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 writing my final paper for ETL401, I have enountered a task that requires me to examine the standards of professional excellence for teacher librarians developed by the Australian School Library Association and Australian Library and Information Association. Wow, only a task like this could get me to practically memorize the 12 standards and consider their impact on student learning outcomes!

In collecting resources and reading what experts have to say about how libraries affect student learning outcomes, I have found some pieces that I think are important. I wanted to reference them here so I don't lose sight of them!

I absolutely loved the article by Brian Kenney where he interviews Ross Todd. Ross Todd, being an expert in evidence based practice, was quite convincing. What I liked most though, and what sparked this train of thought, is when he talked about how he asked one random woman in an audience when he was speaking. He said, in a hypothetical situation, that the district is all abuzz about school-librarians being cut, and directly asked her, "How does your school district really impact on student achievement? Look, I'm aware of all of those studies out there, but tell me bout your school district, what evidence do you have that your school district, your library, really matters in the instructional landscape?" He said the audience was in terror. I would be, but it's an excellent question.

I'm not sure if the following articles provide the best examples, but they give me an idea of how I might answer that question, eventually. Grant Elementary School (Scott, 2007) documented their process in how they have attempted to make a an improvement in student learning outcomes by focusing on the library. While they cite a lot of general research out there, they explain how they worked to develop a more effective library curriculum that directly addresses student learning outcomes. Doing so had improved the understanding of the role of the teacher-librarian, created a culture of collaboration, and has heightened the leadership involvement of the teacher-librarian. Student results are yet to be determined, but it was a nice account of how one school is trying to answer Todd's question above.

Another account was about the practices of the Joe Townsley Library at Simsbury High School, which won the National School Library Media Program of the Year in 2008. They have observed improvement on test scores which can be attributed to collaborative practices on what they call "assured experiences" between the library and teachers. The article highlights how they identified skills to integrate into the library curriculum, collaborated with teachers, and ways they support students and teachers in general through PD, meetings, and individualized support. Even more, they document the way they do their own self-evaluation, and ways they have collected evidence to support their practice.

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.

Kenney, B. (2006). Ross to the rescue! Rutgers’ Ross Todd’s quest to renew school libraries. School Library Journal, 52(4), 44-47.

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.

I was just rereading one of the first articles from my ETL401 class about the role of the teacher librarian (TL). I had a note there which was about the role of the TL as a curriculum leader. The text described one view of the TL as a curriculum leader in that he or she worked to promote information literacy development in the school. Not just plan, teach, and evaluate collaboratively with teachers, but to work with principals and senior staff to ensure the school's focus and emphasis on information literacy. This came from Learning for the future (ASLA 2003). My initial response was that I did not see myself in the TL position as a curriculum leader. I felt it was an equal partnership with teachers.

Recently when working on my ETL501 paper, and analyzing what I've learned about my own information literacy skills (well, I was looking at the skills I employed during, and got into some pretty interesting articles), I've come to realize that my own research strategies are lacking. I always thought I was pretty good, but they could be so much better. I found a few studies which analyzed the search strategies of prospective teachers and college students. I am not alone! It seems so many prospective teachers (and I'm assuming many people in general) use "casual" search strategies like my own. We rely on one main search engine, and just use keywords for the most part. Another article explained that many people use similar search strategies, and don't seek to improve them because they are content with what they are doing. It works. However, I've learned about search engine optimization, and how relying on one search engine can really give you skewed results in such a discreet way.

In reading these articles and working on this paper, I've learned that I need to become an advocate for improving the search strategies of my school community. It sounds like a daunting task. However, in order for students to become more effective and aware of the searches they are doing, they need to see that their teachers and peers are also using these strategies. If I don't take on this task, who will?

This brings me back to the first article I was referring to in the first paragraph. I can see that at first, I was feeling reluctant to take on leadership in curriculum. However, I've learned that there are some areas that really fall under the expertise of the librarian. These things cannot be expected to be handled equally with classroom teachers, as they are busy and it doesn't really fall under their "umbrella." Everyone's got their area of expertise, and I should not feel reluctant to recognize what might become my responsibility (by default). I'm beginning to see the need for leadership in some areas for the TL.

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.

Martzoukou, K. (2008) Students' Attitudes Toward Web Search Engines - Increasing Appreciation of Sophisticated Search Engines, Libri, 58, 182-201.

Şahin, A., Çermik, H., & Doğan, B. (2009) Crawling in the virtual environment: prospective teachers' usage of Google search engine, Egitim Arastirmalari - Eurasian Journal of Educational Research, 35, 77-92.