Monday 3 October 2011

ETL 401 Assignment 2 Task C - Critical Synthesis

I started this course with the flawed belief that the teacher librarian’s main function was to manage a collection of mostly fiction books. Through the readings of Purcell (2010), Lamb & Johnston (2008) and Herring (2007), I have learnt that the role of the teacher librarian is multi-faceted,   and includes, but is not limited to, the roles of teacher, instructional partner, curriculum leader, information specialist, and library program manager. This change in my thinking can be seen by comparing earlier blog entries with later ones (Fogwill, 2011).I have also learnt that the roles are interconnected and need to be prioritised (Herring, 2007). Winzenreid (2011) helped me to refocus my thinking so as to take the needs of the library user into account.
I have also been made aware of the challenges that are faced by the teacher librarian profession (Johnson, 2002) and the importance of advocacy (Purcell, 2010) and building influence (Hartzell, 2003c) in overcoming these obstacles.
My view of the role has shifted from emphasising the librarian component to focusing on the teacher component. The school library is an integral part of the school and thus needs to focus on improving student achievement with the main priority being to develop information literacy across the curriculum (Herring, 2007). Previously I thought that the teaching role was limited to library skills (Fogwill, 2011). I had little knowledge of information literacy at the start of this course but have subsequently learned of the confusion regarding this concept (Langford, 1998). I have learnt about different information literacy models and the importance of creating a culture of transfer (Herring, 2007). The ISP model (Kuhlthau, 2004) has had a profound effect on my understanding of the information process especially as regards to feelings of uncertainty and intervention. Knowledge of the different models has helped me to develop my own information literacy model (Fogwill, 2011) which will help me to model this process for students in the future. I have also learnt about why being information literate is essential (Langford, 1998).
I had no knowledge of collaboration before starting this course but have subsequently learnt that it is critical for the effective integration of information literacy (Haycock, 2007). I have disturbingly learnt that this collaboration does not always take place and through the readings and the assignments have learnt strategies to deal with this. I have learnt that collaboration encompasses the teacher librarian being involved in planning, instruction and evaluation (Montiel-Overall, 2005) and about the importance of gaining principal support (Oberg, 2006).  Not working in a school library has made it challenging to apply the theory but the postings on the forum, in particular Conroy, E.K (2011), have provided insight into how this collaboration takes place in practice.
The article by Todd (2008) clarified my understanding of the importance of integrating information literacy so that it becomes a means for students to develop deeper curriculum knowledge.
I have increased pedagogical knowledge concerning resource-based learning and inquiry learning (Edutech wiki, 2010) and have learnt how information literacy ties in with the national curriculum (ASLA, 2009)
I have also learnt of the importance of evidence-based practice (Todd, 2007), accountability (Lamb & Johnson, n.d.) and the teacher librarian’s role in evaluating student learning as well as the library program.  Evaluating student performance was not something that I thought a teacher librarian did.
I have also learnt about the important of information technology to the teacher librarian role (Herring, 2007) and have been introduced to Web 2.0 (O’ Connell, 2006) although much learning on this is still needed. I have been introduced to inspirational teacher librarians like Joyce Valenza who has shown me the direction I should be taking. In addition, a task of which I was not aware, is participating in professional networks as a means of advocacy, mentoring and professional development (Oberg, 1995).
The conflict resolution reading (Sanders, 2004) was an eye-opener as I had not previously perceived the role as necessitating these skills.
The standards for professional excellence (ALIA & ASLA, 2005) have been instrumental in shaping my understanding of the teacher librarian role and the knowledge that is required to perform effectively. Based on this, I am still in need of knowledge regarding  how the teacher librarian can enhance literacy; library and information services management as well as effectively integrating ICT.
To conclude, my view of the teacher librarian role was limited and has changed radically. I understand that it is a very important role and encompasses many tasks but also that it is faced by challenges. However, I have much to still learn.
(Note: The references for this are included in assignment 2)

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