And so it begins... again

Here we are, school holidays, and looking towards the 2nd semester of my teacher librarianship course. Reading the 1st chapter of James Herring's  text “Improving students' web use and information literacy", he makes it clear that at the heart of it a TL's main role revolves around learning.

There are various definitions of learning. Herring refers to Pritchard,  such examples as change of behaviour resulting from experience or practice, knowledge from study lawn constructing understanding from experience or sources.

Education has generally moved away from behaviour is to theories towards constructivism. The constructivist approach notes that students construct new knowledge from what they already know, make connections and reflect on them the social context is important in how they learn.

Killen identifies several steps for teaching on student learning. The steps are:

• to describe what you want your students to understand 
• select content will help your students gain understanding
• develop a suitable learning environment
• allow opportunities for students to publicly demonstrate their understanding 

The web can be used in teaching . It may be the source of resources or may be used in planning student activities. It may also provide students with sites that the TL has vetted.

Herring emphasises the importance of collaboration and knowledge is shared, lessons planned jointly and there is mutual understanding.

It is an exciting and daunting period that we are in. Change is the only certainty as technology and information expand exponentially. Our role as TLs  is to assist our students navigate this information, then to become lifelong learners.

ETL 401- Assignment 2 - Reflection

Well this first semester back at university has taught me much about how we learn, through my own experiences, as well as through the readings.I had an idea from the start that there would be sharp learning curve, this year would be challenging and I would be taken out of my comfort zone. Yes, it has been “bumpy”, but where I was previously in a role with little direction, I am discovering a whole world of possibilities.

Before commencing the Teacher Librarianship course I had little understanding of the possibilities, as noted in my earliest blog post. There are a multitude of roles, that I have since discovered that a teacher librarian (TL) can perform. As has been referred to in the literature, it is a matter of prioritizing and managing.

Herring (2007) pointed out that there is much more now to a library than books. My other subject this semester, 503-Resourcing the Curriculum also opened up the possibilities of the resources and tools that could be held in a library, much of them not physical. I have made it a goal to cater to all learning styles,such as getting our first digital books into the library, starting a video collection and finding appropriate online resources all linked to the curriculum.

I had not seen myself as a dinosaur in relation to technology. I was on Facebook, had a twitter account (which I never it used), accessed and used the interactive whiteboard (IWB) and had an array of apps on my phone and iPad. As I was looking through my blog posts I did notice that technology was my most popular tag. And although my knowledge of technology may be not prehistoric, I realised that I was only scraping the surface. I faced issues that many of my students may have- How do I know what technologies are out there and how can they help me? This issue of using appropriate technology tools was also brought up in Topic Four: Technology and Information Literacy Forum Post (29/4/12, 03:50pm) where it became evident that we need to be using technology for a purpose rather than just using the next new thing. I have found many of these new tech tools to be invaluable now and have been adapting them into my teaching.

The end of the semester has left me feeling more confident in my tech skills and knowledge. My typing skills still slow (thank goodness for Dragon Dictate) but I have increased my confidence in using a number of tools such as Dropbox, Evernote and Popplet as well as networking sites such as Yammer. I’ve learnt that tools such as these can assist in my development of a becoming a successful teacher librarian.

There are are many roles that a TL fills. It is not merely the keeper of the books. I have found that I will need to prioritise. In Topic Five: the importance of collaboration (9/5/12, 07:18pm) I referred to one of these roles, that of the collaborator. The teacher librarian is part of the team, and as such needs to work more closely with all teachers, as opposed to the stand alone role the TL has previously held.

The library, I always saw as a centre of information, but with information’s exponential growth I have learnt that teaching information skills to our students has probably never been more important. I have thus found myself debating the merits of different models of information literacy (IL). My early fears about not catering to individual needs have seen to have abated. I have been discussing with a couple of empathetic teachers on staff about collaborating with them. I voiced my concerns at being able to implement on the blog and Topic Four: Constraints on the Role Forum Post (29/4/12, 3:30pm). I suggested that finding an empathetic teacher may be the way to go, and have gone down that road, as well as trying to do some creative timetabling that might allow for us to work collaboratively. At the moment the goals are small, just as Todd (2008) suggests. Start at the shallow end and swim towards the deep.

And, after a couple of early nights I aim to continue on my learning, checking all those sites I’ve Evernoted (bookmarked), read articles I’ve put aside, expand my learning network as well as continue to weave the library into the fabric of the school and hopefully do one or two of Karen Bonanno’s webinairs. Topic Six: Time Management & Karen Bonanno Forum Post (14/5/12, 2:41pm).  It has in fact been a painful journey, long nights, stress overload, but I have gained a greater insight into my role. Ongoing learning- lifelong learning.

Power of the Search

Spotted this video today after ICT techs were fixing my library computers... again. It seems to add yet another dimension to the search. Looking forward to experiencing it, to see its benefits. There are so many options out there in the search for information. The goal is to determine the most appropriate ones to access.

All the fuss... over a term.

How much discussion over the definition of a term has been spent on "information literacy".  There is much debate over which is the preferred meaning.  There is much tweaking and refining. There are new  terms that are created. Yet, in essence information literacy is the ability to recognize an information need, locate the information, evaluate it and use the appropriate information effectively. Yes, there are continuing advances in technology and an ever expanding amount of information, but the definition as purported by the ALA back in 1989 is still relevant. Owusu-Ansah (2005) argues that we should get on with the doing, rather than getting bogged down in this debate. Like him I agree that the definitions out there are basically the same.

One model that outlines the process of we seek information is the ISP model  here of Carol Kuhlthau. Her model is rather holistic taking into account feelings, not just actions and cognition. Reading over Kuhlthau again, she does make note to the fact that depending on the complexity of the task for the learner, they might not experience all the stages of, in her case the ISP model.

As teachers, it is our ability to know when and how to intervene, so they can get through this zone. I know from experience that there are times when students don't appreciate assistance, be it that they feel you are being obtrusive or that I'm overwhelming them with information.

This, knowing exactly when they are in the zone where where intervention is helpful is a challenge.



Owusu-Ansah, E. (2005). Debating definitions of information literacy: Enough is enough! Library Review, 54(5), 366-374.

Study.... and further possibilities

 Just spent the last 15 minutes trying to organise my notes. Those poor trees!  There is so much emphasis on technology and although I have been attempting to keep abreast, loading new apps,  evaluating and analysing digital/online tools I still feel more comfortable highlighting and marking on paper than using digital versions.  Don't get me wrong, I love my iPad and Mac book but there is something comforting about  pen and paper.

Such tools as Dropbox, Evernote, Bluefire reader  and annotation app have proved invaluable. I have toyed with several but find that I am not fluent in them. There are many that I wish to further investigate and hopefully will find time during mid semester, when I can go through all those wonderful finds saved on Evernote.The social learning possibilities are great, have started to collate my online paper, joined Yammer, google+, yet I need to spread my reach more, utilize twitter more as well as facebook.

Enough... back to my readings and assignments. 

Guide me...

As I read the literature around information literacy and more specifically Guided Inquiry it becomes more obvious that the role of the teacher librarian is quite broad. Guided Inquiry involves the TL working collaboratively with teachers to develop an integrated unit. The process is viewed as important.

As students move through the stages of the information search process (ISP) they develop an understanding of the thoughts, actions and feelings involved in research. By guiding students through the process teachers are able to develop students' competence.

Finding the time to develop and implement units with students at this point seems difficult. At the moment library is a 40 minute RFF lesson with all classes. In this time they are expected to return borrow books. I may need to think of ways that I can begin implementing such a program. This may be  firstly with a sympathetic teacher, whereby I can start small-scale. It may also involve convincing others that library can be more than RFF.

The Perfect Model... and I don't mean Naomi or Claudia

There are a number of models in regards to Information Literacy. Knowing where to lay ones allegiances is an issue. As is noted in much of the literature, such as Herring or Eisenberg for instance, there are more similarities than differences.

Kuhlthau has a strong research base to her model and a pervasive history, harking back to important constructivist theorists of the past. Her theory is well rounded taking in feeling, thoughts and actions.

The Big6 model however does seem quite practical. It is quite clear in its steps, yet is open to much flexibility.

Further reading... further judgement.

Supermodel, a photo by judith74 on Flickr.

Big 6... further impressions

Here I am reading Eisenberg (Information Literacy: Essential Skills for the Information Age, 2008, Vol28(2) from The Journal of Library and Information Technology) and finding that a model I was initially quite skeptical about is starting to ring true. Its emphasis on context is a driving force, and reinforces the importance of information literacy.

Thought the point that he made about moving away from just teaching computer skills to integrating it into the "information problem-solving process" was quite valid. This was an issue that was also brought up at our SDD on Monday, where at the moment there is a checklist of computer skills that needs to be covered. Integrating these more into the curriculum and, more "real" tasks make these more powerful tools.

And the model isn't linear which I felt showed a more realistic approach to how learners study. Have to admit know that doing my assignments I was jumping from one stage to another and back again. This takes into account different learners and different tasks. Some tasks may require someone to engage more in locating and accessing information, than another where there is little need to.

On with the reading...

What Model?

It seems there is much in common with many of Information Literacy models. ( I'll get onto information literacy in another post). A lot of it seems to be semantics at times and how they market their view (oops , does that seem a bit cynical). It does seem to have turned into a bit of a business, as can be seen by checking out the Big6 website.

This is not to say that I do not see them as useful. They provide a fantastic framework in which to teach students important skills that they can use throughout life. Thought that it was important to note that generally the models emphasized how important it was that these skills were transferable.

I think it's important to take away the bits from the models that work. If you become too prescriptive then there is a problem that you are overlooking kids that work differently. Saying that it is necessary for students to be instructed in information literacy that's embedded in meaningful inquiry, problems or projects.

Thought Kuhlthau added something new where she recognizes feelings. Have to admit some of those feelings came to the fore when I was completing that last assignment (doubt, confusion, frustration.... also anxiety).

With the vast amount of information out there.... it seems so important that our students learn how to find and use it effectively. That final step, that was in many of the models-  reflection, seemed to be perhaps the most important step when viewing learning as a lifelong process. To reflect on the negatives and the positives hopefully will add to learning.

InfoLit iSchool Getting Started, a photo by Robin M. Ashford on Flickr

The Agony and the.... well not the ecstasy

After completing my first uni assignment a couple of weeks ago for my Resourcing the Curriculum course, had thought that the next one would be easier. It seems that many years away from having to write an academic paper has made the task oh so painful.

Thought I did have a plan, but putting the words down proved extremely difficult. I could spend hours and get very little completed. Maybe those years back there of drinking and such, played a part. Anyway my latest assignment was shot off into cyberspace earlier tonight.

Am feeling that the assignments are really bogging me down. There is lot of interesting and stimulating reading- definitely more stimulating than staring at a computer screen for hours trying to put down my thoughts.

Need to start planning how I am going to tackle those next assignments. But now, time for a good nights sleep for a change.

Oops.... technology issues... thought I'd lost that post.... it's all a learning process... well.... good morning.

Information Specialist

As I have been trying to complete my assignment on the roles of the teacher librarian, I realize that there are a broad range. One I have been focussing on has been that of the information specialist. I am finding that there is a plethora of info tools and resources out there.

How does one stay abreast of it all? Have to admit I don't feel like the specialist yet. Trying to remember it all and put it all together is proving to be a chore. Housework I suppose is a chore too, but there is satisfaction in seeing a clean and tidy house.

I am using tools like Evernote to take note of "stuff" I find along the way, some of which I have not yet fully taken in yet, but wish to revisit or use in the future.

Well, reality calls.... or should I say my assignment, which is feeling like a battle at the moment- trying to piece it all together. Ok, must get back to the fight.


- Posted using BlogPress from my iPad

Overwhelming but stimulating

Oops, it appears that I have fallen behind in my blog postings. It seems that learning is not always easier  as one gets older. Writing assignments can be arduous tasks. I am finding that the words do not always come easily. One of the issues has been circumnavigating the multitude of new technologies. This to was alluded to in much of the reading dealing with teacher librarians and the curriculum.

If as a teacher librarian we are to assist in making your students information literate or as 21stcenturyfluency.com note fluent it means that we need to become more au fait with the technology and be prepared to not always be the expert. In a way we are modelling learning to students.

There is a barrage of new information.  I find that as I read more, there are more questions to ask myself. It's exhausting... so with that it's time for bed.

3 Perspectives Of the Teacher- Librarian

As I was reading about the 3 perspectives on the role of the teacher librarian by Herring,  Lamb and Johnson, and  Purcell it became obvious that they pointed to a T-L with a multifaceted  position. A major difference is where they place their priorities

Herring puts learning 1st and foremost above resources.  He emphasises placing the T-L within the constructivist theory of learning. Teaching and embedding information literacy into the role is imperative.  We are as our title suggests teachers first.

Lamb and Johnson's  model seems to put technology above teaching. They give lip service to focusing on the curriculum, but it is in relation to developing and supporting technology. Even the title of the role has morphed into “school library media specialist". They  also, like Herring  describe someone wearing many hats.

Purcell, again uses the American term media specialist, yet is clear that teaching is an important part of their role. In fact, when she breaks the position down into 5 roles,  Teacher is clearly one of them. The responsibilities that she places on the TLs   are quite thorough.

After the readings it made it clear that the role of the teacher librarian at my school needs to change. Although some of the responsibilities that the authors put forward are being implemented  there is still much to do to keep library viable and relevant. Much of this change may have to wait until the  end of this year's study, but it is an exciting prospect. And daunting!

Overload

Am a couple of weeks into my Teacher Librarian course and finding that there is a plethora of information and resources.
I find it is easy to be engrossed in all the technology. I can no longer just rely on hardcopy. I am having to make decisions on how to take and store notes. Am still using pen and paper, but have also downloaded apps to annotate, convert to PDF and store my notes. Being an incredibly inept user of the keyboard (that is, a slow typer) I have even installed a speech recognition dictation program.
These however are issues that many of our students will also face as they become more involved in this new age of learning. 
It's a steep learning curve.

Dewey Rap

 Obviously there is more to the library than finding your way around the Dewey system. Found that this was a fun video, that got many of the kids interested in how the non fiction section was categorized. It led to some good discussions on why certain topics were given a specific Dewey number.
Also seemed a lighter way of experimenting in posting videos.

A New Awakening

It appears that I have started on a new journey of discovery. 

This year, as Bette Davis once quoted, it's going to be “a bumpy night". But night turns into day. There is a lot to take in, as I aim to get to the end of my Teacher Librarian course. The library is not the same place I remember as a child. The world has changed and so has the library. Technology has made great advances and I hope to learn much this year so I can, in turn assist my students and peers in their teaching and learning.

Early readings, such as the writing of Herring(2007) describe  school libraries that contain much more than books. School library collections now contain many different forms of technology, and many of these items are not even stored in the library. It is an exciting concept but there seems a lot to get my head around.

Here is one hurdle I am crossing. Blogging! Who would have thought I'd  be placing my writing down in an online journal. I hope to share  my reflections with others, but more importantly I do hope that this  blog will display the awakening of a more competent and confident Teacher Librarian.