Sunday, June 13, 2010
Feeling nervous
After my less than expected 503 result... I passed but there were still tears with the result! I am feeling very nervous. I had days off, sleepless nights and I am hoping my hard work has paid off. I can't remember working this hard in any of my bachelor or masters degrees (Im a sad seasoned uni student!) My husband keeps reassuring me that I've done the best I can do and need to be patient. But the pressure is killing me! My new knowledge has made such a great impact on my work... people have been noticing, especially my Principal. I just hope I can pass this subject and not doom my job after my less than spectacular first assessment result. How is anyone else feeling about this? Are there any NSW DET people out there sweating the results? I am loving my new position which is permanent pending this course. Oh well, I guess I will know soon enough! How is everyone else feeling?
Monday, May 24, 2010
Critical Synthesis
To suggest that my view of the role of the teacher librarian has changed through my engagement with ETL401 is a gargantuan understatement. My view has changed from assumption to understanding through my engagement with the modules, literature, forum and my blog. The Standards (ASLA/ALIA, 2004) in particular were very useful as I have learnt that there is more to being a teacher librarian than I first thought. These views include roles and responsibilities, the leadership role in information literacy, involvement in committees, the use of Standards to guide professional practice and as a framework for my professional learning, drawing upon productive pedagogies and quality teaching in order to improve learning outcomes, and how the support from my principal is integral in my role.
Through the modules I worked through content which was very informative and provided pertinent examples which I could directly relate to my professional practice. For example, how all specialists need support from the culture of the school and from the administrators who are responsible for the school, especially the principal (R. Crotty, personal communication, February 24, 2010). Literature provided multiple viewpoints and examples from a variety of school library settlings in addition to evidence to support theory. For example, Hartzell’s (2002) discussion of how a principal’s support is integral though budgeting, timetabling and encouraging collaboration. From this I am able to appreciate how teacher librarians gain support and cater their library and library programs to the needs of their school community.
I feel that the forum was a key communicative tool which enabled me to relate my thoughts, feelings and ideas using common language and experiences with my peers. This is evident in my blog postings about the forum dialogue (e.g. My thoughts on a forum post from my peer, March 23). I used my blog as an opportunity to synthesise my new knowledge with existing knowledge and experiences (e.g. critical comparison between my experiences and a forum poster, March 26). My blog became a powerful indicator of how my view of the role of the teacher librarian has changed during the subject.
My beginning thoughts described a teacher librarian as “a teacher and a librarian playing a key role in implementing the curriculum and managing the schools resources. The TL also collaborates with staff, executives and the school community in teaching information literacy in the library. This means integrating IL in library lessons which are collaboratively programmed with classroom teachers” (What is a TL???? What do they do? February 25). This can be explained by my naïve and limited experiences in my own library and my assumptions were purely based on these experiences. I considered the readings in light of my experiences and therefore was quite selective in the main ideas I took from them. For example, my blog post Similar (March 10) where I discussed the importance of collaboration, communication and facilitation and not leadership from the readings of Hazell (1990), Haycock (1991) and Herring (2007).
My views had changed dramatically when I identified my selective reading behaviour, as indicated in my May 1 post (Another recurring theme….) where I reflected on the leadership rather than sole role or independent role of a TL within the school and in IL. In Assignment one I was heavily penalised (rightfully) for paying so much attention to the collaborative function of the TL role and not the leadership role, which is of key importance. This was clearly indicated in the readings (e.g. Skrzecynski, 1999; Haycock, 1999; Hartzell, 2002) the forums I perused (e.g. Module 2 forum) and in my blog where I discussed the importance of taking on a leadership role (What is the TL role in ILSC and are there obstacles....???, April 13). I was really pre-occupied with collaboration. Reflecting on this, I believe this was because in my school functions in such a collaborative manner that there are no clear leadership roles, besides that of the principal and deputy principal. Investigating the teacher librarian Standards (ASLA/ALIA, 2004) for assignment two clarified the roles and responsibilities and has given me a framework for my professional practice in terms of areas I need to work on and recognition for things I have been doing well.
In my professional practice I’d also just been using the NSW model of IL in my teaching and learning. I’ve learnt about a lot more models (e.g. PLUS, Big6, ISP) and though the literature about IL models (e.g. NSW DET, 2007; Kuhlthau, 2004, Eisenberg, 2004), productive pedagogies and quality teaching (NSW DET, 2003) I understand why I should provide students with options instead of forcing my preference (NSW model) on to them. This really identified to me how I could have a positive effect in my teaching that would enable my students to become lifelong learners.
Throughout this course, I have gone through many highs and lows as I have attempted to juggle my learning with my career and family life. However, I really feel like I am just beginning this extraordinary journey of becoming an excellent teacher librarian. As an end note, the greatest influence on me and my knew knowledge is a quote from E.M. Gray from the Covey (1989) reading which I reflected on in my blog, "the successful person has the habit of doing the things failures don't like to do" (p.148) and "they don't like doing them either necessarily. But their disliking is subordinated to the strength of their purpose". This quote both guides and motivates me through in my roles and responsibilities as a teacher librarian and in my life as a whole.
References
Australian School Library Association [ASLA] and Australian Library and Information Association [ALIA] (2004). Library standards of professional excellence for teacher librarians. Retrieved May 2, 2010 from http://www.asla.org.au/policy/standards.htm.
Covey, S.R. (1989). The seven habits of highly effective people: Restoring the character ethic (p. 145-164). NY: Simon and Schuster.
Eisenberg, M. (2004). Information literacy: essential skills for the information age [electronic resource]. Westport, Conn: Libraries Unlimited.
Hazell, A. (1990). School library and information services in Australia. In M. Nimon & A. Hazell (Eds.). Promoting learning: challenges in teacher librarianship (pp. 17-22). Adelaide: Auslib Press.
Hartzell, G. (2002). Why should principals support school libraries? Retrieved April 19, 2010 from http://www.ericdigests.org/2003-3/libraries.htm.
Haycock, C. (1991). Resource-based learning: a shift in the roles of the teacher, learner. NASSP Bulletin, 75(535), p.15-22.
Haycock, C. (1999). Fostering collaboration, leadership and information literacy: Common behaviours of uncommon principals and faculties. NASSP Bulletin, 83(605), p. 82-87.
Herring, J.E. (2007). Teacher librarians and the school library [electronic resource]. In S. Ferguson (Ed.) Libraries in the twenty-first century: charting new directions in information (pp. 27-42). Wagga Wagga, NSW: Centre for Information Studies, Charles Sturt University.
Kuhlthau, C. C. (2004) Seeking Meaning: a Process Approach to Library and Information Services [electronic resource]. Norwood, N.J.: Ablex Publishing Corp.
NSW DET (2003). Quality teaching in NSW public schools: a classroom practice guide. Ryde: NSW DET.
NSW DET School Libraries and Information Literacy Unit (2007). Information skills in the school: engaging learners in constructing knowledge. Sydney: NSW DET.
Skrzeczynski, C. (1999). Breaking the barriers: Sculpturing an information literate school community. In Henri, J. & Bonanno, K. (Eds.). The information literate school community: Best practice (p.241-258). Wagga Wagga, NSW: Centre for Information Studies, Charles Sturt University.
Through the modules I worked through content which was very informative and provided pertinent examples which I could directly relate to my professional practice. For example, how all specialists need support from the culture of the school and from the administrators who are responsible for the school, especially the principal (R. Crotty, personal communication, February 24, 2010). Literature provided multiple viewpoints and examples from a variety of school library settlings in addition to evidence to support theory. For example, Hartzell’s (2002) discussion of how a principal’s support is integral though budgeting, timetabling and encouraging collaboration. From this I am able to appreciate how teacher librarians gain support and cater their library and library programs to the needs of their school community.
I feel that the forum was a key communicative tool which enabled me to relate my thoughts, feelings and ideas using common language and experiences with my peers. This is evident in my blog postings about the forum dialogue (e.g. My thoughts on a forum post from my peer, March 23). I used my blog as an opportunity to synthesise my new knowledge with existing knowledge and experiences (e.g. critical comparison between my experiences and a forum poster, March 26). My blog became a powerful indicator of how my view of the role of the teacher librarian has changed during the subject.
My beginning thoughts described a teacher librarian as “a teacher and a librarian playing a key role in implementing the curriculum and managing the schools resources. The TL also collaborates with staff, executives and the school community in teaching information literacy in the library. This means integrating IL in library lessons which are collaboratively programmed with classroom teachers” (What is a TL???? What do they do? February 25). This can be explained by my naïve and limited experiences in my own library and my assumptions were purely based on these experiences. I considered the readings in light of my experiences and therefore was quite selective in the main ideas I took from them. For example, my blog post Similar (March 10) where I discussed the importance of collaboration, communication and facilitation and not leadership from the readings of Hazell (1990), Haycock (1991) and Herring (2007).
My views had changed dramatically when I identified my selective reading behaviour, as indicated in my May 1 post (Another recurring theme….) where I reflected on the leadership rather than sole role or independent role of a TL within the school and in IL. In Assignment one I was heavily penalised (rightfully) for paying so much attention to the collaborative function of the TL role and not the leadership role, which is of key importance. This was clearly indicated in the readings (e.g. Skrzecynski, 1999; Haycock, 1999; Hartzell, 2002) the forums I perused (e.g. Module 2 forum) and in my blog where I discussed the importance of taking on a leadership role (What is the TL role in ILSC and are there obstacles....???, April 13). I was really pre-occupied with collaboration. Reflecting on this, I believe this was because in my school functions in such a collaborative manner that there are no clear leadership roles, besides that of the principal and deputy principal. Investigating the teacher librarian Standards (ASLA/ALIA, 2004) for assignment two clarified the roles and responsibilities and has given me a framework for my professional practice in terms of areas I need to work on and recognition for things I have been doing well.
In my professional practice I’d also just been using the NSW model of IL in my teaching and learning. I’ve learnt about a lot more models (e.g. PLUS, Big6, ISP) and though the literature about IL models (e.g. NSW DET, 2007; Kuhlthau, 2004, Eisenberg, 2004), productive pedagogies and quality teaching (NSW DET, 2003) I understand why I should provide students with options instead of forcing my preference (NSW model) on to them. This really identified to me how I could have a positive effect in my teaching that would enable my students to become lifelong learners.
Throughout this course, I have gone through many highs and lows as I have attempted to juggle my learning with my career and family life. However, I really feel like I am just beginning this extraordinary journey of becoming an excellent teacher librarian. As an end note, the greatest influence on me and my knew knowledge is a quote from E.M. Gray from the Covey (1989) reading which I reflected on in my blog, "the successful person has the habit of doing the things failures don't like to do" (p.148) and "they don't like doing them either necessarily. But their disliking is subordinated to the strength of their purpose". This quote both guides and motivates me through in my roles and responsibilities as a teacher librarian and in my life as a whole.
References
Australian School Library Association [ASLA] and Australian Library and Information Association [ALIA] (2004). Library standards of professional excellence for teacher librarians. Retrieved May 2, 2010 from http://www.asla.org.au/policy/standards.htm.
Covey, S.R. (1989). The seven habits of highly effective people: Restoring the character ethic (p. 145-164). NY: Simon and Schuster.
Eisenberg, M. (2004). Information literacy: essential skills for the information age [electronic resource]. Westport, Conn: Libraries Unlimited.
Hazell, A. (1990). School library and information services in Australia. In M. Nimon & A. Hazell (Eds.). Promoting learning: challenges in teacher librarianship (pp. 17-22). Adelaide: Auslib Press.
Hartzell, G. (2002). Why should principals support school libraries? Retrieved April 19, 2010 from http://www.ericdigests.org/2003-3/libraries.htm.
Haycock, C. (1991). Resource-based learning: a shift in the roles of the teacher, learner. NASSP Bulletin, 75(535), p.15-22.
Haycock, C. (1999). Fostering collaboration, leadership and information literacy: Common behaviours of uncommon principals and faculties. NASSP Bulletin, 83(605), p. 82-87.
Herring, J.E. (2007). Teacher librarians and the school library [electronic resource]. In S. Ferguson (Ed.) Libraries in the twenty-first century: charting new directions in information (pp. 27-42). Wagga Wagga, NSW: Centre for Information Studies, Charles Sturt University.
Kuhlthau, C. C. (2004) Seeking Meaning: a Process Approach to Library and Information Services [electronic resource]. Norwood, N.J.: Ablex Publishing Corp.
NSW DET (2003). Quality teaching in NSW public schools: a classroom practice guide. Ryde: NSW DET.
NSW DET School Libraries and Information Literacy Unit (2007). Information skills in the school: engaging learners in constructing knowledge. Sydney: NSW DET.
Skrzeczynski, C. (1999). Breaking the barriers: Sculpturing an information literate school community. In Henri, J. & Bonanno, K. (Eds.). The information literate school community: Best practice (p.241-258). Wagga Wagga, NSW: Centre for Information Studies, Charles Sturt University.
Friday, May 21, 2010
Reflection on Covey (1989)
So, the biggest thing I got from Covey (1989) is about self-management and how if you don't have that squared away... chances of succeeding in this TL role will be impossible! The main idea that hit home from me is "the ability to make decisions and choices and act in accordance with them" (p.148). I seem to come up with brilliant ideas yet they are always somehow put on the backburner as I go about my business in my usual fashion. PRIORITISING! I have gained a lot from Covey in this... where my office used to be sprawled with half finished everythings.... BUT I have become more disciplined in prioritising. This has a lot to do with the powerful words of E.M. Gray..."The successful person has the habit of doing the things failures don't like to do" (p.148) and "They don't like doing them either necessarily. But their disliking is subordinated to teh strength of their purpose".
Thursday, May 20, 2010
Professional development
The Standards are designed to inform ongoing professional practice..... This is a product of the standards as a whole and its also specified in individual standards for example...... finding one....aha in order to sustain a high level of professional knowledge teacher librarians need to demonstrate a commitment to ongoing professional development like say Standard 3.2 “..continual professional development”. As a whole, Standards can improve the professional practice by serving as framework for ongoing professional learning. Mayer, Mitchell, Macdonald, Land, & Luke (2002) found proff for this improving professional practice too...theres dome evidence for my argument. How about some TL examples.... well Standards can be used to set trajectories, benchmarks and goals. TLs can also measure their professional practice against the statements, based on the skills, knowledge and commitment outlined by the Standards. In this instance, the Standards can serve as a diagnostic tool to identify areas in a TL’s professional practice which are in need of developing.
Wednesday, May 19, 2010
Haycock, Hartzell and the Standards
Support from the principal is integral... from the modules and readings I'm quite clear about that now! An interesting argument from Haycock (1999)......the principal has just as much influence in the professional practice of a TL this as the TL does.This is a really interesting idea.
If you look at Standard 3.3 “actively engage in school leadership and participate in key committees” well the principal directly affects this capacity at both school and community levels because the principal decides who populates and leads the key committees, informs budgeting decisions, such as staffing of library technicians who free the TL from clerical duties in order to conduct research, design and implement whole school information literacy programs and actively participate in professional communities outside of the library. Oh I think I've just plagarised Hartzell (2002) who also identifies these roles.
AND another happy birthday to me :)
If you look at Standard 3.3 “actively engage in school leadership and participate in key committees” well the principal directly affects this capacity at both school and community levels because the principal decides who populates and leads the key committees, informs budgeting decisions, such as staffing of library technicians who free the TL from clerical duties in order to conduct research, design and implement whole school information literacy programs and actively participate in professional communities outside of the library. Oh I think I've just plagarised Hartzell (2002) who also identifies these roles.
AND another happy birthday to me :)
Tuesday, May 18, 2010
A national consensus
The Standards = national consensus on what constitutes excellent professional practice. Found a great argument from the modules from The Ministerial Council on Education, Employment Training and Youth Affairs [MYCEETA] (2003) who reckon that providing standards creates national networks of support and collaboration.
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