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.