Where has ETL401 taken me as a student of teacher librarianship? While few of my views have changed, they have all been enlightened. I focus on three areas of that have affected me the most: collaboration, leadership, and evidence based practice.
In my past experience as a teacher, I have had very little collaborative experience with the teacher librarian (TL). My school understands the importance of collaboration among teaching teams, and commits professional development (PD) and planning time to the matter. In reviewing the job description of our TL, “I was pleased to see collaboration” and “that ‘teaching’ is a big part.” (Taylor-Weber, 2010, July 30). Throughout my studies, I encountered significant evidence to support collaborative practices (see Lance, Rodney & Hamiton-Pennell, 2000; Haycock, 2007 & 2003; Henri, 2005; Kuhlthau, 1993). However, I still didn’t understand why collaboration with the TL was not happening in my school. “I'm shocked at how this collaboration is suggested in so much literature for highly effective schools and libraries, yet I know I am not the only teacher who has not been collaborating with their teacher-librarian” (Taylor-Weber, 2010, August 6).
In a similar discussion on the topic 5 forum later, I noticed, “I think perhaps school culture influences how Ts [teachers] perceive and participate in collaboration” (Gillespie, 2010, September 25). I completely agree. Studies have shown that team planning with the TL happens more when the principal expects it. While this seems fairly logical, it clarifies the role of leadership in shaping school culture (Haycock, 2007, p. 28). Today I believe that “tradition has tended to perpetuate itself” (Taylor-Weber, 2010) and will continue to do so until leadership begins to influence school culture.
This is where my view of leadership for the TL has especially changed. At the beginning of the course, when I first read Herring’s article (2007), I encountered various roles of the TL (p. 30-31). I saw that curriculum leader was an important role, and in my notes I responded, “I see myself as not a curriculum leader, as I don’t think the TL handles this alone” (Taylor-Weber, reading notes, 2010, July 20). I was apprehensive of the idea of me as the TL taking on leadership in a school.
I later referred back to this statement. I stated that “The TL is always overseeing the use of resources and the instruction of information literacy skills for a large community.” Because of this, I accepted that I must “become more comfortable with the leadership element of this role. Persuading and educating the staff and administration is a difficult job.” (Taylor-Weber, 2010, August 30). Such realization came after I developed a better understanding of the multiple roles of the TL, particularly the value of partnership between TLs and school administrators (Oberg, 2006).
In a task for ETL501, I also realized the need for the TL to be a leader in PD. I discovered that my own research skills are lacking, even though I thought they were good. Further reading (Cahill & Chalut, 2009; Martzoukou, 2008; Şahin, Çermik & Doğan, 2009) showed me that many people think and search the way I do. I realized that if I thought I was doing fine with research strategies, and found that there’s so much more to improve upon, then imagine what my colleagues and students must believe. Someone must be proactive in helping students and staff to reflect on their search skills, but the only person likely to do that is the information literacy specialist--the TL. “I've learned that there are some areas that really fall under the expertise of the librarian. Everyone's got their area of expertise, and I should not feel reluctant to recognize what might become my responsibility” (Taylor-Weber, 2010, September 22).
Finally, I was especially influenced by an article about evidence based practice. Ross Todd was interviewed and told a story about how he had asked a crowd, “What evidence do you have that your school district, your library, really matters in the instructional landscape?" (Kenney, 2006, p. 47). This question had me wondering how I would answer, and I quickly realized that this must be my focus when I take on the role of TL. Research and practical evidence are highly influential to inform teaching, PD, and the changes necessary for a more effective library program. I found two case studies (Scott & Plourde, 2007, and Snyder & Roche, 2008) that provided me with practical examples on how schools have tried to address Todd’s question above. “Both of these articles serve as a guide for my own professional practice as a teacher librarian, as I embark on how to create a program that can improve student learning” (Taylor-Weber, 2010, September 26).
While my view of the TL role has not changed dramatically over this subject, it has been clarified. I have encountered many questions, conflicts, seen excellent case studies and standards along the way. I have emerged with a clearer understanding of the successful TL, and have been able to identify starting points to guide my own practice.
References (Part C only)
Cahill, K., & Chalut, R. (2009). Optimal results: What libraries need to know about Google and search engine optimization. The Reference Librarian, 50(3), 234-247. doi:10.1080/02763870902961969
Gillespie, K. (2010, September 25). Re: Topic 5: Collaboration is the key [Online forum message]. Retrieved from ETL401 Topic 5 subforum: http://forums.csu.edu.au/perl/forums.pl?forum_id=ETL401_201060_W_D_Sub5_forum
Haycock, K. (2003). The crisis in Canada’s school libraries, the case for reform and reinvestment. Retrieved from Association of Canadian Publishers website: http://www.cla.ca/slip/final_haycock_report.pdf
Haycock, K. (2007). Collaboration: Critical success factors for student learning. School Libraries Worldwide, 13(1), 25-35.
Henri, J. (2005). Understanding the information literate school community. In J. Henri & M. Asselin (Eds.), The Information literate school community 2 (pp. 135-145). Australia: Centre for Information Studies, Charles Sturt University.
Herring, J. (2007). Teacher librarians and the school library. In S. Ferguson (Ed.), Libraries in the twenty-first century: Charting new directions in information (pp. 27-42). Wagga Wagga, NSW Australia: Centre for Information Studies, Charles Sturt University.
Kenney, B. (2006). Ross to the rescue! Rutgers’ Ross Todd’s quest to renew school libraries. School Library Journal, 52(4), 44-47.
Kuhlthau, C. (1993). Implementing a process approach to information skills: A study identifying indicators of success in library media programs. School Library Media Quarterly, 22(1). Retrieved from http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/slmrb/editorschoiceb/infopower/slctkuhlthau1.cfm
Lance, K. C., Rodney, M. J., & Hamilton-Pennell, C. (2000). How school librarians help kids achieve standards: The second Colorado study. Retrieved from http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED445698
Martzoukou, K. (2008). Students’ attitudes towards web search engines - increasing appreciation of sophisticated search strategies. Libri: International Journal of Libraries and Information Services, 58(3), 137-210. Retrieved from http://www.librijournal.org
Oberg, D. (2006). Developing the respect and support of school administrators. Teacher Librarian, 33(3), 13-18.
Şahin, A., Çermik, H., & Doğan, B. (2009, April). Crawling the virtual environment: Prospective teachers’ usage of Google search engine. Egitim Arastirmalari [Eurasian Journal of Educational Research], (35), 77-92.
Scott, K. J., & Plourde, L. A. (2007). School libraries and increased student achievement: What’s the big idea? Education, 127(3), 419-429.
Snyder, M. M., & Roche, J. (2008). Road map for improvement: Evaluating your library media program. Knowledge Quest, 27(2), 22-27.
Taylor-Weber, C. (2010). ETL401 assignment 1. Unpublished manuscript, Charles Sturt University, Wagga Wagga, NSW.
Taylor-Weber, C. (2010, July 30). TL role comparisons [Online forum message]. Retrieved from ETL401 Topic 2 subforum: http://forums.csu.edu.au/perl/forums.pl?forum_id=ETL401_201060_W_D_Sub1_forum
Taylor-Weber, C. (2010, August 6). Where has the collaboration been? [Web log post]. Retrieved from Infomusing: http://infomusing.weebly.com/1/post/2010/08/where-has-the-collaboration-beenc.html
Taylor-Weber, C. (2010, August 30). Surviving the midterm paper [Web log post]. Retrieved from Infomusing: http://infomusing.weebly.com/1/post/2010/08/surviving-the-midterm-paper.html
Taylor-Weber, C. (2010, September 22). Do I see the role changing? [Web log post]. Retrieved from Infomusing: http://infomusing.weebly.com/1/post/2010/09/do-i-see-the-role-changing.html
Taylor-Weber, C. (2010, September 26). The research, the evidence, and student learning outcomes [Web log post]. Retrieved from http://infomusing.weebly.com/1/post/2010/09/the-research-the-evidence-and-student-learning-outcomes.html
In my past experience as a teacher, I have had very little collaborative experience with the teacher librarian (TL). My school understands the importance of collaboration among teaching teams, and commits professional development (PD) and planning time to the matter. In reviewing the job description of our TL, “I was pleased to see collaboration” and “that ‘teaching’ is a big part.” (Taylor-Weber, 2010, July 30). Throughout my studies, I encountered significant evidence to support collaborative practices (see Lance, Rodney & Hamiton-Pennell, 2000; Haycock, 2007 & 2003; Henri, 2005; Kuhlthau, 1993). However, I still didn’t understand why collaboration with the TL was not happening in my school. “I'm shocked at how this collaboration is suggested in so much literature for highly effective schools and libraries, yet I know I am not the only teacher who has not been collaborating with their teacher-librarian” (Taylor-Weber, 2010, August 6).
In a similar discussion on the topic 5 forum later, I noticed, “I think perhaps school culture influences how Ts [teachers] perceive and participate in collaboration” (Gillespie, 2010, September 25). I completely agree. Studies have shown that team planning with the TL happens more when the principal expects it. While this seems fairly logical, it clarifies the role of leadership in shaping school culture (Haycock, 2007, p. 28). Today I believe that “tradition has tended to perpetuate itself” (Taylor-Weber, 2010) and will continue to do so until leadership begins to influence school culture.
This is where my view of leadership for the TL has especially changed. At the beginning of the course, when I first read Herring’s article (2007), I encountered various roles of the TL (p. 30-31). I saw that curriculum leader was an important role, and in my notes I responded, “I see myself as not a curriculum leader, as I don’t think the TL handles this alone” (Taylor-Weber, reading notes, 2010, July 20). I was apprehensive of the idea of me as the TL taking on leadership in a school.
I later referred back to this statement. I stated that “The TL is always overseeing the use of resources and the instruction of information literacy skills for a large community.” Because of this, I accepted that I must “become more comfortable with the leadership element of this role. Persuading and educating the staff and administration is a difficult job.” (Taylor-Weber, 2010, August 30). Such realization came after I developed a better understanding of the multiple roles of the TL, particularly the value of partnership between TLs and school administrators (Oberg, 2006).
In a task for ETL501, I also realized the need for the TL to be a leader in PD. I discovered that my own research skills are lacking, even though I thought they were good. Further reading (Cahill & Chalut, 2009; Martzoukou, 2008; Şahin, Çermik & Doğan, 2009) showed me that many people think and search the way I do. I realized that if I thought I was doing fine with research strategies, and found that there’s so much more to improve upon, then imagine what my colleagues and students must believe. Someone must be proactive in helping students and staff to reflect on their search skills, but the only person likely to do that is the information literacy specialist--the TL. “I've learned that there are some areas that really fall under the expertise of the librarian. Everyone's got their area of expertise, and I should not feel reluctant to recognize what might become my responsibility” (Taylor-Weber, 2010, September 22).
Finally, I was especially influenced by an article about evidence based practice. Ross Todd was interviewed and told a story about how he had asked a crowd, “What evidence do you have that your school district, your library, really matters in the instructional landscape?" (Kenney, 2006, p. 47). This question had me wondering how I would answer, and I quickly realized that this must be my focus when I take on the role of TL. Research and practical evidence are highly influential to inform teaching, PD, and the changes necessary for a more effective library program. I found two case studies (Scott & Plourde, 2007, and Snyder & Roche, 2008) that provided me with practical examples on how schools have tried to address Todd’s question above. “Both of these articles serve as a guide for my own professional practice as a teacher librarian, as I embark on how to create a program that can improve student learning” (Taylor-Weber, 2010, September 26).
While my view of the TL role has not changed dramatically over this subject, it has been clarified. I have encountered many questions, conflicts, seen excellent case studies and standards along the way. I have emerged with a clearer understanding of the successful TL, and have been able to identify starting points to guide my own practice.
References (Part C only)
Cahill, K., & Chalut, R. (2009). Optimal results: What libraries need to know about Google and search engine optimization. The Reference Librarian, 50(3), 234-247. doi:10.1080/02763870902961969
Gillespie, K. (2010, September 25). Re: Topic 5: Collaboration is the key [Online forum message]. Retrieved from ETL401 Topic 5 subforum: http://forums.csu.edu.au/perl/forums.pl?forum_id=ETL401_201060_W_D_Sub5_forum
Haycock, K. (2003). The crisis in Canada’s school libraries, the case for reform and reinvestment. Retrieved from Association of Canadian Publishers website: http://www.cla.ca/slip/final_haycock_report.pdf
Haycock, K. (2007). Collaboration: Critical success factors for student learning. School Libraries Worldwide, 13(1), 25-35.
Henri, J. (2005). Understanding the information literate school community. In J. Henri & M. Asselin (Eds.), The Information literate school community 2 (pp. 135-145). Australia: Centre for Information Studies, Charles Sturt University.
Herring, J. (2007). Teacher librarians and the school library. In S. Ferguson (Ed.), Libraries in the twenty-first century: Charting new directions in information (pp. 27-42). Wagga Wagga, NSW Australia: Centre for Information Studies, Charles Sturt University.
Kenney, B. (2006). Ross to the rescue! Rutgers’ Ross Todd’s quest to renew school libraries. School Library Journal, 52(4), 44-47.
Kuhlthau, C. (1993). Implementing a process approach to information skills: A study identifying indicators of success in library media programs. School Library Media Quarterly, 22(1). Retrieved from http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/slmrb/editorschoiceb/infopower/slctkuhlthau1.cfm
Lance, K. C., Rodney, M. J., & Hamilton-Pennell, C. (2000). How school librarians help kids achieve standards: The second Colorado study. Retrieved from http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED445698
Martzoukou, K. (2008). Students’ attitudes towards web search engines - increasing appreciation of sophisticated search strategies. Libri: International Journal of Libraries and Information Services, 58(3), 137-210. Retrieved from http://www.librijournal.org
Oberg, D. (2006). Developing the respect and support of school administrators. Teacher Librarian, 33(3), 13-18.
Şahin, A., Çermik, H., & Doğan, B. (2009, April). Crawling the virtual environment: Prospective teachers’ usage of Google search engine. Egitim Arastirmalari [Eurasian Journal of Educational Research], (35), 77-92.
Scott, K. J., & Plourde, L. A. (2007). School libraries and increased student achievement: What’s the big idea? Education, 127(3), 419-429.
Snyder, M. M., & Roche, J. (2008). Road map for improvement: Evaluating your library media program. Knowledge Quest, 27(2), 22-27.
Taylor-Weber, C. (2010). ETL401 assignment 1. Unpublished manuscript, Charles Sturt University, Wagga Wagga, NSW.
Taylor-Weber, C. (2010, July 30). TL role comparisons [Online forum message]. Retrieved from ETL401 Topic 2 subforum: http://forums.csu.edu.au/perl/forums.pl?forum_id=ETL401_201060_W_D_Sub1_forum
Taylor-Weber, C. (2010, August 6). Where has the collaboration been? [Web log post]. Retrieved from Infomusing: http://infomusing.weebly.com/1/post/2010/08/where-has-the-collaboration-beenc.html
Taylor-Weber, C. (2010, August 30). Surviving the midterm paper [Web log post]. Retrieved from Infomusing: http://infomusing.weebly.com/1/post/2010/08/surviving-the-midterm-paper.html
Taylor-Weber, C. (2010, September 22). Do I see the role changing? [Web log post]. Retrieved from Infomusing: http://infomusing.weebly.com/1/post/2010/09/do-i-see-the-role-changing.html
Taylor-Weber, C. (2010, September 26). The research, the evidence, and student learning outcomes [Web log post]. Retrieved from http://infomusing.weebly.com/1/post/2010/09/the-research-the-evidence-and-student-learning-outcomes.html
