Part C. A critical synthesis of your reflection on how your view of the role of the teacher librarian may have changed during the subject.

There are decades of evidence highlighting the crucial role of the TL (Teacher Librarian) in boosting student achievement, shaping attitudes and values, contributing to the development of self-esteem, and in creating more effective learning (Todd, 2003).

My development in understanding information literacy through use of models and TL professional aspects developed through my readings, discussions and library experiences.

Whilst I feel I have developed some understanding of the concepts and appreciate the benefits of an information literate school community, I am not certain of how to create it. The benefits of support from the principal and school community are obvious, the opportunities for the TL to impact are also evident, but there appear to be too many dimensions to the subject and I have not found a certain route to success!

In attempting to compare and contrast three popular information skills models I initially focussed on the philosophical foundations such as the behaviourist and constructive influences. However, I found that the paper was too long and the methodology was showing more similarities than differences. Whilst I would have liked to develop the analysis further, it was abandoned in favour of a focus that centred more on differences in concept and process.

I did not give up on summarising the models and continued to experiment with a schema. I finally settled for a simple chart based on realms of experience. The idea was inspired by (White, 2010) blog comments on the experience aspect of the models. I finally found a framework through which I could succinctly expose the key similarities and differences of the models.

Finding information has become a low level skill, what matters, is working with learners to help them identify and use the information strategically to answer the inquiry (Leppard, 2003). The research process evokes use of information literacy skills; skills that are multi-functional and can support lifelong learning. The TL’s combined skills in education and information management presents an opportunity to lead the school community in the development of lifelong learning skills.

The literature provides support for the importance of school libraries and the TL on educational achievement (Lynch, Pegg, & Panizzon, 2007), (Lonsdale, 2003), and US; (Loetscher & Wolls, 1998). Impacts have been measured in terms of reading, literacy or learning generally.

There is support for TL/library contribution through the three professional aspects of the TL’s role identified in the standards; knowledge, application and professional commitment. There is some Australian based research support however, the bulk is American.

The TL’s leadership in areas of information literacy can be transformational, and through collaboration contribute to a strong school culture that supports high achievement.

I found a challenge in attempting to select 3 professional standards out of 12 that are critical to student learning outcomes. Following consultation with my colleagues the focus was initially on standards with strong pedagogical links; I initially selected 1.2, 2.2 and 2.4.

Research was collected and writing well underway when I realised the following:

1. Support for a multi dimensional view of professional quality impacting student outcomes Lynch (Lynch, Pegg, & Panizzon, 2007) . This elevated my opinion of the impact of professional commitment on student outcomes and in particular the TC’s opportunity to show leadership in the development of information literacy skills. Further support for multiple dimensions of impact are supported by Smith’s study (Smith, 2001), that grouped program development, leadership, collaboration, library technology and school technology as significant influencers of student performance.

2. Whilst focussing on education outcomes, I had neglected a significant portion of the TL’s role; library information services management. The literature was rich with support for the significant impact that library information and its management contribute.

I thought the key to this paper was lifelong learning and searched the forum for clues. Most of the discussions tended to be general. Whilst Natalie Copeland in Module 4 was able to link the importance of lifelong learning with information literacy models, she identifies a successful learner is one who involves critical thinking. She identifies the future where there is an abundance of information available and we need to teach future generations to judge relevance and value of information that is presented (Copeland, 2010).

The readings confirmed my view but were largely general. I finally located a paper by (Moore, 2002) that pulled together the concepts of lifelong learning, information literacy, information models, skills and characteristics of the TL. In fact the paper applied an even higher dimension to information literacy it not only linked to lifelong learning but to the rights of a democratic society.

I took lifelong learning skills to be the skill that survives from a good education and that information literacy is a key ingredient. I deduced that information literacy is supported and enhanced by the standards for professional excellence and information skills models. This provided me with a general link for the two elements of this paper as follows:



The other crucial link in this review came from reinforcing the significance of pedagogy in the TL role, and that it relies on both how one teaches and what is taught. Research has consistently supported that it is the quality of pedagogy that most powerfully impacts quality learning outcomes (DET, 2003).

Ultimately the essential learning from this review is to remember that the lasting
impact of good education is teaching learners to learn how to learn, and cope with the ever changing challenges of life. The value of a TL is to contribute skills and knowledge to students, but also the broader school community and support transformational plans and a learning culture. The TL should be a filter not funnel for colleagues and students, they are best placed in schools to reflect changes in information and how it is organised for learners. The TL can have a profound influence on the construction of meaning (Leppard, 2003).

The TL’s participation in teams provides an opportunity to play several roles such as directly support individual students in learning activities through application of pedagogical skills, multi-purpose research support to teachers and students, network the school, continually scan and filter for new developments. An effective TL enables new information to be transformed into knowledge, by engaging learners to construct knowledge rather than regurgitate it.

References
Copeland, N. (2010, April 13). Module 4. Retrieved May 20, 2010, from CSU Forums: http://forums.csu.edu.au/perl/forums.pl?task=frameset&forum_id=ETL401_201030_W_D_Sub6_forum&message_id=4386765

DET. (May 2003). Quality Teaching Framework Discussion Paper. pp 1-16. Retrieved March 01, 2010, from Curriculum Support: http://www.curriculumsupport.education.nsw.gov.au/qualityteach/assets/pdf/qt_disc_pap.pdf.

Leppard, L. (2003, Vol 17, Issue 3). The role of the teacher librarian in essential learning. Retrieved May 2010, from ASLA: www.asla.org.au/pubs/access/a_commentary_170303.htm

Loetscher, D. V., & Wolls, B. (1998). The Information Literacy Movement of the School Library Media Field: a Preliminary Summary of the Research. Retrieved May 18, 2010, from http://slisweb.sjsu.edu/cources/250.loertscher/modelloer.html

Lonsdale, M. (2003). Impact of School Libraries on Student Achievement. Camberwell, VIC: Australian Council for Educational Research.

Lynch, T., Pegg, J., & Panizzon, D. (2007). Identifying and Analysing Processes in NSW Public Schooling Producing Outstanding Educational Outcomes in Mathematics. Proceedings of the 30th annual conference of the Mathematics Education Research Group of Australasia. 2. Australia: MERGA Inc.

Moore, P. (2002). An Analysis of Information Literacy Education Worldwide. Information Literacy Meeting of Experts. Prague: White Paper prepared for UNESCO, the U.S. National Commission on Libraries and Information Science, and the National Forum on Information Literacy.

Smith, E. G. (2001). Texas School Libraries:Standards,Resources, Services, and Students'Performance. Austin,Texas: EGS Research and Consulting.

Todd, R. J. (2003, Janurary 04). How to prove you boost student achievement. Retrieved March 08, 2010, from School Library Journal: http://www.schoollibraryjournal.com/index.asp?layout=article&articleid=CA287119

White, R. (2010). Information Literacy Models. Retrieved May 23, 2010, from http://rebeccawhite-etl504.blogspot.com

Deeeeeeeeerrrrrrrrrrrrr OLI...

A few days ago, when i was looking at the forums and was looking for ideas to complement my views on life long learning, and I said that I hardly found anything to support this.............. was I looking PROPERLY.........MORE LIKE 'A poor EFFORT'. I went back on the forum and checked again today and found heaps of information to support life long learning.... which I believe is a key aspect of our job... TO PROMOTE Life long learning. Teaching these skills is essential in the 21st century classroom.

To be continued...

How my views have changed during this semester...What have I learnt

Throughout this semester my views of the library have changed significantly, with both subjects ETL 401 and 503 I have discovered that it is vital that the school library collection is balanced and it suits the school community.

My View of: The Collection
The school library must support the school with developing the love of reading and student demands. The school I work in consistently achieves high scores in the NAPLAN assessment and the collection must support the needs of its users.
The DET Quality Teaching Framework (2003) acknowledges that many traditional resources such as books promote deep knowledge, deep understanding, higher order thinking and substantive communication in the classroom. The aim is to link syllabus outcomes and DET foundation statements with the library’s daily practices.
It is easy to gain personal ownership of the library and provide resources to suite the liking of the TL and perhaps (MAKING THE LIBRARY LOOK THE WAY THAT THE TL LIKES IT TOO LOOK LIKE… e.g. like nesting that a pregnant woman may do).
A TRAP
This needs to be avoided.

Also the library must always undertake ongoing and systematic evaluation (Oblinger, 2008).

Throughout the course I have undertaken various surveys and found that in my school the collection needs more digital resources and resources to encourage boys to read. The problem in the library until now was that the library failed to evaluate what it needed and it is crucial to communicate with teachers in the school to find what is needed to better the library.

Collaboration
To have an outstanding library to support the needs and demands of a 21st Century Learner, Collaboration is vital. Throughout the course I have seen the importance of collaboration. I had undertaken a survey with the staff to see what were they main problems faced in our school community and the findings helped me realise that the library needs more resources to support boys to enjoy reading.
That is just one example of how collaboration is vital in the school.

Collaboration promotes forward thinking in a school community, and it is fundamental that a cohesive approach is developed in order to achieve an environment where there is discovery, interpretation and creation of ideas.
An information literate school community can provide students with critical skills that are needed to survive in a community that is rich with information. The teacher librarian can play a key role in creating an information literate school community. The NSW the Department of Education and Training have developed the ‘Information Skills Process’ (IPS) to assists the teacher librarian in resourcing the school and developing resources to support the curriculum.

The school’s philosophy should be engrained among teachers, staff, teacher librarians, students and parents. The key to sustaining this environment is the collaboration process. This serves to create, reinforce and sustaining the environment in promoting information literacy in schools.
My view of the library has changed, where I believe that the library has to promote core school values and the curriculum, and is the heart of the school. It is a place that is provides knowledge and supports the school and promotes growth academically and socially in the school. The library must be an environment that has a transparent disposition where everyone in the school knows what is being taught (Henri, 2005). The library can help to unify an information literate school community and support quality teaching practices.

I strongly disagree with many people in the forum in ‘module 5’ that collaboration being an obstacle. If you want progression in a school and if a TL wants support, this works better with everybody pulling together in the same direction.

Principal Support
Through the readings, successful school libraries are where the TL is a leader and is able to work well with the principal. The principal in my school is very supportive and I feel that I do have a positive relationship with her.
As seen in the Canadian Case study that principal who believed that the teacher librarian were valuable resource in the school aided in future developments in the library (Oberg, 2006).

The Teacher Librarian
The TL has a role to play in developing information literacy skills, whilst I have understood the concept there is no easy way to achieve it. Information models when taught and practiced through the library and the school can contribute, as can the library collection, professional practices of the TL and the school environment and culture.

References
DET. (2003, May). Quality Teaching Framework. Retrieved March 01, 2010, from Curriculum Support: http://www.curriculumsupport.education.nsw.gov.au/qualityteach/assets/pdf/qt_disc_pap.pdf

Henri, J. (2005). Chapter 2: Understanding the information literate school community. In J. A. Henri, Information literate school community 2: Issues of leadership (pp. 11-26). Wagga Wagga: Centre for Information Studies, Charles Sturt University.

Oberg, D. (2006). Developing the respect and support of school administrators. Teacher Librarian. , 13.

Oblinger, D. (2008, September 11). ‘Growing up with Google. What it means to education,. Retrieved 03 30, 2010, from ’ Emerging technologies for learning 3(11). : partners.becta.org.uk

Some Changes and Some Findings

Down to final edits, and although I have spent a disproportionate of time on the model section of my paper, I am fascinated by the info models, and a little disappointed with my analysis.
I stumbled on an educational framework summary, that again tempted me to attempt another framework for comparing and contrasting (given that the behaviourist /constructive approach led nowhere). I thought I could create my own brief summary of the similarities and differences using a framework as a reference point.
Again, its proving to be a challenge and I am not sure whether to include or exclude my attempt in the final paper. It’s starting to look like all three models and most particularly Big 6 are everything…they are the; Constitution, Mabo, the Vibe the Castle!
Perhaps that is the point with multi-purpose, multi functional tools.

Nearly running out of time, despite my extension, and I sure hope all stays well with baby for the next few days.
I finally found a clue on the forum through which to summarise the information models. Rebecca White discussed the models from the aspect of experiences. I tried to construct a chart through this schema, and it seems to work for me, I feel I can expose the critical similarities and differences concisely and simply.

31st May 2010

It finally clicked as to why I subconsciously selected the 3 standards;

• 1.2- Professional knowledge of learning and teaching. This is a key aspect in pedagogy, as it directly links to educational outcomes . It supports my library teaching and enables me to understand other teachers needs better when formulating library policy and teaching programs.
• 2.3- In the application section of standards I selected ‘library and information services management. I considered this significant in that it represents a significant aspect of the TL role, and provides a significant opportunity for the TL to impact. I can support and influence the school’s direction on information literacy through this powerful medium- library collection.
• 3.3-In the professional commitment group I selected ‘leadership’. Although we accept the Principal has positional leadership in the school, the readings made it clear that there is a role for a more subtle type of leadership that the TL can bring to the school community. This aspect of the quality standards brought the various quality aspects of the standards together for me. Leadership from the TL particularly when it relates to information skills is appropriate and can be transformational, it provides an opportunity for a whole of school aspect to development of the critical lifelong learning skills that derive form understanding how to use information.


01 June 2010

Information literacy is a skill that survives education and can support lifelong learning!

This was reinforced when I tried to help baby from tripping as he learned how to walk and climb. He kept trying to dive off the bed, I had been turning him around and showing him how to safely come down by putting his feet first, today he finally clicked. He made a small step in what is only behavioural learning…there will be many steps before he can start to construct answers and figure out other sensible ways to come off the bed.

I related babies small steps to the information skills models, they seemed to cover quite a lot of ground.

2nd June 2010
Another setback in my paper! I had written a considerable amount of what I thought was comparison and contrast by reference to the philosophical foundations of the standards; the Skinner based behaviourist aspect, and the Blooms constructive aspect. However, in editing the paper I found it was too long and the above aspects seemed to point to some subtle differences but on the whole were summarising similarities and not adding much value…so they went with the first round of edits and the paper is being forced into the right size.

Been so sick

Trying to do some work, my son and I have managed to get a bad cold, coughing sneezing it doesnt sound good. Im reviewing the DET foundation statements and trying to identify some links with elements of the teacher librarian standards, trying to link them to everyday teaching.



THIS WEEK UNIMPORTANT STUFF... What is unimportant mean?????
This week at my school the library was closed and I have been teaching classes all week, and I really miss my library but it was good to see a change from time to time.


PS IM SICK AS A DOG... THE END

New Beginnings...

I have just had another significant setback with my paper, not only did I get a late start because of my son; I will need to redo the second part of part B.



I had completed the research and largely finished a draft of part B, only to realise my selection was based on a flawed premise. All of the standards were from professional knowledge and practice and I had ignored commitment. Looking at the research the evidence is strongly pointing to a holistic approach, and I feel convinced all 3 categories should be represented if I am to choose 3 preferred standards.



The other flaw I made was not to select a standard that included a strong aspect of library and information management. I have neglected a key aspect of my TL role in not covering this standard. Whilst education is important I impact education just as much through library management as I do through pedagogical aspects.



It seems there is no choice but to start again on this section!

One lazy day

Today exhausted after having a sick son.., I revieved the det foundation statements across the KLA's and trying to link them with the teaching statements. I feel like I'm going no where at times. I'm going back to traditional methods trying to tackle this assignment... Cutting and pasting things on pieces of cardboard... The visual learner I am... Trying to see the bigger picture

Looking at Teacher Librarian Standards and link with real life examples...

reading and re-reading those teaching standards and trying to find empirical evidence to support my three choices. There is so much around but not relevant, and i think they need to be organised. Its interesting what people view as "quality".

Mad about ETL 401... Assignment Part A

While I have been researching, reading and working hard, and after my study leave yesterday, i continue to find more about 3 learning models.

The Pitts/Stripling Research Model is an intersting one, I realise how crucial these research models are in teaching at schools, and it starts from young. The Pitts/Stripling model intergrates, concludes and conceptualises so this leads to students being able to reflect and sythesise = higher order thinking. All the different research models reflect well with the quality teaching framework and I found using these models to help plan lessons gains a true reflection of the quality teaching framework. In partiicular this model is a 10 step model, and when comparing this to the big6 and Kuhlauthau models i see that they also reflect on different learning theories... GREAT.... ONE... OLI... reflecting back to the Education Degree... Good work skinner and Blooms now your work is linked to these research models... i hope that now it works well in my assignment... i missed taking my son on his swimming lesson all due to ETL 401 thankyou... LOL

Areas of Importance: Time Management and Conflict Resolution

I feel the three main areas addresssed in Topic 6 readings are:
1. Importance of Optimism
2. Positive Attitude
3. Priotising Matters

Covey highlights time management and self evaluation and self magnagment skills. His matrix shows how to prirotise and shows attempts people use and what people say.

All 3 essential readings outline the importance of building relationships and listening to what people say.

Goal is to be: intuitive and organised. I need to assess priorities and steer away from emotion.

Module 6

After reading all the others, i realised i have to re-read 6 to clarify a few things.

Definatly even before i become a TL I realised to some extent the importance of "time management", but now its even more vital. I remember when i first started as a TL in 2008. I was overwhelmed with work. I didnt know how to even use Oasis properly and i was asked to do all these things. After going to a 1 day crash course on Oasis I was expected to know hoow to do eveything... Yeah right.

The "Libraries Guide for Dummies" still comes in handy. It was a guide that I used in the library that helps me over come problems that i see may arries... As we are expected to "know it all".

After reading about time management. It gave me ideas on how to change things that im doing at the moment... (im always tryling new things in the library).

TWO WEEKS AGO...

I was doing ETL 401 assignment and I had finally realised the importance of professionalism of being a TL... using professional journals and OZ TL Net... Its taken me this long to realise the benifits...

I realised the importance of the library needing a blanaced collection.
The importance of having a collection policy and now since ive done one... It is now a working one for my school... which it did not have previously... All that HARD work finally paid off in some way.

I realised the importance of keeping up to date in order to promote a 21 century library.

The librray must address the needs and intersets of its users.

Going forward developing and linking the library website to Web 2.0 applications such as Wikis and Blog will promote a transparent learning community. The learning community can share and re-use information.

Continuing to research and plan for teaching and resource management plays a pivotal role in keeping the library visible (Oberg, 2006). This ensures that the library is seen as a place that matches the needs of the school community.

Misconceptions of what is the library...

My library, at wor, seen as the place where i set up kits for teaching and accession books... really according to some pple.

These misconceptions may lead to poor program plannin and lack of time to include the teacher librraian as part of schools programming and the library program. In many schools the library is seen as an add on to the curriculum rather than an inclusive process (Kuhlthau, 1993)

And sadly since 1993 it still seen like this in many schools.

A common problem in the role of the TL is the failure to understand the role. People make judgements of what a TL is based on precnceptions rather than facts. This leads top the TL becoming invisible to the other teachers in the school (Oberg,2006). This then starts a viscious cycle: FRUSTRATION and FAILURE...

My new view of the library

Overtime my view of the library has changed. From being the place is contains resources and supports the love of reading and resarch based learning skills ... to... being the place where it creates and supports information literacy. It is the core of the school values and the curriculum is taught and the learning environments have a transparent disposition where everyone in the school knows what is being taught (Henri, 2005). The librray can unify an information literate school community and support quality teaching practices. The librray needs to show the wider community how the school has adopted this ideology. This can be achieved by fostering a transparent learning community and can be supported by web 2.0 applications eg wiki's and blogs. The TL can be a proactive laeder and demonstrate what is being taught and how the school can become information literate. The school and the community gains freedom to share and re-use information (Lorenzo, 2007).

What are the differences in the definitions of information literacy that have been introduced to me????

Information Literacy is normally seen by the teacher and taught mainly through either reading or respeach based teaching, or comprehension. I feel that many may ignor that it takes time to develop these skills and they are an on-going process. Where we need to look at different resources and by undertaking a series of skills that follow many of the ISP models of exploring, defining, reading, sythesising, applying and self evaluation or any other model may have... if that makes any sense...
as i does to me...LOL...


Langford (1998) sees the role of the TL needing also more support.

NSW DET outlines information skills as part of its library policy.

There is definatly a need to identify the role of the TL to teachers in a school, and perhaps... GIVE the TL a day off to program and replace them with a casual... as they do with the rest of the staff...

That only is the beginning...

RBL, From Emerging Perspectives on Leraning, Teaching Technology

Colleborative progrmming and team teaching support QT, RBL is "predicted upon the principal that individual learners will be drawn to the media and content which best match their own processing skills and learning styles (farmer, 1999). Where learners find their resources and the job of the TL is to guide them.............RESOURCE BASED LEARNING... SPECIALIST IN EVERYTHING

QT Relating to Resource base and inqury learning approach

By having students gaining intellectual quality they are engaging in higher order thinking skills and this can be done when students in RBT are formulating their own hypothesis. The RBT supports quality learning environment and significance and it encorperates and works well with the NSW QT model.

Also inquiry based learning models also support QT.

Using the QT model and linking it to all teaching standards

In all the years of teaching ive only reaslised the real importance of the quality teaching framework now and it has been after seeing the role the TL has in selecting resources that promote different learning styles to promote life long learning. It isnt just having knowledge of the curriculum, but its enriching the environment at the school to promote the QT elements.

Somethoing PERSONALLLLLL im over these readings

ETL 401... aboudant with readings..... im drained

What did i know about info literacy, and what am i supposed to knw????

Information literacy, is it suposed to take place in the library by the TL or is the classroom teacher soley responsible. The prievious preceptions i have had is that the classroom teacher is soley responsible, this is part of teaching reading, writing and comprehension... RIGHT... WRONG WRONG WRONG
Unfortunatly nieve inexperienced teachers are made to believe this in many schools especially as the LIBRARY IS SEEN AS A PLACE THAT COLLECTS OLD BOOKS rather than a place where information literac takes place and where students learn how to view and assess resources.

The TL will accomidate for this by finding and showing the resources available to students. Students will be exploring, define, create, read, synthesise, apply and self evaluate.

Langford (1998)bsees the role of the tl to do this but solley on the tl, but in currently in many schools i believe that the tl needs alot more support by the staff in order for this to take place... team teaching will make this ideal???? oR ACTIVE INVOLVEMENT IN PLANING DAYS...

A Thought to think aboout
The NSW DET states that "Information Skills in the school engaging learners in constructing knowledge (2007)

THEN PLEASE REINFORCE THIS TO YOUR SCHOOL AND STOP WHINGING & WHINING

Trying to do everything and you end up achieving NOTHING:(

Dreams, ambitions, we want to do everything. I feel that sometimes i have all these goals i want to achieve in the library. BUT NOTHING ENDS UP HAPPENING, and you dont get anything... IS that the way it has to be, has to be, has to be.


I agree with Todd 2003
A way to make the TL's priorities clear and palatable to the school is the TL needs to show evedience. Show what studies have been undertaken and show the results to teh school. Undertake tests while teaching to show what positive attibutes the libray has to the curriculum. I firmly believe that the tl can contribute to the school and assessment needs to take place by the teacher librarian look at what tood does in 2003 as a guide and even use his guidelines. You can just expect support with presenting a case and evidence in front of you. If the tl is abl to do this than this will aid in showing the community how important a tl is

Topic 2 TL: Role statements and standards

I feel that my school needs to develop a fomal statement of the role of the TL, which it hasnt done, this is something that i need to do.

Otherwise, i have develope my own statement but being exposed to ALIA and other statements this has made me change my view on what was the role of a TL to what i now believe to be the role of a TL. Overall a statement of the role of a TL is always changing as technology, resource media and resources and information changes in cohesion with technology.

Overall after reading the statement brought forward to my by ALIA, SAASA and ILFA their underlying core pholospohies tend to be very similar. I feel that i carry acros those core pholosophies in my library.

Subforum Topic 1

I believe that resource based learning is a viable model as it allows students to attain spontanious learning to take place. They are able to undertake group activities and communicate with their peers. As a TL our job is tp facilitate and monitor the students learning and be a guide as i put it.

In my school this method of teaching is carried across the entire school. I feel that my views about resarch based teaching is very similar to all the other teaching staff at my school.

My Future Career

Based on all the readings, i feel that the library is a spacial place where as a Teacher Librarian, i facilitate the enjoyment of reading, understanding and using resouces, to all students and staff in a school library. The Hacycock case highlights all of the outcomes of now allowing students with a library, and the importance of the library.
He hightlights the negative impacts taht Canada has faced eg, decreases in reading skills and the impacts for the studenst fuuture in terms of analysitcal and critical thinking. In my caress my aim is to develop a place where students are entering libraries with qualified TL's, allowing students to learn how to garther relevant information, and have the relevant information in my library. Have a varied and updated collection.

Hi everyone at CSU, finally got the currage to start a blog. WOOOOOOOOOOOOOOO HOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO.