Do teachers care about teacher librarians?

Late yesterday after working through Part C, I began to remember a conversation I had with a teacher last week and I was explaining to them how I wanted to become a teacher librarian and what I was learning in the course.

In Assignment One, I identified a reason subject teachers not engaging in effective collaboration with teacher librarians and hence lack understanding of the role in information literacy in the set of skills a student should have for 21st century learning as observed at a school. One reason was a "lack of time" and "other commitments". The conversation revealed the same reasons, this time coming directly from a subject teacher as opposed to a teacher librarian. From the tone they expressed, they didn't express much interest in utilising the teacher librarian in their lesson planning and programming. This was disappointing.

I respect classroom teachers in their efforts in provide meaningful learning experiences for their students, but honestly consulting a teacher librarian doesn't take much effort at all. From my experience of consulting a teacher librarian in preparing lessons using library resources, it only takes 10-15 minutes of a teachers time. I remember last year, I was able to obtain a list of relevant books for students to research the experiences of one group during World War I such as Women and Germans in Australia. I spoke to the teacher librarian, told the students what they were researching and walked with them as they collected the resources for me providing feedback. It provided for a more meaningful learning experience, and in with my class, they actually used the books in conjunction with the Internet.

How can I apply this to my role of teacher librarian?

I can only recommend one solution (apart from being proactive) - tell subject teachers that the process doesn't take that long, on the provision that they provide me with a list of what they need, an outline of the task and what learning outcomes need to be met. Encourage them to visit for the library for a few minutes while the sources are being collected and provide them with an opportunity to provide feedback to ensure the right resources are located.

Nearing the end

It's amazing that I have nearly finished my assignments for ETL401 and ETL501, despite the difficulty and complexity of both assignments.

In ETL401, Part A was the easiest component as it merely required me to compare and contrast three different information skills processing models. I decided to compare Kuhlthau's Information Skills Processing Model, The Seven Pillars and James Herring's PLUS Model. Each model was unique in that it can be applied to different aspects of my teaching, whether it is in the role of teacher librarian or just as a subject teacher. I can use Kuhlthau's model to observe the behaviour of students as they undertake a learning task and identify situations that would require intervention, very important as teachers need to be one step ahead of the game, The Seven Pillars in assessment of learning as I can measure the competency of information literacy skills and the PLUS Model can be applied as a learning task with students as part of developing information literacy in the classroom.

Part A has helped me in ETL501, where I have to construct a pathfinder for a unit of work, and I have applied that model in locating resources for my pathfinder but also to develop literacy skills in my students as it is an effective model for evaluation and reflection on research. The critical analysis is apart of it.

Part B hasn't been that difficult after all. After reviewing further sources of literature, I was able to demonstrate that the standards are effective in improving professional practice despite earlier opinions that the standards were 'vague' and didn't relate to student learning. The more I read and reflected on the standards, the more I realised that the standards did relate to student learning and that Domain 2 (Professional Practice) did demonstrate how Professional Knowledge is applied by teacher librarians. Therefore I established that there is a relationship between professional knowledge and practice. Effective application of professional knowledge underpins professional practice. It also enables teacher-librarians to demonstrate commitment, as they can draw on their professional knowledge to advocate improvements to library and information services but also improve the level of services that can be provided. This also includes professional development to expand existing knowledge. At the end of the day, they are educators like a classroom teacher.

Part C - still a work in progress!!! I am leaving it a little late but in good reason. Much of it has been drafted because I have been able to draw on personal experiences up to now.

Collaboration in a Professional Context

When you apply for any teaching position, it is expected by your employer that you demonstrate excellent interpersonal skills.

Assignment One and Reading the ETL401 Forum provided me with an insight into the collaboration that goes on within our schools.

It amazes me the lack of collaboration that goes on between teachers. Excuse after excuse is provided such as 'I'm too busy', lack of encouragement from the school executive or sheer laziness is behind it.

I was impressed to read the role that staff collaboration have in the enhancement of student learning. Herring (2007) found that collaboration between classroom teachers and the teacher librarian resulted in improvements in student learning outcomes. Even though the teachers expressed reluctance to apply the strategies proposed by the teacher librarian, they were able to effectively apply strategies in the classroom. Students demonstrated increased confidence in their learning and improved information literacy skills as demonstrated in improvements to their written work. Ideas can be transferred and can be applied. It also provides scope for professional development, important to improving professional practice.

To be an effective teacher, you need to demonstrate interpersonal skills and engage in a collaborative role in planning units of work and assessing student learning . It is simply a matter of being proactive. Otherwise, students lose out as they miss out on meaningful learning experiences.

Overcoming the hurdles

Last week was a highly productive week as I continued to complete assignments for ETL401 & ETL501.



The portfolio in ETL401 is finally starting to take shape with drafting of Parts A & B well underway.

Part A - Nothing new to report. It's a simple question but making sure that I compare and contrast each model is the challenge. It often comes down to one word in your essay and thats what one of economics lecturers mentioned when I was studying economics in my undergrad course.



I have overcome the hurdles in Part B. To achieve this, I reexamined readings from the unit, but also referred back to Assignment 1, as many ideas that were explored in that assignment were highly relevant such as the significant role that teacher librarians have in the wider school community. I felt that to get an idea of effective standards for teacher librarians, I decided to consider the model used by the NSW Institute of Teachers, particularly in relation to how teachers demonstrate their professional knowledge through their teaching practice. It was interesting to note how Teacher Librarians are required to demonstrate professional knowledge yet the standards don't specify how it should be done. Therefore I will propose in my paper that they will need to specify it and model a proposal based on the professional teaching standards.

With Part C, I look to begin drafting it next week to enable me to reflect more in depth on my learning but also to consider the progress of Assignment II.

The toughness of assignment two

I'm well into undertaking assignment two of ETL401, given that I can be called into work at anytime and hence lose opportunities to complete the assignment. I would rather be ahead of myself and that saves alot of stress.

Part A isn't a problem for me. It's straight forward and I'm finding from my research lots of valuable information relating to the three information skills processing models. I am finding the content interesting especially with Kulhthau's Information Skills Theory. I was surprised to find that her theory is constantly subject to change. In fact it has been expanded in recent years to emphasise assembling. From what I understand so far it relates to recognising changes in learning and our thoughts.

Part B relating to the Professional Standards has proven to be tough. At this stage I view the standards to be vague and lacks the detail and depth of the teaching standards as set by the NSW Institute of Teachers. I find that Professional Knowledge doesn't relate much to student learning at all where the NSW Institute of Teachers attempts to provide that linkage. This is where I find the evaluation to be difficult. Even linking it to relevant documents as set by the Australian Library and Information Association and the Australian School Library Association is also difficult. For a professional organisation, you would expect more depth.

Part C won't be done until closer to submission to allow me plenty of time to comment on the forums but also post my insights here in the meantime like now.