When I began ETL401, I had no idea that my perception of the role of a teacher librarian was so limited. What I did know was that I was passionate about being a librarian after some small glimpses during casual teaching days and fond memories as a child. My view of the role of the teacher librarian has been challenged many times over the course of this subject. For that, I am so grateful!
One of our first tasks was to set up our blog. My first post read, “Wow! Second time around I hope this works!”(Brooker, 2011).The first post must be in cyber space! This was an indication of the struggle it had been for me. In my new role as teacher librarian it is clear that I need to take every opportunity to learn more about new technology and how to apply it to the learning context. Our students are digital citizens, who are not afraid to play with technology. Even this simple exercise redefined my own perception of my role as a teacher librarian. I was thrilled when Jennifer Lawrence (2011) led us to Lamb and Johnson’s (2010) Beyond Googling: Applying Google Tools to Inquiry-based Learning. It is great to get some practical collaboration. Lorenzo’s (2007) article Catalysts for Change: Information Fluency, Web 2.0, Library 2.0 and the New Education Culture was also insightful with practical examples of how to apply technology.
The discussions on time management were very helpful with juggling family, study, work and having to present at a seminar for high school parents while doing this topic. As Samantha Neaves (2011) reflected “I am quickly realising the enormity of the job in terms of management”. The teacher librarian manages time, people and resources. Another feather for my cap in the role of teacher librarian! The role was ever expanding … could I do all of this?
”Keeping abreast of all the new technologies” (Weiss, 2011) - was resounding in my head. As I read ASLA’s statements and policies on the role of the teacher librarian, I realised I had not considered many of these before. “How do I stack up? It is a lot to aspire to!” (Brooker, 2011) The Statements of Professional Excellence ASLA (n.d.) left me feeling the same … excited and daunted. After speaking to my head librarian she assured me that was normal … they were aspirations teacher librarian’s work towards. How grateful I am to be in such a supportive environment! I realised I hadn’t really considered how integral the library is in the school and the role a teacher librarian can have. I was inspired by Schmidmaier’s (2007) address, and loved her closing comment “You’re providing me with information I didn’t know I needed!” I felt this way about ETL401 even though it felt like a roller coaster ride.
Collaboration was one aspect of the role I think I intrinsically understood was part of being a teacher librarian. I felt comfortable with this to a degree, as I believe it is a personal strength of mine. Yet if collaboration is so valuable, why is it so frightening to many? Fullan (1999), Gibson-Langford (2007) and Todd (2008) had much to say in this area. I found this topic very thought provoking and insightful.
As we came to specifically study the role of the teacher librarian, I had mixed emotions. I loved the greencoat example and began planning how to resurrect the library monitors at our school. Yet the many roles discussed in our readings made me feel daunted by the enormity of the position. Many agreed it was a “high benchmark” (Williams, 2011). Wundersitz (2011) began discussing if the teacher librarian should prioritise their roles. I can’t see how we can work otherwise. Inquiry learning and project based learning were new concepts for me. There was so much to learn and mull over that I needed time to digest these new concepts. It seemed each week there were new ideas which could be beneficial to our students, colleagues and the school community. I was grateful, but often left feeling overwhelmed at the task ahead of me. How did other teacher librarian’s do it all?
Information Literacy was a powerful topic for me. I realised that teaching the information skills were just the beginning to leading students to becoming information literate. While we have a preferred model at our school, I am challenged to discuss this further with my colleagues. What do they believe information literacy is? How can we make this a priority in our school, not just in the library? Can we begin to encourage collaboration with the teachers? There were some excellent summations on the forums from fellow students. Lu (2011) defined information literature , McDonald (2011) drew in the link to higher order thinking skills, while Maticevski (2011) wrote about the connection of information literacy to Blooms taxonomy.These discussions helped in my understanding of this topic. They were able to put what I was thinking in a nutshell!
As I continue to grapple with my shifting view of the role of a teacher librarian, I look back over this course and see how far I have come. My response is to continue talking, reading and reflecting as I walk this journey with many inspirational colleagues. I am sure my view will continue to change, as new knowledge, practices and issues arise. It is my endeavour to be open to this, but above all to continue to provide the best service I can to help others in their journey to become information literate citizens.
No comments:
Post a Comment