ETL 402: Assessment 2 -Part B

Through my study of this subject I have developed a better understanding of literary learning. When beginning this subject I had never heard of the term literary learning. I knew it was possible to learn through literature in subjects such as English however had never thought it to be useful in any other subject areas. As my background in teaching is Personal Development, Health and Physical Activity (PDHPE) my understanding of how to integrate literature into lessons was understandingly very limited as reading fiction in PDHPE is not a familiar idea to most. I am excited to now see the possibilities of using literature in all subject areas in the curriculum.

I have learnt that literary learning and literacy are different. Literacy is something that I teach my students on a daily basis. In its simplest form it incorporates reading and writing skills but also includes learners being able to make meaning from what they learn. Literary learning on the other hand can be defined as learning through the use of literature (Combes, 2015). Cornett (2007) highlights the need to integrate literature across the curriculum. As I mentioned this is not something that I thought would be easy to do. However after completing this assessment I feel it is easier then what I thought it would be.

This subject has made me ever more aware of the need to read the resources I select for the library as I will need to have a thorough understanding of them if I am to suggest them to teachers for use in their programs. Unfortunately many teachers will not see the value in using literature to help students learn. Barone (2011, p. 2) highlights this by indicating teachers must focus on getting through content and teaching literacy skills. It is a part of the teacher librarian’s role to help teachers to understand the benefits of literary learning. According to Haven (2007, p. 6-7), stories improve comprehension, writing skills, critical and logical thinking, motivation, memory and language skills.

This last assessment has allowed me to add to my knowledge of the role of the teacher librarian. Herring (2007, p.30) along with Purcell (2010), both highlight the multifaceted and elaborate nature of the teacher librarian’s role. Both articles make reference to the teacher librarian being an instructional partner and information specialist. I feel that this assignment has given me a sound example of how I can undertake these parts of my role. In addition, Herring (2007, p.30) highlights the need for the teacher librarian to be an advocator of fiction. This again is something I feel I have extended my knowledge on.

This subject has broaden my knowledge on literary learning as well as the role of the teacher librarian. I am looking forward to implementing what I have learnt as well as begin to work alongside teachers to create a working program in my own school.

References

Barone, D. M. (2011). Children’s literature in the classroom: engaging lifelong readers. New York: Guilford Press.

Combes, B. (2015). Literature across the curriculum [ETL402 Module 5.1]. Retrieved January 26, 2015, from Charles Sturt University website: http://interact.csu.edu.au/portal/site/ETL402_201490_W_D/page/e01b27e4-b56b-4b05-00cf-9cd2cadb5e00

Cornett, C. E. (2007). Integrating the arts. Creating meaning through literature and the arts: an integration resource for classroom teachers (3rd ed., pp. 94-134). Upper Saddle River, NJ: Pearson Merrill Prentice-Hall.

Haven, K. F. (2007). Story proof : the science behind the startling power of story. Westport, Conn.: Greenwood Publishing Group

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: Centre for Information Studies Charles Sturt University.

Purcell, M. (2010). All Librarians Do Is Check Out Books, Right? A Look at the Roles of a School Library Media Specialist. Library Media Connection , 29(3), 30-33.

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ETL507 Reflective Portfolio

While undertaking the Master of Education (Teacher Librarianship) course I have been required to keep a reflective journal to track and reflect upon significant learning moments. To gain an understanding of my learning journey in its entirety, I feel it is important to begin my reflection from when I first fell into the role of the teacher librarian (TL) at the school I am currently working in. From this point I will discuss how my learning has been able to provide me with a better understanding of my role as a TL, with specific reference to how my understanding of promotion, collaboration and information communication technology (ICT) has improved.

Background

I fell into the role of TL about a year before I started this course. When I began I had no idea of what the job entailed and it seemed neither did anyone else in the school. For the first year in the position I spent my day doing two things. Firstly helping the library assistant with her duties and secondly trying to figure out what my job involved.

The library was very much a barren place in which both students and teachers seemed fearful to come. With some guidance from my head teacher, we began setting out a plan. We envisioned that the library be turned into a multi-functional space that at all times of the day will be utilised as a place for learning and one that provides resources that assist in this learning process. In agreement, I decided to commit to the position by retraining which turned out to be beneficial as many aspects of my learning journey correlated with what I was doing at work.

The Role of the TL

The role of the TL was an underlying theme across all the subjects I have completed. When I first begun the course my understanding of my role was very vague and out dated and I thought most of what I should be doing would just come to me. I made this clear in one of my early blog posts.

My ideas began to change as soon as the course started. Three articles that I came across in ETL401that helped me to develop my understanding of the role of the TL early on include those by Herring (2007), Purcell (2010) and Valenza (2010). All of these articles discuss the multiple roles that the TL will need to step into to become successful. Herring describes the role as being multifaceted and provides an example of the possible roles (2007, p.30) (see figure 1). Similarly, Purcell describes possible roles and informs us that the TL must balance these roles to fulfil their position in the school (2010, p.31). Valenza highlights that the role of the TL is not set in stone and will need to adapt to the “continually morphing information and communication landscapes”.

Figure 1 Multi-faceted role of the teacher librarian (Herring, 2007, p.30)

Figure 1 Multi-faceted role of the teacher librarian (Herring, 2007, p.30)

Through these readings I have been able to gain the confidence to step into the described roles without the fear that I have overstepped my boundary which I mention in my blog post for ETL401 . An example of how I have begun to step into my role as the TL can be seen from the school library webpage . From this page you can see some of the roles I fulfil including, a website designer as I maintain the library webpage regularly, an advocator for reading as I market books to students and encourage them to share and discuss them via a blog and an information specialist as I provide links to the catalogue and am in the process of creating wiki pathfinders, like the one I created in ETL501, which provide guidance in selecting and locating resources.

In ETL504 I have learnt how a TL can lead in a school environment. This leadership does not necessarily mean that they must lead from a statured position, but instead they can lead from the middle. The article by Cawthorne (2010) was one that cemented my learning in that the TL will need to take on a shared leadership style while working with staff and other groups within the school. It is clear from my reflection  at the beginning of the subject ETL504 that this idea was one that was beginning to be formed. I feel that I have begun putting what I have learnt into practice with in my own school. This is evident in the audio below, which highlights my proactive approach to involve both staff and students in programs around the school.

Audio 1

In addition, a document that has provided me with guidance in the role of the TL is the Australian School Library Association (ASLA) and Australian Library and Information Association (ALIA) Library standards of professional excellence for teacher librarians (2004). I feel I have already begun to improve my knowledge, practice and commitment as a TL and this can be seen through my specific reflections below.

Promotion of the library

According to ASLA/ALIA’s standards of profession excellence for teacher librarians, standard 3.4, the TL has a responsibility to promote the library and information services to the school and wider community (2004, p.4). Promotion of the library was and continues to be one role I aim to become proficient in. As mentioned, when I first started as the TL, the library was a barren place that would only have a handful of students and teachers visit each week. In my conversations with students I found that many felt the library could not provide them with what they needed in both their study and leisure requirements. Many described the resources as out dated and the space as boring. As sad as this was, what upset me the most was that many teachers felt the same way and in fact many new teachers whom had never been to the school library before, admitted to being told by others that it wasn’t worth their time. For this reason I have strived to learn how to make a school library as amazing as the many that I have encountered.

An article that I encountered in ETL401 by Oberg (2006, p.14), discussed the idea if the TL suffering from “occupational invisibility”. Oberg (2006, p.14) highlights that when information about the TL and the library is limited people in general will make judgments by stereotyping. After reading this I had a light bulb moment! No one in the school including the principal knew what my role was and therefore assumed that I and the school library could not be useful to them. As mentioned in my blog post for ETL401 the stereotypical idea that the TL is an introvert and will not collaborate or step into leadership roles is something I found frustrating. The justification provided in Kaplan’s article (2007, p.300) that it is the TLs role to in fact step up to become a known leader with in the school and to collaborate with all of the school community about student learning, alleviated my frustration and gave me the confidence to begin to change this.

One of the first things I did and continue to do, to be seen around the school is promote the library and myself. I do this by standing up in front of the school at assemblies to announce library activities. I aim to announce at least one message each week. I also do announcements during staff communication meetings, encouraging teachers to use the library facilities and explaining ways in which I can help them with resourcing for their classes. I attend welfare meetings in which I make an effort to collaborate with year advisors on programs to be implemented into pastoral care such as Drop Everything and Read (D.E.A.R). I contribute a library article in the school newsletter which is sent home to parents each term (see figure 2). I send letters home to parents informing them of initiatives the school takes part in, as well as initiatives in which they also can take part in. I also make sure that the principal is aware of what I am doing by asking him to sign letters home, present library awards and having friendly conversations about the library whenever I can.

Figure 2 Library article in the Ashcroft Times 2012 (Valenzuela, 2012, p. 9-10)

Figure 2 Library article in the Ashcroft Times 2012 (Valenzuela, 2012, p. 9-10)

I understand that many TLs will schedule regular meetings with their principal for an update, however I try only to schedule meetings when required. My reasoning for this came from my study visit for the subject ETL507, where as I was able to go to Santa Sabina College in which the TLs described that the way they promote what they do is through their actions. For example they attend and contribute to executive and school management meetings. They organise meetings with teachers to discuss team teaching possibilities and then work collaboratively with these teachers.

When I do have meeting with executive and senior staff members I make sure I provide data about the progress of the programs I implement. It is clear from the audio below that this data is valued and is vital to justify the maintenance and expansion of library resources.

Audio 2

ASLA/ALIA (2004, p. 2), highlights the need to have knowledge of how to cater for learners within the school in standard 1.2. Through ETL503 and ETL504 I have learnt the importance of aligning the library vision and policies with that of the school and as a result have found that the school I work at aims to improve reading. This can be seen in the 2012 school report which highlights one of the school targets as reducing the amount of year 7-9 students not meeting the national benchmark for reading (Noon et al., 2012, p. 17), as well as, the 2013 school report which shows a continued focus on the teacher use of the Focus on Reading (FoR) strategies (Noon et al., 2013, p. 9). I along with many other teachers feel that to improve reading it is necessary to change the student’s negative perception of reading. One strategy that I put forward to the senior executive is to use teachers to model reading. Through my study in ETL402 with specific reference to the article ‘A culture of reading’ (2010) I have become aware of the benefits of modelling reading. This article discusses the need to create a culture of reading with in the school.

An additional way in which I am successfully achieving my goal to change how the school perceives myself and the library is clear from last year’s Children’s Book Week (CBW) initiative in which I encouraged all teachers to dress up as their favourite character from a book. I also encouraged teachers to engage students in discussions about literature during roll call and pastoral care classes. The response from both students and teachers was positive which can be seen through the loan statistics that show a 28% increase in loans the following term. When these results are compared to previous years the success of the CBW initiative is even more evident. In 2013 there was only an 8% increase and in 2012 there was a 17% decrease in loans during the same time.

Collaboration

The CBW success could not be possible without the collaboration and support of staff. It is safe to say that collaboration is an important focus in most schools and that TLs need to be instigators in this collaboration. The ASLA/ALIA standards of professional excellence for teacher librarians (2004, p. 3) highlights the importance of collaboration under the standard 2.2. Research suggests that collaboration between classroom teachers and TLs can have a positive impact on student learning and outcomes (Haycock, 2007 p.25). In addition, a study conducted by Morris & Packard (2007, p.37) found that successful programs showed collaboration between teachers, media specialists (TLs) and the principal. Coming across all this information in my learning journey has allowed me to realise that my role is to not only be there for staff if requested as I indicated in my blog post for ETL401 . Instead I need to make them aware of what support I can provide as they are unaware of this. I then must work alongside them in creating and delivering lessons. For example, in a recent staff development meeting I mentioned how I would like to begin team teaching. The reaction from my deputy principal was on of surprise as she wasn’t aware that collaborating in this way was a part of my role.

Running alongside a lack of knowledge about what the role as a TL involves, is the idea that staff don’t see the value of collaborating with the TL (Haycock, 2007, p.30). From my study visit for ETL507, to Santa Sabina Collage as well as through reading the articles by Haycock (2007, p.28) and Oberg (2006, p.16-17), I have found that it is important to identify the supporters within the school as this make collaboration smoother. In addition this will pave the path and provide a positive example of how a TLs collaboration efforts can benefit staff and this in turn will help convert others into understanding the value of working with the TL. For example, in selecting a staff member for my collaborations in 2015 I made sure I selected a teacher whom I had a good rapport with as well as one that was open to new ways of engaging her students.

In my study of the subject ETL504, with specific reference to assignment one, I found that in collaborating with teachers, a shared leadership style will work well. In my reflection for assignment one, I highlight my discovery that the shared style leader aims to work as a team and requires an understanding that there will be a different leader according to each individual’s strengths. This is highlighted by Pearce and Conger (2003, as cited in Avolio, Walumbwa & Weber, 2009, p. 431) in their definition of shared leadership.

In practical terms I have already had conversations with some teachers to begin to create wiki pathfinders that relate to units of work. These will be similar to the wiki pathfinder  I created in ETL501. I am expecting to create and implement these this year which I have mentioned on the school webpage . I aim to take on a shared leadership style during this process and have already begun this process which is evident from the audio below.

Audio 3

In addition, I am continuously in collaboration with staff about student progress in the reading program I have implemented. I collaborate with classroom teachers as well as support teams such as the welfare team and the student support services teams. The collaborative efforts have seen an improvement in student reading age and this is supported in the audio below.

Audio 2

The article ‘A culture of reading’ (2010) which I encountered in ETL402 was one that I felt I could really relate to. The idea of a whole school approach to literacy is something that I feel the school I work at aims to achieve through the implementation of the FoR strategies by all staff (Noon, 2013, p. 9) among other strategies. The article discusses the need for the all staff to “be on board with creating a culture of literacy” as this will translate into an enthusiasm of literacy across the school (2010, p.1). This aligns with ALSA/ALIA’s standards of professional excellence for teacher librarians, standard 1.1 which states the need to develop and apply lifelong learning skills and strategies (2004, p.2). This enthusiasm is what I attempted to create within the school during CBW in 2014. I intend to continue creating whole school initiatives in which I will collaborate with staff. I am hopeful that by doing this, like the article describes, there will become a change in the culture of the school and as a result literacy results will improve and lifelong learning skills will be established across all year groups.

ICTs

Collaboration between staff has now become much easier due to the advances in ICTs. The ASLA/ALIA standards of professional excellenc for teacher librarians, standards 1.1 and 2.1 (2004, p. 2-3), identifies the need for TLs to appreciate the dynamic nature of ICTs and their role in lifelong learning and education. In addition, the standard 2.2 identifies the need to teach relevant ICTs appropriately (ASLA/ALIA, 2004, p.3). Through my study in ETL504, I viewed Tappscott’s four principals for an open world . This video has allowed me to consider how I can take collaboration further by using ICTs as a professional tool to connect with not only staff with in the school, but also to connect with other TLs and schools around the world. Using ICTs as a professional tool will allow the TL to gather resources and ideas as well as develop collaborative networks that help them explore new ways of connecting, sharing and learning globally. Signing up to Diigo in ETL504 is one tool that I have learnt and have begun using to bookmark relevant sites which I then forward to staff via email (see figure 3). I hope to explore the Diigo tool further and connect teachers and students to this tool, so they are able to utilise it in the teaching and learning process.

Figure 3 Email sent to staff encouraging the use of educational apps (H. Valenzuela, personal communication October 31, 2014)

Figure 3 Email sent to staff encouraging the use of educational apps (H. Valenzuela, personal communication October 31, 2014)

Additionally, in the subject ETL501, I have learnt how the web 2.0 has changed ICTs in schools. Not only has it encouraged collaboration as mentioned above, but it has also contributed tools to improve information literacy, it provides students with mediated resources and allows students to participate creatively on the web. Two resources that I came across in ETL501 include those by Schrock (2011) and More Than English (2015). These have provided many resources that I am able to use as well as share with staff.

One way that I have tried to implement web 2.0 applications is by creating a library blog in which students are able to share, rate and discuss the books they are reading. Since establishing the blog I have found that unfortunately it has not taken off as well as what I hoped it would. However, I endeavour to work alongside the year 7 year advisor in 2015 to integrate the blog into the already established D.E.A.R program, which runs during roll call and pastoral care.

Future developments and concluding statements

I feel I still have a lot to do in relation to advocacy, collaboration and ICTs for the library and my position. I also endeavour to continue to develop in other aspects of a TLs role. I strive to continually contribute programs that will positively affect the improvement of information literacy in the school. I intend to improve upon the library policies that I have already created and continue to develop the library collection so it can effectively meet the needs of the school. I intend on participating as a member of as many school planning teams as I can. I am excited about the team teaching opportunities I will be undertaking this year and in years to come. I am also looking forward to networking with other TLs to continue to extend my knowledge of my role as a TL.

In reflecting on how much I have learnt and how much I have already begun to put into practice I am excited about my role as a TL in the future. This course has developed my understanding and knowledge of the TL, by providing me with theory and practice. This theory and practice has in turn given me the skills to lead, make changes to and impact on the needs of both students and teachers. I aim to continue to learn and develop my knowledge and skills as I strive towards becoming an expert in all aspects of my role as a TL.

References

Ashcroft High School. (2015). Retrieved from http://www.ashcroft-h.schools.nsw.edu.au/home

A CULTURE OF READING. (2010). Reading Today, 27(6), 38.

Australian School Library Association (ASLA) and Australian Library and Information Association (ALIA). (2004). Library standards of professional excellence for teacher librarians, Retrieved August 26, 2013 from http://www.asla.org.au/policy/standards.aspx

Avolio, B., Walumbwa, F., & Weber, T. J. (2009). Leadership: Current Theories, Research, and Future Directions. DigitalCommons@University of Nebraska – Lincoln. Annual Review of Psychology 60(1), 421-449. doi: 10.1146/annurev.psych.60.110707.163621

Cawthorne, J. (2010). Leading from the Middle of the Organization: An Examination of Shared Leadership in Academic Libraries. The Journal of Academic Librarianship, 36(2), 151-157. Retrieved September 20, 2014, from http://www.sciencedirect.com.ezproxy.csu.edu.au/science/article/pii/S0099133310000078

Haycock, K. (2007). Collaboration: Critical success factors for student learning. School Libraries Worldwide, 13(1), 25-35

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: Centre for Information Studies Charles Sturt University.

Kaplan, A. G. (2007). Is your school librarian highly qualified? Phi Delta Kappan 89(4), 300-303.

More than English: Teaching language and content to ELLs. Bloom’s Revised Taxonomy. Retrieved 27 July 2013 from http://morethanenglish.edublogs.org/for-teachers/blooms-revised-taxonomy/

Morris, B. J., & Packard, A (2007). The principal’s support of classroom teacher-media specialist collaboration. School Libraries Worldwide 13(1), 36-55.

Noon, T., Landrigan, K., Haslehurst, T., Drapalski, T., McPherson, J. & McNamee, C. (2012). Annual school report. Retrieved from Ashcroft High School website: http://www.ashcroft-h.schools.nsw.edu.au/documents/4089790/4095893/Ashcroft%20HS%20ASR%202012.pdf.

Noon, T., Landrigan, K., Haslehurst, T., Drapalski, T., McPherson, J. & McNamee, C. (2013). Annual school report. Retrieved from Ashcroft High School website: http://www.ashcroft-h.schools.nsw.edu.au/documents/4089790/4095893/ASR%202013.pdf.

Oberg, D. (2006). Developing the respect and support of school administrators. Teacher Librarian, 33(1), 13-18.

Purcell, M. (2010). All Librarians Do Is Check Out Books, Right? A Look at the Roles of a School Library Media Specialist. Library Media Connection , 29(3), 30-33.

Schrock, K. (2011). Bloomin’ Apps. Retrieved July 27, 2013, from http://www.schrockguide.net/bloomin-apps.html

Ted Talks. (2012, June 28). Don Tapscott: Four principles for the open world [Video file]. Retrieved from https://www.youtube.com/watch?v=jfqwHT3u1-8

Valenza, J. (2010, December 3). A revised manifesto. In School Library Journal, Retrieved from http://blogs.slj.com/neverendingsearch/2010/12/03/a-revised-manifesto/

Valenzuela, H. (2012, December). Library Matters. Ashcroft Times, 9–10.

Valenzuela, H. (2013, 6 October). ETL401 Assignment 2 Part B: Critical reflection [Blog post]. Retrieved from https://hannav102.wordpress.com/2013/10/06/etl401-assignment-2-part-b-critical-reflection/

Valenzuela, H. (2013). Retrieved from http://ashcroftlibrary.wikispaces.com/

Valenzuela, H. (2014, 18 August). ETL504 Assessment 1 Part B: Reflective critical analysis [Blog post]. Retrieved from https://hannav102.wordpress.com/2014/08/18/etl504-assessment-1-part-b-reflective-critical-analysis-blog-post/

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ETL 402 Module 1 Reflection

Module 1

Reflect: What are the key elements for a definition of children’s literature. Note them down in dot points on your blog.

As McGregory (2014) highlights, it can be difficult to define children’s literature as it tends to have a personal perception attached to it. Some key elements that I feel are necessary in the definition of children’s literature include:

  • It needs to appeal to children i.e. they want to and enjoy reading it. I agree with Huck, Hepler & Hickman (1987, as cited in McGregor, 2014), who explain that we cannot limit reading material to child and adult as many children will want to read and often enjoy literature intended for adults and vice versa.
  • It can be further broken up to include different groups of children i.e. infants, primary students, tweens, adolescents and young adults.
  • Children are able to understand the literature. However they should also still fill challenged. As mentioned by Winch (2006, p. 400) there is a need to expose children to literature beyond their needs. In my opinion this is a part of the role of all educators including teacher librarians.
  • Literature does not always have to have meaning but instead can be enjoyed as is which has again been highlighted by Winch (2006, p. 406).
  • It can be packaged in multiple forms i.e traditional forms such as printed works as well as digital literacies such as those found via internet websites.
  • The ideology and culture of the society will change the definition

References

McGregor, J. (2014). Definitions from Children’s Literature. [Subject Outline]. Retrieved from Charles Sturt University website: http://interact.csu.edu.au/access/meleteDocs/content/private/meleteDocs/ETL402_201490_W_D/uploads/Childrens%20lit%20Definitions%20Dr%20Joy.pdf%20_1_

Winch, G. (2006). Literacy : reading, writing and children’s literature (3rd ed.). South Melbourne: Oxford University Press. pp. 393-413. Available from the CSU Library (eResource)

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ETL 505 Assessment 2- Part C: Critical Reflection

This subject has developed my understanding as previously, I had no idea the amount of time and effort that went into the creation and organisation of resources for retrieval, especially in a school setting. When beginning this topic I was overwhelmed with new concepts. In fact the concepts continued to be difficult to understand up until I was able to put them into practice in the activities and the assessments.

According to Hider (2012, p. 61), it is the teacher librarians job to assist in the retrieval of the vast amount of information available in today’s world. Information organisation is the way information can be organised to improve access to resources physically as well as through using specific organising techniques such as arranging, labelling or using indexes (Hider, 2012, p.11). These techniques describe the resources using metadata which if done effectively will have a positive effect on resource usage within an information organisation.

Metadata needs to be entered into information retrieval systems such as online catalogues that can be found in schools. It is now common practice in schools for teacher librarians to download catalogue records which contain all the metadata required. They acquire these records commonly from places such as School Catalogue Information Services (SCIS). However it is still the teacher librarian’s job to enhance and maintain these records to suit the needs of students and staff within the school.

When creating catalogue records certain standards need to be followed. Libraries have been creating guidelines for many years and many of these were looked at in this subject with specific focuses on the new standard, Resource Description and Access (RDA). My understanding developed in the use of metadata elements and format through the modules 1-3 as well as the assessment task that was completed.

Module 4 developed my understanding in the area of standard vocabularies which is the language used to describe particular elements and specifically the subject element (Garrison, 2014). I have come to realise through my study that subject access plays a large role in information retrieval especially in a school setting where I have found student and staff information queries tend to be subject based. My understanding of controlled and uncontrolled subject headings has developed. SCIS Subject Headings have helped me to develop my understanding of how my own school catalogue works and my teaching of the use of the school catalogue to students. I have also broadened my knowledge of Schools Online Thesaurus (ScOT).

Module 5’s focus was based around the Dewey Decimal Classification 23 (DDC23) scheme as well as SCIS Standards for cataloguing and data entry. The DDC23 according to OCLC (2014, p. 1), classifies information to organise knowledge represented in different form by using notation in the form of Arabic numerals. For the DDC23 to be used effectively in Australian schools, SCIS created adaptations to it.

As I am currently working in a school I can now see the significance that this subject brings into a school. My understanding of the concepts around describing and analysing resources, specifically the concepts around metadata, will help to manage my library more effectively to better suit the needs of my school.

 

References

Garrison, K. (2014). Subject access. [ETL505 Module 4.1]. Retrieved September 22, 2014, from Charles Sturt University website: http://interact.csu.edu.au/portal/site/ETL505_201460_W_D/page/a71f364c-437b-4aa3-8025-d55530cbf661

Hider, P. (2012). Information resource description: creating and managing metadata. London: Facet.

Online Computer Library Center. (2014). Introduction to the Dewey Decimal Classification. Retrieved from Online Computer Library Center website: http://dewey.org/webdewey/standardSearch.html

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ETL 504 Assignment 2 Blog Post

In the first blog post for this subject we were asked what our understanding of leadership was and how we show it within our school. In response to this I listed a set of skills and abilities that a good leader needs (Valenzuela, 2014, August 4). These original ideas have been built upon and clarified by completing various aspects of this subject.

Early I was introduced to various leadership theories. Many of these leadership styles are used in a school setting and specifically can be used by the teacher librarian. Transformational leadership is one of the many leadership styles a teacher librarian will come across, as it facilitates change and innovation by empowering followers. It does this by using the four components of transformational leadership which are commonly referred to as the “Four I’s” (Marzano, Waters &McNulty, 2005 p. 14). These include: idealised influence, inspiration motivation, intellectual stimulation and individualised consideration.

As I completed assignment 1, it become clear that a shared leadership style is often also used by teacher librarians. The shared style leader aims to work as a team. They have an understanding that the team will have a different leader according to each individual’s strengths. Avolio, Walumbwa & Weber, (2009, p. 431) define the term as “a dynamic, interactive influence process among individuals in groups for which the objective is to lead one another to the achievement of group or organisational goals or both”. For example the teacher librarian will share leadership with classroom teachers when programming and resourcing for the curriculum.

The idea of working alongside teachers and other staff is not only beneficial for students as stated by ALIA (2009), “Learning in the 21st century requires a team approach where the expertise of each member is combined with the rich resources of the school library…”. It is also beneficial for advocacy of the library and the teacher librarian, which was discussed later in the subject. According to ASLA (2009) “The school library and its services need to connect administrators, teachers and students to the information they need to realise an information literate school community.” It is unfortunate that the teacher librarian must prove their worth in some respects however, I believe if a teacher librarian is doing their job, as mentioned by ASLA above, then they will, to a certain degree, already be advocating their role with little extra effort.

Change and innovation were a large part of assessment 1. My first thoughts when completing the modules was why is change and innovation a central part in leadership. With little leadership skills in a school I decided to apply it to a setting I am confident in leading, coaching netball. I applied Kotter’s 8-step process for leading change (n.d.) to a team I have coached and once I understood each step I attempted to apply it to a school library setting. I also compared this to the forum activity in which I was asked how Don Tapscott’s 4 principles for managing change applied to a school and teacher librarian setting (Valenzuela, 2014, August 4). These learning experiences assisted me in coming to the conclusion that without the need for change there isn’t a need for leaders, instead managers should suffice.

Leaders need to be visionary, which is a key reason why teacher librarians must begin to position themselves in such situations. As I mentioned in my blog, underlining drivers of all theories are vision, change and innovation, which without, a school or any other organisation will stay stationary (Valenzuela, August 18). Technology has changed the way students learn and therefore how schools need to teach them. 90% of information is digital, according to Boon (2008, p. 175). This change to the information landscape, means libraries must also change to keep up. It is our job to make sure that the changes happen. Students are now 21st century learners with access to multiple digital devices. The library must utilise these devices by assisting students to wade through the 90% of digital information available to them.

To conclude I will re-answer the question posed in module one, what is your understanding of leadership? There are different leaders for different situations. Teacher librarians will need to use a variety of leadership styles when stepping into leadership roles in a school. Leadership requires vision change and innovation. Leaders must communicate ideas effectively. Leaders inspire others to believe in what they believe. Leaders empower others to become change agents themselves. As change agents they create and attempt to achieve goals that benefit the original vision. Leaders are transparent with all that they do and plan to do. Leaders are collaborative and share ideas.

 

Reference

Avolio, B., Walumbwa, F., & Weber, T. J. (2009, September 14). Leadership: Current Theories, Research, and Future Directions. DigitalCommons@University of Nebraska – Lincoln. Retrieved July 30, 2014, from http://digitalcommons.unl.edu/managementfacpub/37/

Australian Library and Information Association. (2009). ALIA/ASLA policy on guided inquiry and the curriculum. Retrieved from https://www.alia.org.au/about-alia/policies-standards-and-guidelines/aliaasla-policy-guided-inquiry-and-curriculum

Australian School Library Association. (2009). Advocacy: reason, responsibility and rhetoric. Retrieved from http://www.asla.org.au/advocacy/school-library-advocacy.aspx

Boon, L. (2008). “I want it all and I want it now!”: the changing face of school libraries. In J. R. Kennedy, L. Vardaman & G. B. McCabe (Eds.), Our new public, a changing clientele: bewildering issues or new challenges for managing libraries (pp. 173-177). Westport, Conn.: Libraries Unlimited.

Kotter, J. (n.d.). The 8-step process for leading change. Kotter International – Innovative Strategy Implementation Professionals. Retrieved August 04, 2014, from http://www.kotterinternational.com/our-principles/changesteps/changesteps

Marzano, R. J., Waters, T., & McNulty, B. A. (2005). Some theories and theorists on leadership. School leadership that works: From research to results (pp. 13-27). Alexandria, Va.: Association for Supervision and Curriculum Development. Retrieved August 04, 2014 from www.csuau.eblib.com.ezproxy.csu.edu.au/patron/Read.aspx.

Valenzuela, H. (2014, August 4). ETL 504: Module 1-Post 1. In ETL 504 Teacher librarian as a leader. Retrieved from https://hannav102.wordpress.com/2014/08/04/etl-504-module-1-post-1/

Valenzuela, H. (2014, August 4). ETL 504: Module 1-Post 1. In ETL 504 Teacher librarian as a leader. Retrieved from https://hannav102.wordpress.com/2014/08/04/etl-504-module-2-post-1/

Valenzuela, H. (2014, August 4). ETL 504: Module 1-Post 1. In ETL 504 Teacher librarian as a leader. Retrieved from https://hannav102.wordpress.com/2014/08/18/etl504-assessment-1-part-b-reflective-critical-analysis-blog-post/

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ETL505- Module 1 activity

Activity

Determine some elements or attributes that might be useful for the purposes of discovering and retrieving a particular resource of interest to you e.g. the prescribed textbook for this subject. Review these elements in light of the four FRBR user tasks — are they useful for all four tasks, or for some tasks more than others?

Attributes I used to find the Hider text include:

AUTHOR and TITLE to ‘find’ the book.
DATE PUBLISHED and PUBLISHER to ‘identify’ the book
I didn’t need to ‘select’ the book as I already knew what I was looking for
LOCATION to ‘obtain’ the book

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ETL504 Assessment 1 Part B: Reflective critical analysis, blog post

Selecting the best style of leadership for different levels in a school hierarchy can be the key to the success of the school. The job of the teacher librarian (TL) involves undertaking many roles in a school, which may require them to be a leader. Due to this, they must utilise certain leadership styles to fulfil each role. As outlined in the concept map, in part A the TL needs to be a leader of classroom teachers, library staff, the learning centre team, the literacy team and students.

The first blog task for this subject asked what my understanding of leadership was. From this blog post it is clear that I was able to list a set of skills and abilities that a good leader needs (Valenzuela, 2014, August 4). These ideas have been built upon by developing my understanding of different leadership styles.

As outlined in the concept map, the TL will lead the library staff using a transformational leadership style. This leadership style responds to and empowers followers. It does this by matching the goals of the followers with the TL and further, the school (Bass & Riggio, 2005, p. 3). Transformational leadership has four components to it according to Marzano, Waters & Mc Nulty (2005 p. 14). These being idealised influence, inspiration motivation, intellectual stimulation and individualised consideration. In the idealised influence component, the TL must gain the respect and build a rapport with the library staff as they must trust their leader before they consider the vision. The inspirational motivation component requires the TL to express the vision to the library staff in a transparent way to give them an understanding of the need for a future plan. The TL will encourage the library staff to innovate and problem solve in the intellectual situation component. Lastly, the individualised consideration component requires the TL to support the library staff when they require.

The TL also needs to be proficient in the shared leadership style as they will be working in many groups that require this kind of leadership including with classroom teachers, the learning centre team and the literacy team. The shared style leader aims to work as a team and requires an understanding that there will be a different leader according to each individual’s strengths. Pearce and Conger (2003, as cited in Avolio, Walumbwa & Weber, 2009, p. 431) highlight this by defining shared leadership as “ a dynamic, interactive influence process among individuals in groups for which the objective is to lead one another to the achievement of group or organisational goals or both.”  The TL will need to communicate, collaborate and delegate when working with the groups outlined in the concept map. As well as the TL will need to cooperate when others are leading the group.

 The TL will need to lead students using a transactional leadership style. Transactional leadership focuses more so on short term goals. Students are continuously moving up in year groups meaning they are therefore always changing. This makes it difficult to set long term goals for such a group. This style of leadership still allows for follower contributions to goals however if goals are not met the leader will intervene (Bass and Riggio 2006, as cited in Smith & Bell, 2011, p. 58).  

Overall, the TL must take on many roles in a school environment, which will require them to masters multiple leadership styles. If the wrong style is used or a style is used incorrectly it could prove detrimental to the overall vision of the school.

Reference

Avolio, B., Walumbwa, F., & Weber, T. J. (2009, September 14). Leadership: Current Theories, Research, and Future Directions. DigitalCommons@University of Nebraska – Lincoln. Retrieved July 30, 2014, from http://digitalcommons.unl.edu/managementfacpub/37/

Bass, B. M. & Riggio, R.E. (2005). Transformational Leadership. Retrieved from EBook Library.

Marzano, R. J., Waters, T., & McNulty, B. A. (2005). Some theories and theorists on leadership. School leadership that works: From research to results (pp. 13-27). Alexandria, Va.: Association for Supervision and Curriculum Development. Retrieved August 04, 2014 from www.csuau.eblib.com.ezproxy.csu.edu.au/patron/Read.aspx.

Smith, P & Bell, L. (2011). Transactional and transformational leadership in schools in challenging circumstances: a policy paradox. The Journal of Professional Practice 25(2) 58-61. doi: 10.1177/0892020611399608

Valenzuela, H. (2014, August 4). ETL 504: Module 1-Post 1. In ETL 504 Teacher librarian as a leader. Retrieved from https://hannav102.wordpress.com/2014/08/04/etl-504-module-1-post-1/

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