Personal Reflection

Part C- Personal Reflection

My profession is a children’s librarian in a public library. I am undertaking this subject as part of my Masters of Information Studies (Children’s Librarianship). At the start of the subject I was optimistic about what I would learn. In my first blog post I expressed my hopes of becoming an enthusiastic professional and confident children’s librarian. I imagined I would learn skills which would help me in my day to day interactions with children and teachers in my workplace. I hoped to learn more about developing age appropriate collections and undertaking effective reference interviews with children. However, I did not expect to find a completely new understanding of the role of a teacher librarian, information literacy, learning styles and collaboration.

Delving into the course content, I was taken aback by the number of qualified teachers that seemed to be enrolled in the unit. I found myself asking for clarification when people used acronyms on the forum, and panicking slightly about the amount of assumed knowledge in the course. Topic three confused me, and I spent a lot of time worrying over the different terms used, writing on the blog certainly helped me clarify things, although the forum posts were still intimidating. In retrospect, after reading Kuhlthau’s (2004) information search process, I assume that I was likely at her experimentation stage of the process, experiencing confusion, doubt and frustration (Information Search Process, para. 9). I needed to persevere and keep researching and writing.   

I continued reading post after post on the forum with interest. One of the benefits of the forums was the fact that I was allowed a unique insight into the lives of teachers within schools. I can transfer these new insights into my work in a public library, as I have a grasp of the pressures classroom teachers and teacher librarians work under. I can better understand their motivations and the myriad of hats they wear each day. Obstacles and frustrations were vented on the forums, including time spent with students, time for planning and time spent at meetings. This was a great opportunity for me gain awareness of the pressures of the role, which informed my communication with teachers and teacher librarians in my job.

In all honesty, I skimmed over module one and dived straight into module two, as I thought I knew the best research skills practices, how to use library databases and to search for articles. In retrospect I should have taken more time to explore topic one, as I have discovered that we are all “lifelong learners” and we are all constantly developing information literacy skills. When I started researching for the first assignment, I revisited module one with renewed vigour, which was an extremely useful part of the unit in the end.

My understanding of the role of the teacher librarian was developed keenly during research for the first assignment. I understand now the importance of professional networks, staying up to date in developments in technology and in marketing yourself and your job to the school community as a whole. If I was in a teacher librarian role, I would have been overwhelmed by the possibilities of the job, but also excited. During her webinar in topic 3, Judy O’Connell suggested that we are studying teacher librarianship at the best time, and I tend to agree with her. The Manifesto for 21st Century School Librarians (Valenza, 2010) was a key article which informed my thinking about the role of the teacher librarian. It was clear, bold and optimistic. The article put the various aspects of the role into perspective, which I reflected on in my blog. Collaboration was a big focus for my studies in this unit. I investigated the importance of collaboration, barriers to collaboration and strategies to overcome the barriers. Reading personal anecdotes on the forums offered a great insight into the experiences of my course coordinators and fellow students.

This course has changed my understanding of the role of the teacher librarian in an immeasurable way. Theories about learning styles, information literacy models and collaborative practices have informed my learning. Reading forum contributions, and my fellow student’s blogs have offered a unique insight and perspective to draw understanding from. I am frequently printing out articles that I can refer back to in the years to come. Writing on the blog helped to focus my understanding and served as an interesting way to track my learning.

Information literacy in the teacher's hands

While writing my essay I have been wondering why information literacy theories and models are not included in teacher training. It might be included and I am just not aware of it....but it seems that the teacher librarian is often the 'sole stakeholder' in introducing information literacy into the curriculum. If information literacy became common rhetoric amongst school administrators and teachers, then it would be integrated into the curriculum seamlessly, and this effort would not be required on the teacher librarians behalf.

Please comment below if you learnt about information literacy in your teacher training. I am not a teacher, so I don't know.

Learning Organisations confusion

So, much like information literacy, it seems there is no one definition of a learning organisation. In writing my essay I have been trying to link the importance of collaboration with a the culture of a learning organisation.

This is what I have come up with:

A learning organisation =
shared values and sense of mission
common agenda, but celebrate differing opinions
pattern of caring, profession relations

Collaboration =
shared values and sense of mission
common agenda, but celebrate differing opinions
pattern of caring, profession relations

Hmmm its a bit of a chicken and an egg scenario I think.

Manifesto for 21st Century School Librarians

After reading Joyce Kasman Valenza's article I was overwhelmed by not only the variety of competencies expected of a 21sy century school librarian, but the focus on digital technologies, social media and web 2.0. I just don't have the expertise that Joyce has, but can see the importance of having a web presence. The article was very useful in summing up all we have been learning throughout this course. If I was a teacher librarian, I would print the article out and stick it on my wall!

Towards the end of the article, Joyce included things that librarians should unlearn. I already know, and advocate many of these ideas, but some of them were new ideas also. I especially liked the concept that we should unlearn "that your library is open 8am- 3pm". The library should be available to students after school, from home, or wherever they happen to be. I read in an article, (I cant remember where) that much student learning happens outside usual school hours. The library should be available and be meeting these needs.

Thining about project based learning...

Judy's webinar starts with... "as you know, outcomes based learning is...etc." My problem with this course, is that I do not have this knowledge to start with. I am a children's librarian who works in a public library. I do not have the assumed level of knowlege. Therefore, this topic is a challenge. I am planning on writing a summary of my undertanding of project based learning below, and then exloring the role of the TL in response to this.

Project based learning is a way for students to aproach a complex question by engaging with curriculm content while developing '21st Centry skills' such as collaboration, communication and cirical thinking in a digital world. rather than a text book centred aproach. It includes both group work and individual work, and the project can be a few days long, up to an entire semester long.
By introducing project based learning, the TL can take their place as a school leader.The role of the teacher librarian as curriculum developer is an important one. Taking teachers and students out of their classroom, to expore a new learning environment. TL's are perfectly placed to be leaders in learning innovation and creativity.

Learning styles.....eeeek!

Stepping into topic three really threw me off balance. Having zero teaching experience, and expertise, the terms such as resource based learning, constructivist learning, inquiry learning and project based learning, became a blur of random meaningless terms in my head. I had to read the modules slowly a number of times to understand.
The introductory webinar helped, as Judy put the terms into context. A really interesting part of the webinar was when Judy noted that "literacy underpins everything we do". I think it is easy for me, and likely other students, to get focused on the opportunities for the TL to be a "collaborator, leader, information literacy advocate, learning partner" etc. In schools, reading and literacy development is critical, and the TL has a key role in developing these skills.
Working within the curriculum is a key role of the TL. Understanding learning approaches is important. The topic introduces inquiry learning. My understanding of inquiry learning is that the students take an active role in their own learning. It is under the banner of a Constructivist Curriculum. This style of learning facilitates the acquisition of information literacy skills such as question formulation, evaluating information and building new knowledge. Teachers help the students to construct their own knowledge, rather than simply reproduce a series of facts. This style of learning sounds fun! The student is active, rather than a passive participant in the learning process.

A long absence

Hello me again, wow, what a busy few weeks.
I have ignored this blog for way too long. First, the essay took up a lot of my time, and then I got sick! Argh! My plan is to make up for this by blogging twice a week for the rest of the study period.
It's a cold day in Melbourne today, the perfect weather for cuddling up to my laptop with a cup of coffee on the couch and look at the last month with perspective.
Let's look at the essay: wow, it took a number of readings, and listening to the podcast to wrap my mind around the actual TASK for the essay. And just as I thought I knew what I was doing, I would jump on the online forums and get confused all over again. All I can do now is hope I got it right. It is amazing how the format of the essay, in a way FORCES you to learn. Sure, doing the readings and following the modules is great, but doing the essay really encourages critical thinking, which enhances learning.
I have a great comprehensive understanding of the POSSIBILITIES in the role of the teacher librarian. What was interesting for me was the variety of options. It did make me think that had I been in a TL role, I might have felt overwhelmed by the pressure to live up to such a number of roles. I guess that, as one of the authors wrote, teacher librarians shouldn't try to be everything to everyone. TL's should choose the areas they aspire to, and work on them one by one. Fitting the standards for excellence in with the reality of their situation.
As a public library children's librarian, I can use my knowledge about the role of the TL to inform my communications with schools, and better understand the pressure school's I work with face. In addition, many of the roles are transferable to a public library setting. I have found myself wondering about information literacy programs for after school, or even partnerships with schools during school hours. I have been more aware of my actions during reference interviews. It is very easy to get caught up in the hustle and bustle of a public library, and to gloss over certain steps of the reference interview. This course is helping me stay on track and keeping things in perspective.