Complex and problematic
One can not mandate committment and change amongst teachers, students or parents. When decisions are being made within schools, they need to be made for the benefit of the students and teachers alike, thus also the parents and community. Moral purpose should be the driving force behind these decisions.
Top-up mandates, top-down mandates nor bottom up-mandates will effectively bring moral changes within schools. Top-down mndates with bottom-up energies need each other to effect change, guided by moral purpose.
Change in schools should be driven by moral purpose to effect life long skills within the school community. Emphasis on academic achievement and outcomes based progress does not set students, teachers or parents up for successful life long learning. Student involvement, (in the classroom, school and home) values of helpfulness, responsibility and understanding of others, are skills for life, that for leaders should focus upon, moral purpose.
Thursday, October 1, 2009
Monday, September 21, 2009
School Library website
The benefits of a Library website for the school
Every teacher librarian needs to 'keep up with the times' and be savvy with web 2.0. Part of that process should be to create a school library website. In this website you can have information that stretches from broad to specific. The teacher librarian can advertise resources, events and 'show off' their skills within the web world. With all teachers having daily access to computers and internal networks within schools, having the library website as the log on interface can only positively promote the library.
With the incorporation of Information Skills Processes and useful websites, students benefit from this website as well. Special events and reminders can be incorporated, along with useful information. Curriculum information and resources can be added for teacher use, world wide.
The Teacher librarian needs to use the website as an advertisement for the library collection, both hardcover and digital. The time anf effort that you put in will be appreciated, and in time with careful training, staff and students will come to value this invaluable tool.
One thing that the Teacher librarian must do is to update and delete unwanted or unused links. Just as you cull the physical library collection and the web library collection, so you must within the website.
Every teacher librarian needs to 'keep up with the times' and be savvy with web 2.0. Part of that process should be to create a school library website. In this website you can have information that stretches from broad to specific. The teacher librarian can advertise resources, events and 'show off' their skills within the web world. With all teachers having daily access to computers and internal networks within schools, having the library website as the log on interface can only positively promote the library.
With the incorporation of Information Skills Processes and useful websites, students benefit from this website as well. Special events and reminders can be incorporated, along with useful information. Curriculum information and resources can be added for teacher use, world wide.
The Teacher librarian needs to use the website as an advertisement for the library collection, both hardcover and digital. The time anf effort that you put in will be appreciated, and in time with careful training, staff and students will come to value this invaluable tool.
One thing that the Teacher librarian must do is to update and delete unwanted or unused links. Just as you cull the physical library collection and the web library collection, so you must within the website.
Saturday, September 19, 2009
Pathfinders
Wikis versus Websites
After reading Valenza's article 'Ten reasons why your next pathfinder should be a wiki' I felt encouraged to change my direction form creating a Pathfinder through a web page to creating a pathfinder through a Wiki. Valenza's 10 points did not grab me as being benefits for producing through a Wiki, except for point 6 & 7, edit anywhere and no knowledge of HTML language required, alas I gave the Wiki a try anyway.
I found that producing a Pathfinder through Wiki emphasised the problems of the World Wide Web and had me thinking negatively about the frustration of editing. I first encountered this when working through Goolge Documents. Fonts would not change size nor colour when you required it to, but then would change and save when not requiring it to. Picture importing was not as easy or successful as the 'Help' guide told you it would be. You can only remove the adds if you pay to upgrade. Video linking would not occur after instruction and the biggest downfall was Wiki's very plan and boring scroll down appearance. You can use the navigation buttons to create a 'layered' Wiki,through Wikispaces, but navigating the Navigation buttons to where you want them to be was not possible without much frustration.
After spending hours experiencing the negativity of Wiki's I changed my direction back to creating a Pathfinder through a website. Not knowing nor understanding HTML language has not stopped me creating, what I believe, to be a very informative,appealling and navigatable Pathfinder. Using Frontpage I have been able to insert graphics and create pages for my Pathfinder, one that will cater for all students with their differing learning styles. The only process I can not complete is placing it within a website, this I can leave to the Website co-ordinator, a person will thus skills.
Through my experience, Valenza has it wrong!
Valenza, 2009, Ten reasons why your next pathfinder should be a wiki. Retrieved September 14th, from,
http://informationfluency.wikispaces.com/Ten+reasons+why+your+next+pathfinder+should+be+a+wiki
After reading Valenza's article 'Ten reasons why your next pathfinder should be a wiki' I felt encouraged to change my direction form creating a Pathfinder through a web page to creating a pathfinder through a Wiki. Valenza's 10 points did not grab me as being benefits for producing through a Wiki, except for point 6 & 7, edit anywhere and no knowledge of HTML language required, alas I gave the Wiki a try anyway.
I found that producing a Pathfinder through Wiki emphasised the problems of the World Wide Web and had me thinking negatively about the frustration of editing. I first encountered this when working through Goolge Documents. Fonts would not change size nor colour when you required it to, but then would change and save when not requiring it to. Picture importing was not as easy or successful as the 'Help' guide told you it would be. You can only remove the adds if you pay to upgrade. Video linking would not occur after instruction and the biggest downfall was Wiki's very plan and boring scroll down appearance. You can use the navigation buttons to create a 'layered' Wiki,through Wikispaces, but navigating the Navigation buttons to where you want them to be was not possible without much frustration.
After spending hours experiencing the negativity of Wiki's I changed my direction back to creating a Pathfinder through a website. Not knowing nor understanding HTML language has not stopped me creating, what I believe, to be a very informative,appealling and navigatable Pathfinder. Using Frontpage I have been able to insert graphics and create pages for my Pathfinder, one that will cater for all students with their differing learning styles. The only process I can not complete is placing it within a website, this I can leave to the Website co-ordinator, a person will thus skills.
Through my experience, Valenza has it wrong!
Valenza, 2009, Ten reasons why your next pathfinder should be a wiki. Retrieved September 14th, from,
http://informationfluency.wikispaces.com/Ten+reasons+why+your+next+pathfinder+should+be+a+wiki
Sunday, September 13, 2009
Communication: Processes and problems
Communication as a two way process
Any communication between people, whether they be in the workplace or home environment, requires atleast two people. One person will be the sender and the other the receiver of this communication.
Communication can take many forms; oral, pictures, diagrams/drawings, symbols, colours, sounds, facial expression, appearance, behaviour or insignia.
Communication can be made through many different media; face-to-face, speeches, telephone, letter, bulletin/brochure, newpaper, film and tape recording.
Within the workplace, communication needs to be both downward, from executive and administration, and upward, from the worker and student. Communication is a two way process when this upward and downward process occurs.
Savage, W(1989).
When isssues or conflict arises within the workplace or home they need to be resolved. A focus on the outcome and at times with comprimise. A settlement will need to be negotiated. There are six steps to this settlement;
One person
1.States their opinion.
2.The other person tells what they understand to be your view.
3.You tell whether you are satisfied with their understanding.
The other person will now
4.State their opinion.
5.You tell what you understand as your point of view.
6.They tell whether they are satisfied with your understanding.
Mackay, H (1998)
It is acknowledged that this can be a rather artificial process, but both parties are able to clearly state their issues/ concerns while the other party verbalises their understanding of these issues/concerns.
Cohen,S(2002), suggests using 'The seven pillars of negotiational wisdom' , stated below, as process elements when negotiating.
Any communication between people, whether they be in the workplace or home environment, requires atleast two people. One person will be the sender and the other the receiver of this communication.
Communication can take many forms; oral, pictures, diagrams/drawings, symbols, colours, sounds, facial expression, appearance, behaviour or insignia.
Communication can be made through many different media; face-to-face, speeches, telephone, letter, bulletin/brochure, newpaper, film and tape recording.
Within the workplace, communication needs to be both downward, from executive and administration, and upward, from the worker and student. Communication is a two way process when this upward and downward process occurs.
Savage, W(1989).
When isssues or conflict arises within the workplace or home they need to be resolved. A focus on the outcome and at times with comprimise. A settlement will need to be negotiated. There are six steps to this settlement;
One person
1.States their opinion.
2.The other person tells what they understand to be your view.
3.You tell whether you are satisfied with their understanding.
The other person will now
4.State their opinion.
5.You tell what you understand as your point of view.
6.They tell whether they are satisfied with your understanding.
Mackay, H (1998)
It is acknowledged that this can be a rather artificial process, but both parties are able to clearly state their issues/ concerns while the other party verbalises their understanding of these issues/concerns.
Cohen,S(2002), suggests using 'The seven pillars of negotiational wisdom' , stated below, as process elements when negotiating.
- Relationship
- Interets
- BATNA
- Creativity
- Fairness
- Committmnet
- Communication
Cohen suggests the use of these pillars within the importance of business relationships.
Cohen, S (2002), The seven pillars of negotiational wisdom, in Negotiating skills for managers, McGraw- Hill, New York, pp. 171-187.
Mackay, H (1998), Resolving conflict through listening, in The good listener: Better relationships through better communication, Pan macmillan, Sydeny, pp. 189-199.
Savage, W (1989), Communication: Process and problems, in Human resource management in education, C Riches & C Morgan (eds), Open University Press, Milton Keynes, pp. 103-119.
Monday, August 31, 2009
Teacher Librarians as Change Agents
The TL as a ‘mover and shaker’ within their school
Fullan (1993) defines change agentry as “being self-conscious about the nature of change and the change process”. As a TL it is important to facilitate and focus on being leaders of education reform rather than reactors to it. Harada and Hughes- Hassell (n.d) ask the TL to face the challenge of becoming change agents. This requires the TL not to be reactive to situations but to lead the way by facilitating this change.
The core characteristics of effective change agents are listed by Harada and Hughes- Hassell, allowing the TL to acknowledge these attributes within their own character. The article proceeds to outline how the TL is able to display these characteristics as strategic players targeting change reform.
The TL is provided with an action plan; stimulate curiosity and discovery within students, incorporate ICT’s, promote reflection and evidence-based practice, address diversity and involve families in literacy development.
The TL needs to move beyond the centre of the library and extend their knowledge base into the wider community. This means that the TL needs to be proactive and positive when leading the way as a change agent.
Harada, V.H & Hughes-Hassell,S. (n.d)Facing the Reform Challenge: Teacher-Librarians as Change Agents. Retrieved August 30th, From, http://www2.hawaii.edu/~vharada/Reform-Challenge-2008.pdf.
Fullan (1993) defines change agentry as “being self-conscious about the nature of change and the change process”. As a TL it is important to facilitate and focus on being leaders of education reform rather than reactors to it. Harada and Hughes- Hassell (n.d) ask the TL to face the challenge of becoming change agents. This requires the TL not to be reactive to situations but to lead the way by facilitating this change.
The core characteristics of effective change agents are listed by Harada and Hughes- Hassell, allowing the TL to acknowledge these attributes within their own character. The article proceeds to outline how the TL is able to display these characteristics as strategic players targeting change reform.
The TL is provided with an action plan; stimulate curiosity and discovery within students, incorporate ICT’s, promote reflection and evidence-based practice, address diversity and involve families in literacy development.
The TL needs to move beyond the centre of the library and extend their knowledge base into the wider community. This means that the TL needs to be proactive and positive when leading the way as a change agent.
Harada, V.H & Hughes-Hassell,S. (n.d)Facing the Reform Challenge: Teacher-Librarians as Change Agents. Retrieved August 30th, From, http://www2.hawaii.edu/~vharada/Reform-Challenge-2008.pdf.
Sunday, August 16, 2009
Forming new relationships
The steps taken, by a leader, to foster a working relationship
When forced into a new relationship with colleagues, there are many steps to be taken along the path to fostering a relationship that sees no one person as the dominant figure. The steps can be defined and relate closely to the similarity of courting a beau. As an individual, one must assertain the degree to which they wish to contribute and the personality type they wish to portray within these relationships/groups in the workplace.
When placed in a group for a group assignment, much time is spent setting up the relationship with the other peolpe forced into this situation. There is much to-ing and fro-ing to firstly introduce oneself and enquire about the personal background of each person, as well as setting up compatible talking times. This is the "Getting to know you" stage.
One then can move onto the "Relating and being friends/or not" stage, where by the decision can be made as to whether you like the personality of the people you have met. These two stages may take a considerable amount of time and development of trust from each person. Within this stage a degree of caring and sharing can develop between the group members. Sympathy and empathy can develop and foster to help with trust building.
Now that you have built a rapport with your group you can begin to work cohesively. Each personality should be known, including limitations. Each persons leadership qualities, or lack of, will be shining through as will the committment level they portray be easily seen.
The "Check my personality" stage begins.As an individual within this group, you need to decide upon the leadership role you wish to take on. How are you going to potray yourself? How will decisions be made, autocratic, democratic or collaborative?
With all these important factors sorted, it becomes time to knuckle down and start on the project at hand, thus begins the "Let's get moving" stage. During this time, the initail 3 stages will be constantly revisited.
Oh, but wait! There's more!
One more person to add to the mix, coming in 2 weeks behind the completed stages.
Now come the many questions, What if she doesn't like what we've started? What if I can't appreciate her personality? Will she be willing to accept all that we have done and pick up from there? Will she comtribute, plus more, as she has been absent? Do I resent her for not being here in the beginning? Or more to the point...Can I continue to develop my qualities as a leader and continue the great role that I have undertaken within my group?
Keep watching this space as the story unfolds.
When forced into a new relationship with colleagues, there are many steps to be taken along the path to fostering a relationship that sees no one person as the dominant figure. The steps can be defined and relate closely to the similarity of courting a beau. As an individual, one must assertain the degree to which they wish to contribute and the personality type they wish to portray within these relationships/groups in the workplace.
When placed in a group for a group assignment, much time is spent setting up the relationship with the other peolpe forced into this situation. There is much to-ing and fro-ing to firstly introduce oneself and enquire about the personal background of each person, as well as setting up compatible talking times. This is the "Getting to know you" stage.
One then can move onto the "Relating and being friends/or not" stage, where by the decision can be made as to whether you like the personality of the people you have met. These two stages may take a considerable amount of time and development of trust from each person. Within this stage a degree of caring and sharing can develop between the group members. Sympathy and empathy can develop and foster to help with trust building.
Now that you have built a rapport with your group you can begin to work cohesively. Each personality should be known, including limitations. Each persons leadership qualities, or lack of, will be shining through as will the committment level they portray be easily seen.
The "Check my personality" stage begins.As an individual within this group, you need to decide upon the leadership role you wish to take on. How are you going to potray yourself? How will decisions be made, autocratic, democratic or collaborative?
With all these important factors sorted, it becomes time to knuckle down and start on the project at hand, thus begins the "Let's get moving" stage. During this time, the initail 3 stages will be constantly revisited.
Oh, but wait! There's more!
One more person to add to the mix, coming in 2 weeks behind the completed stages.
Now come the many questions, What if she doesn't like what we've started? What if I can't appreciate her personality? Will she be willing to accept all that we have done and pick up from there? Will she comtribute, plus more, as she has been absent? Do I resent her for not being here in the beginning? Or more to the point...Can I continue to develop my qualities as a leader and continue the great role that I have undertaken within my group?
Keep watching this space as the story unfolds.
Thursday, August 13, 2009
7 Habits of Highly Effective Web Searches
How effective are the 7 habits?
The 7 habits, outlined below, are useful not only to teach upper primary and high school students effective web searching habits, but also teachers alike. Steps 1-3 are handy/useful must haves to allow step 4 to occur. Step 4 can occur because steps 5-7 have been implemented. All steps 1-7 can work effectively if one allows time for step 5 & 6 to develop a positive attitude about step 7.
Step 1 - Use targeted phrases
Step 2 - Expand your search horizons
Step 3 - Learn a few web search tricks
Step 4 - Use your time wisely
Step 5 - Learn how stuff works on the web
Step 6 - Stay on top pf new web developments
Step 7 - Cultivate a love of discovery.
Retrieved August 14th, 2009 from http://websearch.about.com/od/searchingtheweb/a/sevenhabits.htm
The 7 habits, outlined below, are useful not only to teach upper primary and high school students effective web searching habits, but also teachers alike. Steps 1-3 are handy/useful must haves to allow step 4 to occur. Step 4 can occur because steps 5-7 have been implemented. All steps 1-7 can work effectively if one allows time for step 5 & 6 to develop a positive attitude about step 7.
Step 1 - Use targeted phrases
Step 2 - Expand your search horizons
Step 3 - Learn a few web search tricks
Step 4 - Use your time wisely
Step 5 - Learn how stuff works on the web
Step 6 - Stay on top pf new web developments
Step 7 - Cultivate a love of discovery.
Retrieved August 14th, 2009 from http://websearch.about.com/od/searchingtheweb/a/sevenhabits.htm
Wednesday, August 12, 2009
Decisions made within institutions
How do institutions make decisions?
School is a learning community where members worl as individuals and strive toward a main focus/outcomes. GPS decisions are made using many models. Whole school decisions appear to be made using the Consultative model which is a recent shift away from the Collegiate style of decision making. The new Principal does not believe that he has the right to veto staff decisions and is respectful of the individual's knowledge, expertise and professionalism.
The staff work within teams and are responsible for setting the direction of the school through planning. Development of programs and community ownership of a shared vision occurs within stage groups.Staff also work within committees and KLA groups symbolising task learning teams to empower members of the school community in continous improvement and innovation.
On the home front, as there are young children within the household, the deision makers take on the Collegiate style of decision making. This approach is with an always ever present awareness of steering clear of an Autocratic approach. Local clubs do try to steer away from autocratic approaches toward a Consultative style of decision making.
The range of tools used and the inclusiveness of techniques for decision making are quite similar in all 3 institutions/organisations within the community. The 6 step approach by Harvey, Bearley, Corkrum (2001) can be used when making decisions. This approach is useful to solve problems and make decisions within these organisations. Each organisation needs and should follow the 12 Quality principles set by Streeton Primary School (2000).
School is a learning community where members worl as individuals and strive toward a main focus/outcomes. GPS decisions are made using many models. Whole school decisions appear to be made using the Consultative model which is a recent shift away from the Collegiate style of decision making. The new Principal does not believe that he has the right to veto staff decisions and is respectful of the individual's knowledge, expertise and professionalism.
The staff work within teams and are responsible for setting the direction of the school through planning. Development of programs and community ownership of a shared vision occurs within stage groups.Staff also work within committees and KLA groups symbolising task learning teams to empower members of the school community in continous improvement and innovation.
On the home front, as there are young children within the household, the deision makers take on the Collegiate style of decision making. This approach is with an always ever present awareness of steering clear of an Autocratic approach. Local clubs do try to steer away from autocratic approaches toward a Consultative style of decision making.
The range of tools used and the inclusiveness of techniques for decision making are quite similar in all 3 institutions/organisations within the community. The 6 step approach by Harvey, Bearley, Corkrum (2001) can be used when making decisions. This approach is useful to solve problems and make decisions within these organisations. Each organisation needs and should follow the 12 Quality principles set by Streeton Primary School (2000).
Saturday, August 8, 2009
Reference section -no longer?
Can we have a Library without a physical Reference section?
I don't believe so. Local history, pictorial and information, documents and publications are often in book format, not published on the web. Students researching their local area/history will need reference material in book format as it will not be available on the web. In time this will probably change, but currently the aging historian writer is still publishing through the well known format of 'book', atleast in my local area. The school library collection, has this week, the addition of 3 reference books due to the above scenerio.
We do need to promote and guide students' thinkingtoward the fact that 'reference' material is in both book and web formats, and that both are relevant as long as the information is authorative.
I don't believe so. Local history, pictorial and information, documents and publications are often in book format, not published on the web. Students researching their local area/history will need reference material in book format as it will not be available on the web. In time this will probably change, but currently the aging historian writer is still publishing through the well known format of 'book', atleast in my local area. The school library collection, has this week, the addition of 3 reference books due to the above scenerio.
We do need to promote and guide students' thinkingtoward the fact that 'reference' material is in both book and web formats, and that both are relevant as long as the information is authorative.
Monday, August 3, 2009
Teaching and Learning context
Teaching and learning
In my head remains a debate about what part of the TL's teaching role is the most important. Is ot to source resources or is it to assist with skills?
As all students and teachers learn and teach differently, it is important that as a TL I remain aware and constantly consider these facts. Each TL's teaching style will not maximise learning for every student that they encounter. Students are both passive or active within their learning, whilst teachers are either behaviourist or constructivist within their teaching (generally speaking).
TL's are not only providers of information, in many facets and formats for our school community, but encouragers of life long learning through the explicit teaching of inquiry skills. We need to remember that we can assist in the search for information, but need to insist in the development of skills for independence by both teachers and students.
There is no clear answer to the initial question, nor does there need to be. Resourcing the school community and providing them with skills to be information literate travel hand in hand.
In my head remains a debate about what part of the TL's teaching role is the most important. Is ot to source resources or is it to assist with skills?
As all students and teachers learn and teach differently, it is important that as a TL I remain aware and constantly consider these facts. Each TL's teaching style will not maximise learning for every student that they encounter. Students are both passive or active within their learning, whilst teachers are either behaviourist or constructivist within their teaching (generally speaking).
TL's are not only providers of information, in many facets and formats for our school community, but encouragers of life long learning through the explicit teaching of inquiry skills. We need to remember that we can assist in the search for information, but need to insist in the development of skills for independence by both teachers and students.
There is no clear answer to the initial question, nor does there need to be. Resourcing the school community and providing them with skills to be information literate travel hand in hand.
Friday, July 31, 2009
Back to study after many years of not
Half way through a Graduate Certificate...
I have come to the apex of my year long learning journey.
After initially feeling overwhelmed by the amount of time needed to read, study and complete assignments along with work, family and life, I have become more relaxed and confident in my abilities to complete this course. When starting this course I felt confident in my abilities and intellect to see me through this journey with ease. Unfortunately, the markers did not share in this confidence of my intelligences. Perserverance and "chin up" attitudes allowed me to continue to concentrate at the many task at hand and maintain a positive outlook toward my study. Without this positive outlook I would not be learning and furthering my abilities as a TL.
At the beginning of Semester 2 I am looking ahead with understanding and acceptance of the heavy workload ahead of me for the next 13 weeks. Returning from an inservice in Sydney with greater knowledge and understanding of the course content, objectives and expectations finds me in an uplifting mood. To stay positive and continue my learning is my aim!
I have come to the apex of my year long learning journey.
After initially feeling overwhelmed by the amount of time needed to read, study and complete assignments along with work, family and life, I have become more relaxed and confident in my abilities to complete this course. When starting this course I felt confident in my abilities and intellect to see me through this journey with ease. Unfortunately, the markers did not share in this confidence of my intelligences. Perserverance and "chin up" attitudes allowed me to continue to concentrate at the many task at hand and maintain a positive outlook toward my study. Without this positive outlook I would not be learning and furthering my abilities as a TL.
At the beginning of Semester 2 I am looking ahead with understanding and acceptance of the heavy workload ahead of me for the next 13 weeks. Returning from an inservice in Sydney with greater knowledge and understanding of the course content, objectives and expectations finds me in an uplifting mood. To stay positive and continue my learning is my aim!
Monday, June 1, 2009
My view on the role of TL
How my thoughts have changed!
Since moving into the role of part time teacher librarian (TL) in 2006, I have been employed, in 2009, as fulltime TL within a school community of over 750 staff and students. As a special education teacher holding a negative view on previous TL’s work ethics and worth within the school, shown in blog entry (28/2, From past to future), I believed that I would be able to improve the teaching role and outlook of the TL’s position within this school. An arrogant approach, I’m sure!
Over three years I observed varying untrained and trained TL’s performing their roles and modelled the parts they did best. With the belief in my ability to teach efficiently within a behaviourist model, after 16 years teaching special education and some mainstream classes part-time, I realised that resource based learning (RBL) was preferable over resource based teaching (RBT). My blog entries (28/2, From past to future & 20/3 The TL and the curriculum) and forum entry (21/3, topic 3 sub-forum, ETL401) demonstrate the development of my insights into the benefits of RBL, and how its teaching supports the teaching of inquiry skills though quality teaching. My thoughts and ideas were shaped and developed through readings by Qu'Appelle Valley School Division and Regina Catholic Schools (2004-2005) and Spence (2005), along with positive applications of these ideals.
Whilst feeling that I am progressing positively within my teaching role and understanding knowledge of pedagogy and curriculum, I also feel that I am capable and willing to pursue the 12 standards set by ALIA/ASLA (2004). The professional knowledge the TL adopts becomes vital to the development of information literacy (IL) within a school, as is the professional practice that the TL employs. The professional commitment shown by a TL can change questionable ideas held by the school community, as was supported in my blog post (28/2, From past to future) when I too changed my opinion after observing these standards in practice. To continue my development of professional knowledge I have subscribed to OZTL-NET, from which I regularly download suggested web links, joined ASLA and am involved with the local collegiate of librarians CVTLib.
Through study, within this course, I am aware of the need for an allocation within the budget to aid collection, the development of policy for resource collection and support from the Principal. Assisted by readings from such authors as Debowski (2001), Dillon (2001) and Bishop (2007), through the course ETL 503 Collection Management, I have developed a collection management policy (CMP). My thoughts and ideas regarding the development of the CMP for resource collection, and Principal’s support to employ this policy are stated in a forum entry (7/3, topic 2 sub-forum, TL’s roles & How the Principal). I support this in my blog entry (27/5, Collection management). Through reading Hartzell (2002) I have become pro-active, speaking with the Principal about changes to budget allocation and library assistant hours. The creation of the school library web-site has shown the Principal and staff that the library has moved into the world of Web2.0 and that the collection of resources, within the school, should not be separated and solely decided upon by teaching staff, without consultation from the TL.
My ideas concerning my role as TL continue to change as I progress through this course. Issues such as; library as release from face to face (RFF), collaboration for programming and methods of teaching are topics that I have studied. Forum discussions have allowed for insights and clarification of my role within these areas, and even changing of opinions. In forum entry (2/4, topic 4 sub- forum, Information literacy) I suggested that both the behaviourist and constructivist methods of teaching could co-exist when teaching information skills, within an information literate school community. Talbot (10/5, topic 4 sub-forum, Information literacy) agreed with my theory. Collaborative practice teaching within RFF/library was an ideal that I felt could not work. Forum entries by Barbour and Nethery (1/3, topic 1, sub-forum, Topic 1) also expressed these concerns. My blog entry (16/4, How can CPT support) shows the development of my ideas to becoming supportive toward the practice of CPT.
Before entry to this course I saw the TL’s role through an ill informed negative light. I found fellow teaching staff continuing with a similar ignorance, that I needed to correct. Blog entry (7/3, How do colleagues see…) expresses the methods that I have employed to change these view points to becoming more informed and positive. Ryan (18/4, topic 5 sub-forum, An appropriate response…) supports my methods and offers further suggestions. I consider that my thoughts on my role as TL has changed , through this course, not only through developing my knowledge, skills and practice but also by actively promoting the TL role within the school community. I trust that my role will continue to change as I progress through my career as teacher librarian.
References
Australian School Library Association (ASLA) and Australian Library and Information Association (ALIA). (2004).
Since moving into the role of part time teacher librarian (TL) in 2006, I have been employed, in 2009, as fulltime TL within a school community of over 750 staff and students. As a special education teacher holding a negative view on previous TL’s work ethics and worth within the school, shown in blog entry (28/2, From past to future), I believed that I would be able to improve the teaching role and outlook of the TL’s position within this school. An arrogant approach, I’m sure!
Over three years I observed varying untrained and trained TL’s performing their roles and modelled the parts they did best. With the belief in my ability to teach efficiently within a behaviourist model, after 16 years teaching special education and some mainstream classes part-time, I realised that resource based learning (RBL) was preferable over resource based teaching (RBT). My blog entries (28/2, From past to future & 20/3 The TL and the curriculum) and forum entry (21/3, topic 3 sub-forum, ETL401) demonstrate the development of my insights into the benefits of RBL, and how its teaching supports the teaching of inquiry skills though quality teaching. My thoughts and ideas were shaped and developed through readings by Qu'Appelle Valley School Division and Regina Catholic Schools (2004-2005) and Spence (2005), along with positive applications of these ideals.
Whilst feeling that I am progressing positively within my teaching role and understanding knowledge of pedagogy and curriculum, I also feel that I am capable and willing to pursue the 12 standards set by ALIA/ASLA (2004). The professional knowledge the TL adopts becomes vital to the development of information literacy (IL) within a school, as is the professional practice that the TL employs. The professional commitment shown by a TL can change questionable ideas held by the school community, as was supported in my blog post (28/2, From past to future) when I too changed my opinion after observing these standards in practice. To continue my development of professional knowledge I have subscribed to OZTL-NET, from which I regularly download suggested web links, joined ASLA and am involved with the local collegiate of librarians CVTLib.
Through study, within this course, I am aware of the need for an allocation within the budget to aid collection, the development of policy for resource collection and support from the Principal. Assisted by readings from such authors as Debowski (2001), Dillon (2001) and Bishop (2007), through the course ETL 503 Collection Management, I have developed a collection management policy (CMP). My thoughts and ideas regarding the development of the CMP for resource collection, and Principal’s support to employ this policy are stated in a forum entry (7/3, topic 2 sub-forum, TL’s roles & How the Principal). I support this in my blog entry (27/5, Collection management). Through reading Hartzell (2002) I have become pro-active, speaking with the Principal about changes to budget allocation and library assistant hours. The creation of the school library web-site has shown the Principal and staff that the library has moved into the world of Web2.0 and that the collection of resources, within the school, should not be separated and solely decided upon by teaching staff, without consultation from the TL.
My ideas concerning my role as TL continue to change as I progress through this course. Issues such as; library as release from face to face (RFF), collaboration for programming and methods of teaching are topics that I have studied. Forum discussions have allowed for insights and clarification of my role within these areas, and even changing of opinions. In forum entry (2/4, topic 4 sub- forum, Information literacy) I suggested that both the behaviourist and constructivist methods of teaching could co-exist when teaching information skills, within an information literate school community. Talbot (10/5, topic 4 sub-forum, Information literacy) agreed with my theory. Collaborative practice teaching within RFF/library was an ideal that I felt could not work. Forum entries by Barbour and Nethery (1/3, topic 1, sub-forum, Topic 1) also expressed these concerns. My blog entry (16/4, How can CPT support) shows the development of my ideas to becoming supportive toward the practice of CPT.
Before entry to this course I saw the TL’s role through an ill informed negative light. I found fellow teaching staff continuing with a similar ignorance, that I needed to correct. Blog entry (7/3, How do colleagues see…) expresses the methods that I have employed to change these view points to becoming more informed and positive. Ryan (18/4, topic 5 sub-forum, An appropriate response…) supports my methods and offers further suggestions. I consider that my thoughts on my role as TL has changed , through this course, not only through developing my knowledge, skills and practice but also by actively promoting the TL role within the school community. I trust that my role will continue to change as I progress through my career as teacher librarian.
References
Australian School Library Association (ASLA) and Australian Library and Information Association (ALIA). (2004).
Library standards of professional excellence for teacher librarians. Available from,
http://www.asla.org.au/policy/TLstandards.pdf
Avery, T. (2009) Tracy’s thoughts. tracy/avery.blogspot.com (various entries) Retrieved June 3rd, from
http://tracyavery.blogspot.com/
Avery, T. (2009), ETL401 Forums postings to Topics 1-5 (various entries).
Barbour, J. (2009, March 1). Topic 1. Message posted to Topic 1-School libraries in Australia subforum, archived at
http://forums.csu.edu.au/perl/forums.pl?forum_id=ETL401_200940_W_D_Sub4_forum&task=frameset
Bishop, K. (2007). Evaluation of the collection. In The collection program in schools: Concepts, practices and
http://www.asla.org.au/policy/TLstandards.pdf
Avery, T. (2009) Tracy’s thoughts. tracy/avery.blogspot.com (various entries) Retrieved June 3rd, from
http://tracyavery.blogspot.com/
Avery, T. (2009), ETL401 Forums postings to Topics 1-5 (various entries).
Barbour, J. (2009, March 1). Topic 1. Message posted to Topic 1-School libraries in Australia subforum, archived at
http://forums.csu.edu.au/perl/forums.pl?forum_id=ETL401_200940_W_D_Sub4_forum&task=frameset
Bishop, K. (2007). Evaluation of the collection. In The collection program in schools: Concepts, practices and
information sources (4th ed., pp. 1-14). Chicago: American Library Association.
Debowski, S. (2001). Collection program funding management, In K. Dillon, J Henri & J. McGregor (Eds.).Providing
Debowski, S. (2001). Collection program funding management, In K. Dillon, J Henri & J. McGregor (Eds.).Providing
more with less: Collection Management for school libraries (2nd ed.,pp.299-326). Wagga Wagga
NSW: Centre for Information Studies, Charles Sturt University.
Dillon, K. (2001). What is weeding? In K. Dillon, J Henri & McGregor (Eds.), Providing more with less: Collection
NSW: Centre for Information Studies, Charles Sturt University.
Dillon, K. (2001). What is weeding? In K. Dillon, J Henri & McGregor (Eds.), Providing more with less: Collection
management for school libraries (2nd ed., pp. 241-254). Wagga Wagga, NSW: Centre for Information
Studies, Charles Sturt University.
Hartzell, G. (2002). Why should principals support school libraries? ERIC Digest, November(EDO-IR-2002-06).
Studies, Charles Sturt University.
Hartzell, G. (2002). Why should principals support school libraries? ERIC Digest, November(EDO-IR-2002-06).
Retrieved, June 1st, 2009.
Nethery, J. (2009, March 1).Resource based learning throughout the school. Message posted to Topic 1-School
Nethery, J. (2009, March 1).Resource based learning throughout the school. Message posted to Topic 1-School
libraries in Australia subforum, archived at
http://forums.csu.edu.au/perl/forums.pl?forum_id=ETL401_200940_W_D_Sub4_forum&task=frameset
Qu'Appelle Valley School Division and Regina Catholic Schools, Saskatchewan Ministry of Education (2004-2005).
http://forums.csu.edu.au/perl/forums.pl?forum_id=ETL401_200940_W_D_Sub4_forum&task=frameset
Qu'Appelle Valley School Division and Regina Catholic Schools, Saskatchewan Ministry of Education (2004-2005).
Reading literacy, in Teacher-Librarians: Supporting Student Learning project. Available from,
http://www.saskschools.ca/curr_content/teachlib/read_lit/readmain.htm
Ryan, M.(2009, April 18). An appropriate response form the TL. Message posted to Topic 5- Collaborative practice
http://www.saskschools.ca/curr_content/teachlib/read_lit/readmain.htm
Ryan, M.(2009, April 18). An appropriate response form the TL. Message posted to Topic 5- Collaborative practice
subforum, archived at
http://forums.csu.edu.au/perl/forums.pl?forum_id=ETL401_200940_W_D_Sub8_forum&task=frameset
Spence, S. (2005).Chapter 11 – The teacher librarian toolkit for an Information literate school community,in Henri, J. &
http://forums.csu.edu.au/perl/forums.pl?forum_id=ETL401_200940_W_D_Sub8_forum&task=frameset
Spence, S. (2005).Chapter 11 – The teacher librarian toolkit for an Information literate school community,in Henri, J. &
Asselin, M. (Eds). The information literate school community 2: Issues of leadership. Wagga Wagga,
NSW:CIS, pp. 135-145.
Talbot, K. (2009, May 15). Information literacy in the ILSC. Message posted to Topic 4- Information literacy subforum,
Talbot, K. (2009, May 15). Information literacy in the ILSC. Message posted to Topic 4- Information literacy subforum,
Wednesday, May 27, 2009
Collection Management and the realism within the school
Can it work?
The principles of the collection management policy (CMP) are clear and concise, laying out a direct path for selection and acquisition within a school. As the TL, to allow for the policy to proceed without hiccups, the Library committee must ensure that they help to promote the policy within the school and felow staff. The CMP will allow the TL to keep a track of resources being added to the resource collection(RC), and help prevent purchasing of resources that may be unneccessary.
It is often difficult to monitor specialist teacher purchases within a large school, as they feel that they are the leader within theri own field . As they do hold the knowledge and expertise within their field, similarly to the TL, they often feel that the acquisitions that they are making are relevant to the selection of resources within their specialist field. This may be the case, for most items. The TL can ask such questions as; Will this resource be used? Will it fit the curriculum in 3 years time? Do we have a resource that is similar? Is there an electronic version the same or similar?
These questions will need to be asked tactfully and sincerely as the resources being added will be part of the RC, thus part of the accessioning and stocktaking procedure conducted by library staff.
Much to consider.
The principles of the collection management policy (CMP) are clear and concise, laying out a direct path for selection and acquisition within a school. As the TL, to allow for the policy to proceed without hiccups, the Library committee must ensure that they help to promote the policy within the school and felow staff. The CMP will allow the TL to keep a track of resources being added to the resource collection(RC), and help prevent purchasing of resources that may be unneccessary.
It is often difficult to monitor specialist teacher purchases within a large school, as they feel that they are the leader within theri own field . As they do hold the knowledge and expertise within their field, similarly to the TL, they often feel that the acquisitions that they are making are relevant to the selection of resources within their specialist field. This may be the case, for most items. The TL can ask such questions as; Will this resource be used? Will it fit the curriculum in 3 years time? Do we have a resource that is similar? Is there an electronic version the same or similar?
These questions will need to be asked tactfully and sincerely as the resources being added will be part of the RC, thus part of the accessioning and stocktaking procedure conducted by library staff.
Much to consider.
Sunday, May 24, 2009
Resource Based Learning (RBL)
Is it practical for a TL in a RFF school?
Having 80 minutes per fortnight for students yr 3-6, and 40 minutes per week for students K-2 for lessons in the library may seem a considerable time to teach lessons within RBL, whilst developing inquiry skills. Once you consider other factors such as; walking time to and from campuses, returning and borrowing, answering inquiries form students, the time allocated dwindles considerably.
RBL is the way the most effective way to teach inquiry skills within curriculum based lessons. The dilemma faced is the time and opportunity available to collaborate with staff members. This is where the TL's knowledge of the curriculum and access to resources is highlighted and evidence within her programming. often the collaboration involves the TL telling staff that they will be teaching these components of the curriculum. One must ensure that the componenets being taught are also incorporating inquiry based learning, so that they are relevant to the specialist teaching of the TL.
Another dilemma faced by the TL is the time spent promoting literature and library facilities.Students also require specialist library skills to be taught to access the library resources and facilities to their potential. The TL must ensure that time is being given within the library program to these specialist areas.
Can this be done in less than 40 minutes? Realistically, no not all things. Make sure that your K-6 program is a graduated program, looking at what is required by the students at which ages.
Can this be done in 80 minutes? Yes it can, but again only because the program is graduated, according to grades and knowledge acquisition.
Having 80 minutes per fortnight for students yr 3-6, and 40 minutes per week for students K-2 for lessons in the library may seem a considerable time to teach lessons within RBL, whilst developing inquiry skills. Once you consider other factors such as; walking time to and from campuses, returning and borrowing, answering inquiries form students, the time allocated dwindles considerably.
RBL is the way the most effective way to teach inquiry skills within curriculum based lessons. The dilemma faced is the time and opportunity available to collaborate with staff members. This is where the TL's knowledge of the curriculum and access to resources is highlighted and evidence within her programming. often the collaboration involves the TL telling staff that they will be teaching these components of the curriculum. One must ensure that the componenets being taught are also incorporating inquiry based learning, so that they are relevant to the specialist teaching of the TL.
Another dilemma faced by the TL is the time spent promoting literature and library facilities.Students also require specialist library skills to be taught to access the library resources and facilities to their potential. The TL must ensure that time is being given within the library program to these specialist areas.
Can this be done in less than 40 minutes? Realistically, no not all things. Make sure that your K-6 program is a graduated program, looking at what is required by the students at which ages.
Can this be done in 80 minutes? Yes it can, but again only because the program is graduated, according to grades and knowledge acquisition.
Monday, May 11, 2009
The Librarian in 'the whole scheme of things'
How does the TL fit within the school?
We read that the TL is the Principal's representative and is the one to make decisions regarding acquisition and collection on behalf of such.How does this actually fit into everyday practice? How is the Collection Management Policy (CMP) followed within schools?
Within the school that I am the TL, the CMP is new. The principles of the CMP are one's that I believed were currently being followed within this school. I was to find out that they were not. Resources are being orderd by executive on staff and sent to the library for accessioning, without knowledge by the TL. Where do these resources fit into the curriculum? Are they the best resource for this purpose? Could we have bought cheaper, more alligned to the curriculum? Could the TL, with her contacts, received a better deal on this purchase?
In this situation, the TL will need to sit with all executive and axplain the CMP and processes involved with selection and acquisition. The challenge will be to do this without coming across as domineering or dictatorial.
I believe that the TL should be the acquirer of resources due to access to publishers and, sales companies and the knowledge base of how to follow orders through.The TL has an overall view of the collection and knows the direction the school is taking.
The CMP is a changing, working document that is a policy to be followed by all staff. The job of the TL is to produce this document, with executive support, to staff and ensure that the policy is followed. A difficult job if you are in a large school.
We read that the TL is the Principal's representative and is the one to make decisions regarding acquisition and collection on behalf of such.How does this actually fit into everyday practice? How is the Collection Management Policy (CMP) followed within schools?
Within the school that I am the TL, the CMP is new. The principles of the CMP are one's that I believed were currently being followed within this school. I was to find out that they were not. Resources are being orderd by executive on staff and sent to the library for accessioning, without knowledge by the TL. Where do these resources fit into the curriculum? Are they the best resource for this purpose? Could we have bought cheaper, more alligned to the curriculum? Could the TL, with her contacts, received a better deal on this purchase?
In this situation, the TL will need to sit with all executive and axplain the CMP and processes involved with selection and acquisition. The challenge will be to do this without coming across as domineering or dictatorial.
I believe that the TL should be the acquirer of resources due to access to publishers and, sales companies and the knowledge base of how to follow orders through.The TL has an overall view of the collection and knows the direction the school is taking.
The CMP is a changing, working document that is a policy to be followed by all staff. The job of the TL is to produce this document, with executive support, to staff and ensure that the policy is followed. A difficult job if you are in a large school.
Thursday, April 16, 2009
How can CPT work?
Collaborative Practice Teaching
The TL has an important role in CPT. It may be a difficult one to achieve, but one that I believe is necessary. When thinking of the ideals behind teaching as a TL, what better theory is there that meets so many; curriculum knowledge, resource acquirer, enquiry based learning, multi- media usage, facilitator of life long learning strategies, relevance of learning content, extending learning beyond the classroom.When addressing the classroom teacher, if they are reluctant to partake in CPT, state that you will be taking some of their work load away from them. By encouraging and discussing through this theory, you may have success. Collect resources for the students to take back to class, and encourage their enthusiasm. Hand over a typed lesson plan for the lessons that you wish to teach and the suggested time frame, so that the classroom teacher can observe whether it fits the time frame of the unit. Offer the thought of taking some of the work load away from the classroom teacher. This may allow the classroom teacher to see that CTP is beneficial to the teacher and the students.This is a plan that I find works in a school where RFF is Library. The teachers, at first, reluctant were then asking me 'What are you teaching next term?' and checking that it fits with their time frame. This enabled the need for a meeting to discuss the next terms agenda, thus setting up CTP. The essence of time is the only negative within such a plan. Once a teacher saw that you were 'helping out' the after school or early morning meeting was not a hinderance to them.
The TL has an important role in CPT. It may be a difficult one to achieve, but one that I believe is necessary. When thinking of the ideals behind teaching as a TL, what better theory is there that meets so many; curriculum knowledge, resource acquirer, enquiry based learning, multi- media usage, facilitator of life long learning strategies, relevance of learning content, extending learning beyond the classroom.When addressing the classroom teacher, if they are reluctant to partake in CPT, state that you will be taking some of their work load away from them. By encouraging and discussing through this theory, you may have success. Collect resources for the students to take back to class, and encourage their enthusiasm. Hand over a typed lesson plan for the lessons that you wish to teach and the suggested time frame, so that the classroom teacher can observe whether it fits the time frame of the unit. Offer the thought of taking some of the work load away from the classroom teacher. This may allow the classroom teacher to see that CTP is beneficial to the teacher and the students.This is a plan that I find works in a school where RFF is Library. The teachers, at first, reluctant were then asking me 'What are you teaching next term?' and checking that it fits with their time frame. This enabled the need for a meeting to discuss the next terms agenda, thus setting up CTP. The essence of time is the only negative within such a plan. Once a teacher saw that you were 'helping out' the after school or early morning meeting was not a hinderance to them.
Wednesday, April 1, 2009
Information Skills in the ILSC
Information Skills
The Information Process(ISP) provides a thorough step by step approach to creating Information literate learners. It provides the opportunity for learners to 'learn for life' and evaluate their learning, thus, to be guided and responsible for their own learning. As TL's, the Rubrics suggested by Brown, provide an assessment tool and evaluation of the students skills and knowledge. We are all life long learners and the Rubric can also be handy when assessing our own teaching success.I am raging a debate about the Constructivist and Behavourist models of teaching. I am a behaviourist within my management skills, especially aftr 16 years in Special education, but a constructivist within my teaching style. The two can co-habitat quite well together, I'm sure!
The Information Process(ISP) provides a thorough step by step approach to creating Information literate learners. It provides the opportunity for learners to 'learn for life' and evaluate their learning, thus, to be guided and responsible for their own learning. As TL's, the Rubrics suggested by Brown, provide an assessment tool and evaluation of the students skills and knowledge. We are all life long learners and the Rubric can also be handy when assessing our own teaching success.I am raging a debate about the Constructivist and Behavourist models of teaching. I am a behaviourist within my management skills, especially aftr 16 years in Special education, but a constructivist within my teaching style. The two can co-habitat quite well together, I'm sure!
Friday, March 20, 2009
The TL and the curriculum
The TL and the curriculum
Quality teaching is essential for RBL and IBL as it provides the base for meaningful learning in a resource rich environment, based on significant learning directed at learning outcomes. Resources are provided in a variety of formats for students to receive and input, then discover, explore and use the 18 elements of Quality teaching. The TL's role is to support the curriculum through (I believe) Guided Inquiry, employing Quality Teaching methods. The TL's program should be an extension or inclusion of the class teachers' program, thus supporting other teaching staff. This should be backed and encouraged by the Principal.When the TL program is separate from the class teachers, one can find that the Library is using RBL and providing many resoureces in all media formats that will not be accessed anywhere except in the Library, during Library lesson time. Communication, collaboration and co-operation is the key to having those many hours of resource collaboration being utilised. Make the staff realise that you are still a classroom teacher too!
Quality teaching is essential for RBL and IBL as it provides the base for meaningful learning in a resource rich environment, based on significant learning directed at learning outcomes. Resources are provided in a variety of formats for students to receive and input, then discover, explore and use the 18 elements of Quality teaching. The TL's role is to support the curriculum through (I believe) Guided Inquiry, employing Quality Teaching methods. The TL's program should be an extension or inclusion of the class teachers' program, thus supporting other teaching staff. This should be backed and encouraged by the Principal.When the TL program is separate from the class teachers, one can find that the Library is using RBL and providing many resoureces in all media formats that will not be accessed anywhere except in the Library, during Library lesson time. Communication, collaboration and co-operation is the key to having those many hours of resource collaboration being utilised. Make the staff realise that you are still a classroom teacher too!
Saturday, March 7, 2009
How do your colleagues see your role as TL?
What do we do? In their eyes!
I do believe that when you walk in the door as a TL, you are instantly expected to know whether the Library has this book, or that resource and that you should know instantly where to find it. This has been the case for me when I began my time in the Library and for all other taechers who have stepped in to be a teacher within the Library. Taking Library as Release for teachers does bring them to think that you are only looking after the students to do a quick lesson, read them a story and allow them to borrow.
For the teacher, you are servicing their needs in regards to resources, both paper and electronic, but they will only use it if they remember and it is the easiest to find. When the end of the year comes and it is time to return all resources, they believe that they can return them at their own leisure and claim that they never had that resource.
This sounds very negative, I'm sure!
How do we change their view?
As a TL who wants to be respected by my colleagues, I need to ensure that the content that I am teaching is a part of the KLA's within the school. I need to make sure that I follow the school's adopted Information Skills Process within my lessons. I need to make the teacher feel that I am apart of their classes lessons and can help not with just locating resources. I need to show Quality teaching practices and develop knowledege conections within the students.
I need to make sure that the Library website is current and includes weblinks and other tools that are aligned to the KLA's and focus areas. This all needs to be done collaboratively with my colleagues to show them that I assist them educationally within the classroom.
I can then insist that they then respect my needs to perform stocktakes and retrieve resources. It should be a win-win situation!!!
I do believe that when you walk in the door as a TL, you are instantly expected to know whether the Library has this book, or that resource and that you should know instantly where to find it. This has been the case for me when I began my time in the Library and for all other taechers who have stepped in to be a teacher within the Library. Taking Library as Release for teachers does bring them to think that you are only looking after the students to do a quick lesson, read them a story and allow them to borrow.
For the teacher, you are servicing their needs in regards to resources, both paper and electronic, but they will only use it if they remember and it is the easiest to find. When the end of the year comes and it is time to return all resources, they believe that they can return them at their own leisure and claim that they never had that resource.
This sounds very negative, I'm sure!
How do we change their view?
As a TL who wants to be respected by my colleagues, I need to ensure that the content that I am teaching is a part of the KLA's within the school. I need to make sure that I follow the school's adopted Information Skills Process within my lessons. I need to make the teacher feel that I am apart of their classes lessons and can help not with just locating resources. I need to show Quality teaching practices and develop knowledege conections within the students.
I need to make sure that the Library website is current and includes weblinks and other tools that are aligned to the KLA's and focus areas. This all needs to be done collaboratively with my colleagues to show them that I assist them educationally within the classroom.
I can then insist that they then respect my needs to perform stocktakes and retrieve resources. It should be a win-win situation!!!
Saturday, February 28, 2009
From past to future as a TL
From past to future as a TL Topic 1 ETL 401
Thinking back over the years that I have been at my school, I saw the Librarian as a person who simply 'looked after' classes while the students borrowed books and then had a story read to them. What else could she do in 40minutes of RFF? I also saw that she had an off-sider who did all the borrowing,returning and shelving plus much more. I felt that the Librarian saw herself as important and valuable in the school, but I couldn't see how she was as my class did not go to the Library and I had to force my way to get them some time to borrow a book (I was teaching Special Ed.)
Two Librarians have come and gone and then I entered the Library with a Masters trained, technology loving Librarian. I worked along side a very good Librarian who felt she struggled with the teaching part of TL. She was a great facilitator in Resource Based Learning(RBL), whislt I was great at Resource Based Teaching(RBT). She moved our Library into the technological world and even created our own Libray website @yourlibrary. Through my observation of her both clerically and in the teaching field, I know she had it right! Now my challenge,in my teaching, is to move my lessons from RBT to RBL and demonstrate and instruct the other teachers in the Library to do the same. This can be done by using COGS as our 'research' part of the Scope and Sequence. Thus, learning has a purpose and is collaborated bacj to the classroom program.
The Libray is not a place of clerical and administration processes, but one of facilitating life long learning and a love of literature.
Thinking back over the years that I have been at my school, I saw the Librarian as a person who simply 'looked after' classes while the students borrowed books and then had a story read to them. What else could she do in 40minutes of RFF? I also saw that she had an off-sider who did all the borrowing,returning and shelving plus much more. I felt that the Librarian saw herself as important and valuable in the school, but I couldn't see how she was as my class did not go to the Library and I had to force my way to get them some time to borrow a book (I was teaching Special Ed.)
Two Librarians have come and gone and then I entered the Library with a Masters trained, technology loving Librarian. I worked along side a very good Librarian who felt she struggled with the teaching part of TL. She was a great facilitator in Resource Based Learning(RBL), whislt I was great at Resource Based Teaching(RBT). She moved our Library into the technological world and even created our own Libray website @yourlibrary. Through my observation of her both clerically and in the teaching field, I know she had it right! Now my challenge,in my teaching, is to move my lessons from RBT to RBL and demonstrate and instruct the other teachers in the Library to do the same. This can be done by using COGS as our 'research' part of the Scope and Sequence. Thus, learning has a purpose and is collaborated bacj to the classroom program.
The Libray is not a place of clerical and administration processes, but one of facilitating life long learning and a love of literature.
Friday, February 27, 2009
Teacher Librarianship study
Teacher Librarianship Study
Ah!! Back to the world of study whilst working full time and parenting full time with sporty, musical, busy family members. Being a Teacher Librarian of a school with over 710 children and 50 staff, I believe I am a very busy person. I enjoyed completing 2008, for I had completed resourcing, both electronically and hard copy, materials for COGS units within my school. I also spent considerable time adding electronic resources to my school library website @yourlibrary. You can view this through http://www.shorturl.com/ or https://staffowa.det.nsw.edu.au/owa/redir.aspx?C=f33fdc5508a4401fb6579939977dd9b4&URL=http%3a%2f%2fwww.grafton-p.schools.nsw.edu.au I am very excited with the development of this site and am always adding new resources to the folders.
The completion of 2008 saw me Graduate my first year of training as a Reading Recovery teacher. With fortnightly drives to a city over an hour away I was relieved to be completed.
2009 sees me in my second year of training as a Reading Recovery teacher, thus only having to drive once every month. As well as this training, running a large Library, teaching Library and training other Teacher's to be Teacher Librarian's(as my off-sider is on Maternity leave and replaced by 2 part time teachers) I fell that my plate is full.
Yet!!! I enjoy a challenge, and find myself studying at Uni to gain my Librarin qualification. Ummm!!!! How does my familty feel about this?
Ah!! Back to the world of study whilst working full time and parenting full time with sporty, musical, busy family members. Being a Teacher Librarian of a school with over 710 children and 50 staff, I believe I am a very busy person. I enjoyed completing 2008, for I had completed resourcing, both electronically and hard copy, materials for COGS units within my school. I also spent considerable time adding electronic resources to my school library website @yourlibrary. You can view this through http://www.shorturl.com/ or https://staffowa.det.nsw.edu.au/owa/redir.aspx?C=f33fdc5508a4401fb6579939977dd9b4&URL=http%3a%2f%2fwww.grafton-p.schools.nsw.edu.au I am very excited with the development of this site and am always adding new resources to the folders.
The completion of 2008 saw me Graduate my first year of training as a Reading Recovery teacher. With fortnightly drives to a city over an hour away I was relieved to be completed.
2009 sees me in my second year of training as a Reading Recovery teacher, thus only having to drive once every month. As well as this training, running a large Library, teaching Library and training other Teacher's to be Teacher Librarian's(as my off-sider is on Maternity leave and replaced by 2 part time teachers) I fell that my plate is full.
Yet!!! I enjoy a challenge, and find myself studying at Uni to gain my Librarin qualification. Ummm!!!! How does my familty feel about this?
My Journey into the world of 'blogs'
My journey into the world of 'blogs'
This is my intro into the world assocaited with electronic messaging and networking. It is not my choice to be spending time on interfacing and sharing my thoughts either electronically or with others. Yet, here I am!!!
The creation of the blog was easy. Now to follow will be the hard parts. What messages to convey?
This is my intro into the world assocaited with electronic messaging and networking. It is not my choice to be spending time on interfacing and sharing my thoughts either electronically or with others. Yet, here I am!!!
The creation of the blog was easy. Now to follow will be the hard parts. What messages to convey?
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