Task C - Critical reflection

As I began to organise my thoughts in order to write my reflection on this semester's study, it felt like it was a long time ago that I began this course. I had only just begun reading over the modules when I found out that I would actually be taking on the teacher-librarian (TL) role at my school in 2012. It is a bit embarrassing thinking back now that the job I thought I would be taking on is actually very different to what the role of a TL is in reality. I had the outdated impression that I would be spending a vast majority of my time reading with students and helping them borrow books. When I noticed the amount of administration time that afforded a TL I thought I would be struggling to find tasks to fill the hours. However, after undertaking ETL401 this semester I now realize that time is not there to be filled, but is an opportunity to me to participate within the school community in a way that differs from my predecessors. 

Due to the fact that I finished my honours research only 4 years ago, accessing journal databases and conducting research is something that had become second nature. Therefore, the first topic regarding accessing databases and using the library website was a comfortable introduction to the course. Though, despite what I thought was an expert knowledge of this resource I was amazed to find a few shortcuts and tricks through completing the module. Similarly to a number of people (Wheeler, 2011; Morley, 2011; Howells, 2011), I discovered the * truncation which has definitely widened my ability to complete effective searches. 

The change in my view in regards to the role of a TL is where my ideas have been transformed the most. I was one of those teachers who had the stunted view of the librarian as someone who managed the books and read to the children (Lamb & Johnson, 2008). This is the apparent view of the majority teachers at my school, which has not been assisted by the fact that we have had three different TLs over the last two years (Doyle, 2011a). So, while my view has changed dramatically, the challenge still exists to begin to help the staff at my school become more open-minded to the possibilities of collaboration in a school where collaboration is generally encouraged, but not always inclusive of the TL and other specialists (Doyle, 2011b; Doyle, 2011c).

The topic of information literacy (IL) has been the most interesting throughout this course. In the constantly changing information environment it is vital for students to be equipped with the skills to navigate this arena in order to be successful throughout life and be lifelong learners (Secker, Boden & Price, 2007). 

The wide range of information sources has changed dramatically since I was in primary school, however it seems like the same skills are necessary as back when I was seeking my information from outdated encyclopedias (Doyle, 2011d).  I was unaware that this was the domain of the TL and an ideal area in which for a TL to be a leader within the school. Through examining the various models for teaching IL, it has become clearer. Having a background in inquiry learning helps me to understand the importance of questioning and determining the purpose for research (Doyle, 2012a). However, many of our students often get stuck after this point and struggle to collect, evaluate and synthesise their information. I am excited by the opportunity this year to introduce an IL model to the staff and accept some feedback and ideas on how we can implement such a program at our school (Doyle, 2012b). 

Over the course of this subject I have managed to discover that my new career change plans are much more substantial than I first imagined. While the thought of the slight change from regular classroom teacher to teacher-librarian was intriguing, the prospect of what lies ahead of me in my new adventure into the world of information is much more exciting. My new understanding of the breadth of the role of a TL that I have gained from this subject has been eye-opening. Though I know it is just the beginning of the journey to becoming a qualified and knowledgeable TL, it has made me eager to discover the next destination. 

Reference List

Doyle, P. (2011a, December 28). Changing image of librarian [Online forum comment]. Retrieved from  http://forums.csu.edu.au/perl/forums.pl?task=view&message_id=5514731&forum_id=ETL401_201190_W_D_Sub4_forum

Doyle, P. (2011b, December 28). Assignment 1. Retrieved from Penny’s TL Blog.  http://pendoyle.blogspot.com/2011/12/assignment-1.html

Doyle, P. (2011c, December 30). Collaboration at my school [Online forum comment]. Retrieved from http://forums.csu.edu.au/perl/forums.pl?task=view&message_id=5515770&forum_id=ETL401_201190_W_D_Sub7_forum

Doyle, P. (2011d, December 29) Assignment 1 continues. Retrieved from Penny’s TL blog. http://pendoyle.blogspot.com/2011/12/assignment-1-continues.html

Doyle, P. (2012a, January 20). Benefit of inquiry learning [Online forum comment]. Retrieved from http://forums.csu.edu.au/perl/forums.pl?task=view&message_id=5533829&forum_id=ETL401_201190_W_D_Sub6_forum

Doyle, P. (2012b, January 27). IL Models. Retrieved from Penny’s TL blog. http://pendoyle.blogspot.com/2012/01/il-models.html

Howells, A. (2011, November 21). Library databases [Online forum comment]. Retrieved from http://forums.csu.edu.au/perl/forums.pl?task=view&message_id=5476858&forum_id=ETL401_201190_W_D_Sub3_forum

Lamb, A. & Johnson, L. (2008). School library media specialist 2.0: a dynamic collaborator, teacher, and technologist. Teacher Librarian, 36(2), 74-78. Retrieved from EBSCOhost Academic Search Complete.

Morley, T. (2011, November 23). Library data bases [Online forum comment]. Retrieved from  http://forums.csu.edu.au/perl/forums.pl?task=view&message_id=5480104&forum_id=ETL401_201190_W_D_Sub3_forum

Secker, J., Boden, D. & Price, G. (2007). The Information Literacy Cookbook: Ingredients, recipes and tips for success. Chandos Publishing: Oxford.

Wheeler, J. (2011, November 21). Library data bases [Online forum comment]. Retrieved from    http://forums.csu.edu.au/perl/forums.pl?task=view&message_id=5480104&forum_id=ETL401_201190_W_D_Sub3_forum

IL models

As I read the growing pile of articles and books that I found regarding models for teaching IL it made me think of my own process of gathering information and whether it matches any of the models I was reading about. I don't remember ever learning a process for researching in primary school. I think research for me then meant finding something that sounded like my topic in a book and plagirising it to death. Along the way somewhere I appear to have developed the ability to define what I am looking for, seek it out and evaluate its usefulness before using it.

Where and when this clicked for me I can't really pinpoint. However, I recognise if I did not develop these skills along the way there is no way I would have ever been successful at university. I am excited about the opportunity I will have this year at introducing one of these model to the staff and students at the school to give them some structure for their research. I know many teachers find research projects with primary aged children an extremely frustrating process as they struggle to find what they are looking for within the masses of information available both in the library and online. After locating something relevant it is then the very challenging task of putting it into their own words rather than blatantly copying.

I am leaning towards the NSW model as it seems very clear and easy to use while I found the PLUS model has too much to do at each step. The NSW model seemed to step it out much clearer. Anyway, as the school year is due to begin next week.... we'll see how it goes...

Models for IL

As I continue to read about the various models of IL it makes me more excited and nervous for the year ahead. I am leaning towards the ISP model as something I would like to explore with the school staff in my new role as TL this year. I guess the question is when and how I broach the subject of collaboration.

As I began this course in November I thought it was leading my to become a stand-alone teacher, something which made me quite anxious. For the last 4 years I have been working as a classroom teacher, always working in a collaborative team of 3 or 4 teachers. Working as part of a team has always brought more benefits with it than it has negatives. Therefore, the thought of working alone was not seeming like an attractive prospect. As this subject and my understanding has developed I have reaslied that I am actually still going to be part of a team, however, now I have the opportunity to be a part of several teams.

Definition of IL

I find myself tempted to create my own hybrid defintion of IL since I can't seem to find one that exactly matches what I was thinking. At the beginning of this subject I probably would have latched onto the ALA definition without hesitation, and while I still find it the best that is out there, I feel it neglects to mention the importance of IL in enabling someone to be a lifelong learner. However, should this be something that is not included in a definition of IL but rather as a justification for the importance of an IL program.

Obstacles

I have been doing a fair bit of reading about the obstacles for a TL trying to implement a IL program. I have come to the conclusion that I will focus on collaboration as my chosen obstacle. There are so many journal articles about obstacles to collaboration and I feel a little overwhelmed by the masses of information. I decided to use my husband as a bit of a market research subject as he is also a primary school teacher. He raised an interesting reason for teacher reluctance for collaboration that I had yet to encounter in the literature.

He said that he would be a bit wary as he would be worried that such a collarboration might highlight his own gaps in expertise and knowledge when it comes to information literacy. He says that he is not a literacy minded person but more a mathematically skilled teacher and finds such situations stressful as it often shows up his gaps. I found this interesting as this would seem like the ideal person who would benefit from such a collaboration as the partnership would assist in developing the skills of the teacher as well as the students; but due to this barrier, it may be the people who are most turned off from such an endeavour.