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.