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,
