Critical Synthesis (Part C) of ETL401 Assignment Two

Initially, I saw the role of the teacher librarian as simply managing the learning resources of a school including managing resources such as books, providing access to library facilities for classroom teachers and students and identify strategies to improve student learning (Amuso, 2010, July 31st). The definition was narrow and was to expand during the semester, achieved through forum discussion, blog entries and completion of assessment tasks. The most significant change in my perceptions occurred while undertaking Assignment 1. One concept that struck me was that the management of information resources is not the role of a teacher of Information Technology as believed by some, but teacher librarians as they qualified within this field (Herring, 2005). Following the assignment, I stated that the teacher librarian educates the wider school community on effective use of information through provision of resources including literature and multimedia resources. Teacher Librarians contribute actively towards professional development of staff and propose teaching strategies for students to achieve academic success (Amuso, 2010, August 31st).

Assignment Two provided greater insight through evaluation of the Teaching Standards as set by the Australian Library and Information Association [ALIA] and the Australian School Libraries Association [ASLA], (2004). As stated in my blog, (Amuso, 2010, September 29^th; Amuso, 2010, October 4^th) I Highlighted the role of the teacher librarian as an educator. I am still expected to provide quality teaching and learning experiences for students despite not being based in a classroom outlining implications of the standards and my future role. Like classroom teachers, I must apply professional knowledge to all aspects of professional practice; otherwise I cannot undertake my role effectively. Also, I can monitor my development as a professional and propose goals for improvement in my practice (Amuso, 2010, October 4^th). The role requires commitment to the profession (Langford, 1999; Amuso, 2010, October 4^th), as teacher librarians commit to provide quality teaching and learning experiences for students applying current developments in educational theory and pedagogy (Amuso, 2010, September 29; Amuso, 2010, October 4th).

As a casual teacher employed at three schools, I was also provided with one opportunity to relive the teacher librarian at one school for one day. In addition to regular casual teaching duties, I managed the school library including opening the library to students during recess and lunch breaks. The day provided a useful insight into the daily operation of a school library and my role as a professional. Teacher Librarians like classroom teachers are required to participate in the day to day running of the school including teaching classes and assist in daily activities e.g. sport (Amuso, 2010, October 4th). Ultimately teacher librarians are educators engaged in the education of students through their teaching. While the setting is different to a classroom, students are still provided with meaningful educational experiences that they can apply to all facets of their learning but also as citizens in a global community (Amuso, 2010, October 4^th).

Lastly, I developed strong insights into the challenges that are associated with the role especially collaboration with classroom teachers. Research has shown the benefits of collaborative work between the teacher librarian and teaching staff. Hartzell, (2003); Herring, (2007) and Todd, (2008) discussed effective collaboration in programming curriculum units. Without effective collaboration, students are less likely to be provided with the meaningful learning experiences required for academic success (Amuso, 2010, September 20). Despite research emphasising the importance of collaboration, I observed through assignment one and conversations with classroom teachers, that this is a difficult challenge facing teacher librarians. One conversation with a teacher at a school highlighted reluctance for teachers to collaborate. Their reason was “a lack of time” and “other commitments”, similar to the response provided by another school in Assignment One (Amuso, 2010, September 30th). Upon further reflection, lack of collaboration may result from laziness as from teaching experience, consultation and collaboration with a teacher librarian is not time consuming. It reminded me of adopting a proactive approach to practice as suggested by Langford, (1999) if I am to achieve effective collaboration. This was reinforced on the ETL401 forums by identifying features shaping an influential teacher such as being persistent, proactive, creating and negotiating (Amuso , 2010, September 7th), and listed under ALIA & ASLA, (2004) as qualities applied by teacher librarians in their practice. Additionally, teacher librarians require leadership skills as they are leaders in education (Ishag, 2010, September 27). Without applying the attributes, I would be unable to provide the quality teaching and learning that is expected in my role as teacher librarian.

Based on my study of the unit this semester, the role of teacher librarian is to act as a leader in education. They advocate, develop and enhance lifelong learning amongst learners, applying their knowledge of education theory and curriculum, working collaboratively with classroom teachers and the wider school community to provide quality teaching and learning experiences for students to achieve student learning outcomes. They are responsible for the effective management of library and information services, including Information and Communication Technology. It is a role of leadership requiring commitment to the wider school community to ensure effective implementation of the school’s vision.

Note to Markers: References are attached to the assignment submitted on EASTS

Reflection on Teaching Standards

I wrote this last week in Microsoft Word and only just realised that it had not been posted, so here we go, some reflections on the teaching standards. I also had referenced this entry for my critical analysis, which will be posted later today.

The past few weeks have been a period of information overload so I would like to provide a few reflections (in point form) to comment on the Professional Standards as set by the Australian Information and Library Association and the Australian School Libraries Association and the implications for my role as teacher librarian.

· I am an educator, just like a classroom teacher. I may not be based in a classroom but I still have a role to provide quality teaching and learning experiences for students particularly development of information literacy skills.

· Allows for improvement in professional practice. I can develop my professional practice to satisfy the standards as set within the profession through regular reflection on my teaching practice including setting goals for development as a professional.

· Encourages effective application of professional knowledge in all aspects of professional practice. Without effective application of professional knowledge I cannot provide the quality teaching and learning experiences that is needed for academic achievement. I would be unable to provide the library and information services to the standards as expected by the profession.

The role requires commitment to the profession in terms of professional development, advocating improvements to library and information services along with assuming a leadership role within the school community.

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.