that ICT can have negative impacts on
students and my understanding of this has deepened and been another key in my
knowledge development. It’s important to know that while students are using
technology a lot, it is not an indicator of how effective they are at using it
(Schrock, 2002).
Ineffective use of ICT has correlations to poorer communication skills, and can
be attributed to inappropriate ICT use and gaming (Pardoe, 2009, p. 54).
Due to this information
explosion, my knowledge development of DL will be a vital tool to further my
own understanding and inform students of the safe and effective use of these
abundant information resources. Moreover, the General Capabilities of ICT which
involves students learning to make the most of the digital technologies
available to them, will enable students to adapt to new ways of doing things as
technologies evolve and limiting the risks to themselves and others in a
digital environment.
![]() |
(Australian Curriculum, Assessment and Reporting Authority, 2017) |
My exposure to the 9 Elements of DL (Ribble,
2017) and the Enlightened Digital Citizen (Lindsay & Davis, 2013, p. 100)
and Stripling Model of Inquiry (Stripling, 2010, p. 17) has developed my
knowledge to confidently implement such a culture and program within a school.
![]() |
(Spark, 2017) click on image to be redirected to podcast |
The link above is a
podcast that illustrates opinions about the hopes and fears of technology in
the future and can be linked to Ribbles 9 Elements of DL. Listening to the
legitimate fears and concerns people expressed and linking them to the Ribbles
9 elements of DL further highlights the role I would have as an aspiring
responsive and effective TL to inform and guide students about the appropriate
use of technology to alleviate these issues.
Of importance to my knowledge
and current practice within the school I work in is the awareness and the use
of strategies to minimise cyber bulling. From my post, I commented on what I
believed would be the biggest challenge and I still believe this to be the
case, which is, the appropriate use of educational networking and social
networking tools (Edwards, 2015).
Included in my teaching practice was the implementation of Google Classroom for
my class and after explicit instructions about inappropriate comments being
placed in this forum, still I had students that used this tool to make negative
comments towards other students.
This was used as a
teaching aid as it allowed me to link this to social media platforms such as
Facebook and how to screen shot such comments to record and report to the
appropriate authorities such as teacher, Principal or Police depending on the
context and what was posted.
In parallel with student
development of safe ethical use of technology is my development of strategies
about plagiarism, copyright and Creative Commons to be an effective and
responsive TL. Using information sourced from providers such as Wheeler
ePlatform and ClickView, similar to my subscription to Netflix’s for my
family’s viewing leisure can protect against inappropriate or mistakenly
unlawful use of informational resources as they have provided licences for the
use of these resources. To be the effective and responsive TL I want to be, it
is the use of resources predominately from the internet such as images,
blogposts, and viewing platforms such as SBS on Demand, ABC iview and Youtube,
that I will need to further my knowledge to protect myself, the school and
students from any copyright infringements while also teaching the importance of
acknowledging other people’s work.
Leadership
The biggest learning
curve while studying this course was the ever changing and multifaceted role of
the TL. To me this role statement continues to increase, from my original post
(Edwards, 2013c)
that identifies the role of the TL. Working my way through this course, it was
clear that the role is quite extensive from acquiring and managing resources,
teaching, IL, DL, GI to managing staff. Of these roles, the most important I
believe, is the role a TL has as a leader within the school. Leadership
requires the TL to display many of the characteristics I posted about such as: Self-sacrifice,
communication skills, flexibility, time management skills, ability to inspire,
empathise and work collaboratively with others, acknowledging differing
opinions, morals and ethics while also considering the best course of action to
benefit the masses (Edwards, 2014a). My knowledge development then included the
following: vision, change facilitator, knowledge of staff, modelled behavior (Edwards, 2014b).
Throughout the studying
of this course I was exposed to numerous learning theories, leadership theories
and styles, and have been able to make an informed decision on the type of
leadership I would like to incorporate into my practice. I created a mind map
illustrating my original thought of a hierarchal approach to leadership.
My newfound knowledge and
understanding would exclude this hierarchal approach as I previously thought
with the top representing the most important and the bottom of least
importance, I would now represent it so all aspects of leadership are
illustrated as being of equal importance, and further reflect the style of
leadership that I would like to adopt into my future TL practice, Transformational
Leadership. Leadership is a key component to being a responsive and effective
TL as the skills associated with Transformational Leadership from the middle, situates
the TL in a unique and influential position. This can positively effect change
within a school that will aid in the development and review of practices within
a school that positively affect student achievement, equipping them with the
necessary skills to thrive in the 21st Century.
I still believe Transformation
Leadership to be the best practice for me as an aspiring TL and supporting this
leadership style is the ASLA/ALIA standard Professional Commitment, 3.3
Leadership (ASLA, 2004).
My knowledge development
throughout the study of this course has moved from a victim mentality as I post
about TL’s required to justify their position, defending their job (Edwards, 2013d)
to a mindset that acknowledges that actively advocating the achievements of the
Library and it’s impact within the school is the best practice for effective
and responsive TLs. This new knowledge development about advocating the role
the school library and TL has on student achievement is a development that I
will most definitely incorporate into my future TL practice. Advocating is a
key leadership role of the TL in this multifaceted ever
changing environment. Promoting and marketing (advocating) the school
library’s vision, goals and achievements is an important role of the TL now
more than ever. I have developed the knowledge that an effective measure of
effective advocacy is when other members of the school and community promote
the school library’s effect on student achievement (Martin, 2012, p. 55).
Another major development
is the importance of seeking the support of the Principal and working
collaboratively with staff. As an aspiring TL displaying the transformation
leadership attributes, I would ensure that I would seek support of the
Principal and collaborate with staff as research suggests that these two
professional behaviours can have the biggest impact on student achievement as
this achievement cannot be attributed to any single or isolated factor of a
student’s learning, it’s a team approach (Morris, 2007, p. 23; Haycock,
2007, p.32).
Another influential
factor on my knowledge development was the viewing of the above Youtube video.
Watching this empowering video provided a great insight about the
responsibility teachers have to prepare students for their future. The most
pertinent and important point that developed my knowledge further about
Leadership was when Simon discusses the total lack of quality leadership
(12.00min into the video) being partly responsible for the issues Millennials
are now facing and how companies or business owners have a moral responsibility
to help young people transition into their career. Towards the end, Simon
states that Millennials need to be taught to build patience, social skills and
find a balance with the use of technology in their lives. This video has
complimented what I have learnt in my studies and as leaders in this
multifaceted and evolving role, I believe TLs are well positioned to positively
engage in these challenges that will positively impact student achievement
through the development of Literacy Skills, Digital Citizenship and
communication skills that will prepare and equip them with the necessary skill
set to thrive in the 21st Century.
As an aspiring TL, to be
a responsive and effective TL I would lead from the middle, seek the
Principal’s support, work collaboratively with teachers and advocate the
programs, events, achievements and impacts the School Library and TL has on
student and teacher achievement fostering quality teaching and learning.
Measure of Effectiveness
Conclusion
There is no doubt that each subject studied throughout the course of Master of Education (Teacher Librarianship) has developed my skills, attitudes and knowledge that will enable me to be a responsive, effect Techer Librarian. My peers and colleagues who are aware of my current studies will often question if the course is worthwhile, purposeful and something that I will use if appointed as a TL. Reflecting on my studies of this course and the pattern of study, I believe that each of the following subjects have been pivotal in my skill and knowledge development.
There is no doubt that each subject studied throughout the course of Master of Education (Teacher Librarianship) has developed my skills, attitudes and knowledge that will enable me to be a responsive, effect Techer Librarian. My peers and colleagues who are aware of my current studies will often question if the course is worthwhile, purposeful and something that I will use if appointed as a TL. Reflecting on my studies of this course and the pattern of study, I believe that each of the following subjects have been pivotal in my skill and knowledge development.
ETL401 Introduction to Teacher
Librarianship
ETL503
Resourcing the Curriculum
ETL504
Teacher Librarian as Leader
ETL505 Describing
and Analysing Education Resources
EER500 Introduction to Educational Research
ETL507 Professional
Experience and Portfolio
ETL501 The Dynamic
Information Environment
ETL523 Digital Citizenship
in Schools
ETL505 Describing and
Analysing Education Resources, a subject I found extremely challenging, and
thank goodness for SCIS and the school library catalogue system, Oliver, as I
still believe this to be my greatest knowledge gap. However, my skill and
knowledge development throughout this course includes sharing, collaborating
and networking which as an aspiring responsive and effective TL I will utilise
to help overcome challenges and knowledge gaps to aid my professional
development and ultimately aid student achievement.
Throughout the duration
of this course, I’m proud of what I have achieved and confident that I can
transfer this new knowledge to staff and students to aid in achievement. I’m
also very conscious of my need to develop in most areas as I have the feeling
of excitement and anxiousness as I approach the end of this course, but not the
end of my knowledge development, and I have placed pressure on myself as I
realise the important role a TL has within a school and the pressure I will
place on myself striving to achieve the standards of an excellent TL.
Part
C
Throughout the study of
this course and as a classroom teacher, comparing my instructional practices to
standards such as the Australian Professional Standards of Teachers and the
ASLA/ALIA Standards of Professional Excellences for Teacher Librarians is an
essential task that will further my skills and attitudes as a professional
teacher and an aspiring Teacher Librarian. There are similarities associated
with the two above mentioned standards, however, for the new found knowledge, and respect of the important role of a TL I will focus on the TL
standards and how this course has aided in my knowledge and understanding of
these standards.
Click image to be redirected to ASLA Standards |
The ASLA/ALIA standards
are divided into three focus areas that include: Professional Knowledge,
Professional Practice and Professional Commitment.
Professional knowledge:
In the focus area of
Professional Knowledge, this course has developed my understanding of each of
the four elements. To assist in my skills and attitudes, this course has
illustrated, informational literacy theories and identified what lifelong transferable learning skills are and
the important role ICT plays in developing these skills. When appointed a TL, I
will need to further develop how students become independent readers and
develop my knowledge of other faculties to refine and evolve my practice to
ensure appropriate strategies are used to aid the lifelong learning skills of
students and to achieve the status of an excellent TL.
Professional Practice:
In the focus area of
Professional Practice, studying this course has developed my understanding of
the four elements. To assist my skills and attitudes, the development of an
Environmental Scan and Collection Development Policy allowed for considerations
about the digital landscape, innovative flexible learning spaces and programs
catered for learners needs to foster and encourage a safe learning
environment. These working documents and content covered throughout this course
have highlighted the importance of working collaboratively with staff to
increase student achievement and awareness of appropriate and safe ICT usage.
ETL 505 provided insight into systems organisations and structures (RDA, DDC,
SCIS and Oliver) and the application of metadata standards and information
organisation to increase access to information resources.
Furthermore, my recent
study of EER500 has identified ways I can perform action research once
appointed a TL role to evaluate and monitor my teaching practice and student
learning to inform about future programs. To achieve the status of an excellent
TL I believe putting into practice the invaluable knowledge of the subjects studied
will be a challenge along with, planning and budgeting to improve the library
services and using OLIVER, the library catalogue system to its fullest
potential.
Professional Commitment:
In the focus area of
Professional Commitment, studying this course has assisted the development of
my skills and attitudes to be an effective TL. This course has developed
my attitude and skill of modelling best practice through conscious awareness of
this strategy and advocating the profession of teacher librarianship. This course has
highlighted the importance of leadership and obtaining the support of the
staff, most importantly the Principal. Content covered throughout subjects
indicated the importance of developing a lifelong learning transferable skill
set. To achieve the status of
an excellent TL, mentoring colleagues is a skill set that will need further
development as well as the challenge of initiating discussion about the
implementation of a whole school approaches regarding information literacy. Further,
to achieve this status, continual professional development will need to occur
and hopefully my skill set will develop to the standard where I can present TL
organised professional learning for other staff.
This course has
dramatically impacted my skills and attitudes to being an effective TL. As an
aspiring TL and reflecting my progression and development to the ASLA/ALIA TL
standards it is evident that to reach the status on an excellent TL I have a
long way to go. I do have solace that this course has equipped me with the
right attitudes and skill set that if fortunate enough to obtain a TL role
within a school that I would confidently fulfil the role requirements while
striving to meet the ASLA/ALIA Standards of Professional Excellence for Teacher
Librarians.
Referencing:
Australian
Curriculum, Assessment and Reporting Authority. (2017). Information and
Communication Technology (ICT) Capability. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/information-and-communication-technology-ict-capability/
Abilock, D. (2004). Information literacy: an overview of design, process
and outcomes. Retrieved fromhttp://www.noodletools.com/debbie/literacies/information/1over/infolit1.html
ASLA. (2004). Library standards
of professional excellence for teacher librarians. Retrieved from http://www.asla.org.au/policy/standards.aspx
Bilyeu, T. (2017, September 14). This
is Why You Don’t SUCCEED – One of the Best Motivational Speeches Ever [Video
file]. Retrieved from https://www.youtube.com/watch?v=3ev7GXzFTPg
Edwards, S. (2013a, September 23). Blog Task # 3 Information Literacy is
more than a set of skills [Blog Post]. Retrieved from https://scotttl.blogspot.com.au/2013/09/
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might make his or her priorities both clear and palatable to the school
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successful learning: Introducing a model for supporting and guiding successful
learning and teaching in schools. 2nd ed., London: Continuum International.
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Schrock, K. (2002). Teaching media literacy in the age of the Internet:
The ABCs of website evaluation. Retrieved June,
2016.
Spark, S. (Producer). 2017, October 20). Fast, smart and connected: Your hopes and fears for where technology is
heading [Audio podcast]. Retrieved from http://www.abc.net.au/radionational/programs/boyerlectures/genevieve-bell-fast-smart-and-connected-your-hopes-and-fears/9061658
Stripling, B. (2010). Teaching Students to Think in the Digital
Environment: Digital Literacy and Digital Inquiry. School Library
Monthly, 26(8), 16-19.
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