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)

Information Literacy

I have spent the last 2 weeks researching information literacy definitions and models. Kuhlthau’s ISP model has had a profound effect on me , in particular her ‘Principle of Uncertainty’. It would be my inclination as a facilitator of the learning process, to minimise this uncertainty but according to Kuhlthau, this feeling is essential for initiating the information search process.  I have been able to relate to the increased feelings of uncertainty as research progresses. I have been confronted by it many times over the past few weeks and have just wanted to give up! According to Kuhlthau, no matter how many times a student undertakes this process, this principle of uncertainty will always apply. The ISP has many applications for the teacher librarian as it identifies zones of intervention and appropriate levels of mediation.

I liked the simplicity of the Big6 and how it breaks down a complex task into manageable portions. I also liked that it mentioned the importance of filtering out unwanted information.

I am still not clear as to what the definition of information literacy should be but think that as it reflects society’s information needs and that because these needs are constantly changing, the definition of information literacy will also constantly be changing. I think that the important thing is for the school community to decide on a definition that best reflects the school vision and then use this as a basis for collaboration and integration of information literacy outcomes

Weeks 3, 4 and 5

I have spent the last three weeks studying the role of the teacher librarian in depth for the assignment. I started out with the misconception that the teacher librarian’s main role is to manage a collection of mostly fiction books.  This was based upon my own personal experience with the school library.

What an eye opener the readings have been! Following are some of my thoughts on the teacher librarian role.

It is a multi-faceted role made up of many interconnecting and interrelated roles and each of these roles has many tasks. The ultimate goal of all of these roles is to increase student achievement in line with the school’s vision. These roles include teacher, leader, information specialist and library program manager.

As a teacher the TL focuses on three main areas: literacy, information literacy and technological literacy (Kuhlthau). The TL teaches both students and teachers. Information literacy is an essential skill in order for students to be able to succeed in this information age in which we live. To maximise student learning information literacy must be integrated into the curriculum and this can only occur through collaboration between teachers and TL’s. Information literacy results in increased student achievement. There are many definitions and models for information literacy and a barrier to successful information literacy instruction is a lack of consensus as to what it is which results in vague learner outcomes being specified. Herring (2007) states that all parties must agree on what information literacy.  Integrated instruction ensures that a common vocabulary is used when referring to information literacy and improves instruction.

Collaboration is essential. This includes collaboration between the TL and teacher as well as students so as to make them partners in the learning process. Research has even shown that collaboration between TL’s and parents can increase student achievement. Haycock (2007) describes collaboration as being “ the single professional behavior of teacher-librarians that most affects student achievement”.

Another important role is leadership. Since TL’s are rarely officially recognized in the leadership structure of the school, this leadership comes about due to their expert knowledge on curriculum, pedagogy, technology, resources and information literacy. Leadership involves having a clear vision for the future, taking risks, strong communication skills, using initative and planning ahead. Research has shown that leadership leads to collaboration. One of the leadership tasks is that of curriculum leadership.  Schwelik and Fredericka (2011) mention how exposure to technology has changed how students today learn and how the traditional school system is no longer effective. The teacher librarian needs to lead the way in terms of curriculum reform so as to ensure success for 21C learners. Other leadership tasks are those of technology leadership and information literacy leadership. Leadership is a very complex role and there are even some who do not view it as a role but as a task of the other TL roles this implies that all TL roles are actually leadership roles. Branch & Oberg( 2001) mention  research that shows that leadership results in collaboration which in turn is a necessary prerequisite for effective teaching of information literacy.

The TL is also an information technology specialist. Due to the increasing amount of digital resources and use of the Internet, ICT has become an important means of creating, storing and accessing information. The school library has been described as the place where information meets technology. Research has shown that access to technology increases student achievement. The TL is often responsible for developing a library website .The teacher librarian models the effective and ethical use of technology and resources. The TL also provides staff development to teachers concerning information literacy, use of ICT and integration into learning. Staff development is seen by principals as the most important task that the TL undertakes (Oberg, 2006).  Research has shown that this is linked to improved student achievement in that it can contribute to teacher efficacy.

Given the threat to the TL profession, the advocacy role is critical. Advocacy involves informing the school community of the positive contribution that the TL has on student achievement.  Different authors see this advocacy in terms of different tasks. For Purcell (2010), it involves serving on committees and professional networking. Herring (2007) refers to “embracing and sharing” new technologies. Todd (2007) talks about the importance of evidence based practice to collect specific results of the difference that the school library program makes to student achievement. Mentoring new teachers has also been described as a way to advocate the role of the TL (Everhart, 2007).

Then of course there is the library management role which involves acquiring resources according to student needs and the school vision, organising and providing access to these resources, developing policies, managing library program and creating a stimulating learning environment. Research has shown that student achievement is linked to a wide variety of quality resources as well as the atmosphere in the library.

The role of the TL cannot be considered without looking at the perspective of the most important partner: the student. According to research by Hay, students most valued the ‘just in time’ help given to them in completing assignments, helping locate resources and assisting with ICT issues. The library was valued in that it could provide access to resources and technology that the students might not have at home.

 After reading about all the possible roles of the TL, the sad truth is that in practice the potential contribution that the TL can make to student achievement is not realised. Different authors give different reasons for this. Hartzell (2002) refers to teacher training institutions neglecting this aspect in their courses as well as “occupational invisibility” of TLs. Lack of principal support has been given as another reason.

Other reasons have to do with the TL not effectively promoting the role. Studies undertaken by Hay & Todd (2010) show that TL’s were unable to provide specific evidence of the contribution that they had on student achievement. Other studies have shown that while the TL is very good at promoting the role within the TL community, very little of this is filtered outside the community. This can be seen by the lack of participation by people outside the profession into the enquiry into the future of school libraries in Australia.

More disturbing research is by Lonsdale (2003) who shows that the contribution of TL’s in secondary schools is even less than in primary schools. Information literacy in secondary schools is crucial to future success in tertiary education.

In conclusion, not only does the teacher librarian have many roles but these are constantly changing and the teacher librarian needs to be responsive to this change. Professional development is essential for the TL.

Week 2

I have just read the "School libraries work!" article and have been reflecting on how the school library has influenced my achievement at school. To begin with I was very skeptical of the article's findings. I did quite well at school but had to think long and hard to even bring up a visual picture of my high school library! I cannot recall a single instance of actually borrowing a book from there!
I then thought back to my primary school library and immediately, the article made sense! I can remember the librarian explicitly teaching us study methods, keywords and note taking tips. I still use these to this day and these skills have, without a doubt, enabled me to achieve success at school and encouraged me to become a lifelong learner! Thank you Mrs Pym!

Week 1

OMG! Talk about Information Overload! I have enrolled for 3 subjects on my journey towards becoming a teacher librarian. I have spent the week finding my way around the forums and have started with the readings. Each article leads me to other fascinating sites which in turn lead me deeper and deeper into the Internet. I have discovered so much this week! I am feeling completely overwhelmed by the vast amounts of information out there and humbled by how much I have to learn. I am hoping that applying the Information Literacy Models is going to help me to make some sense out of all of this!