Category Archives: ETL401

Critical reflection

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This course has enabled me to deepen my understanding of my role as a teacher librarian (TL). What I have valued above all else is that the course has had practical applications.

Our school caters for kindergarten through to final year secondary students (ages 3 – 18). We have four principals and two deputy principals along with three coordinators for each of the International Baccalaureate programmes we run. I have struggled relating to all of these leaders and tried to have them work through the one principal responsible for the library. After reading the course work and creating a blog post about principal support I have come to the understanding that I need to be communicating a clearer message about how the library supports their goals for the school. It is clear that these administrators did not understand how a TL can work with colleagues to enhance student learning outcomes. Often the work of the teacher librarian is invisible to administrators as the role itself is to work to empower others (Hartzell, 2002. p. 2). Two actions I have taken to garner support from the principals have had positive results. I created a library plan for the rest of the year and linked the goals to specific goals in the school strategic plan. Two weeks ago we all met and discussed the plan. The principals have endorsed it and will communicate it to staff. I also began a monthly report about the activities of the library using three headings – successes, challenges and opportunities. I sent the report to the principals and also posted to our library web page. Instead of reacting to all of the differing demands of the principals in our school, the library plan and the reports have opened positive dialogue so we can find ways to work together to further improve student learning outcomes.

I was challenged by Ken Haycock’s assertion that “Collaboration is the single professional behavior of teacher-librarians that most affects student achievement,” (Haycock, 2007, p. 32). I could see that I was mostly operating at coordination and cooperation levels while I wanted to develop collaborative partnerships that included integrated instruction and integrated curriculum (Montiel-Overall 2005, p.34). I could relate to the frustrations my classmates shared on the forums. I understand that collaborative environments are complex and those who work in them require flexible and resilient personalities (Brown, 2004, p.13). Our school has one third of the teaching staff change each year, not an uncommon thing for international schools. This means that I have to quickly establish positive working relationships with my colleagues. By working effectively in the coordination and cooperation roles I am confident that this will build trust with colleagues and enable us to go on to integrated instruction and curriculum design together. Last week I completed an integrated digital story telling unit with grade 3. I planned with the teachers, we team taught the unit and now we are in the process of giving feedback to the students. My colleagues and I are producing a video to document our collaborative work and celebrate the student learning successes.

While investigating the different models of information literacy I changed my mind about the value of adopting a single model for the entire school. I had given up trying to encourage my colleagues to adopt a school-wide information search model as I had met with so much resistance in the past. People had their own models or they used pathfinders. I now see the need for adopting a specific model as students need to use it with different subjects and over a period of time to be able to use it effectively as a research and metacognitive tool (Wolf, Brush and Sage, 2003, p.14).

One of the ways to influence colleagues to change their minds is to use evidence based practice to show the value of a strategy. I have started to use Kuhlthau’s Information Search Process (ISP) with grade 11 for their Extended Essay and I am collecting evidence by asking them to complete the reflection sheets as outlined in the School Library Impact Measurement toolkit (Kuhlthau, Todd and Heinstrom, 2005, p. 16).  By using this data and published article in journals I can show my colleagues the value of using one model to assist our students in becoming information literate.

Through this course I have changed my mind, evaluated my effectiveness and taken action to add depth and value to my role as Teacher Librarian.

 

References

Brown, C. (2004). America’s most wanted: teachers who collaborate. Teacher Librarian, 32(1), 13-18. Retrieved from http://search.ebscohost.com (AN 14658045)

 

Hartzell, G. (2002, June).What’s it take? Paper presented at Washington White House Conference on school libraries check out lessons for success, Washington. Retrieved from http://www.laurabushfoundation.com/Hartzell.pdf

 

Haycock, K. (2007). Collaboration: Critical success factors for student learning. School Libraries Worldwide, 13(1), 25-35. Retrieved from http://search.ebscohost.com (AN 25545933)

 

Montiel-Overall, P. (2005). A theoretical understanding of teacher and librarian collaboration (TLC). School Libraries Worldwide, 11(2), 24-48.

 

Todd, R. J., Kuhlthau, C. C., & Heinstrom, J. E. (2005). School Library Impact Measure S*L*I*M  A toolkit and handbook for tracking and assessing student learning outcomes of guided inquiry through the school library. Retrieved from http://cissl.rutgers.edu/images/stories/docs/slimtoolkit.pdf

 

Wolf, S., Brush, T., & Saye, J. (2003, June). The Big Six information skills as a metacognitive scaffold: a case study. Retrieved from American Association of School Librarians website: http://www.ala.org/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume62003/bigsixinformation

 

 

 

 

 

 

 

Skills and so much more…

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Information literacy (IL) is more than a set of skills. IL has evolved from library based programmes of library or information skills instruction centred on the library as place, print as the main source of information and the teacher librarian (TL) as expert to IL which is holistic, Involving all information formats from print to digital, learner-centred and involving all aspects of students’ lives (Lupton, 2002, p. 78).

The American Association of School Librarians (AASL) attributes this evolution of IL to greater complexity in resources, technologies and the emergence of multiple literacies. AASL expands its definition of IL beyond skills to include “the disposition to use those skills, along with an understanding of their own responsibilities and self-assessment strategies,” (Standards for the 21st Century Learner, 2007). Dispositions are the emotions and attitudes that surround the actions of students. An example of this is students must not only have the skills to evaluate a website but also develop the disposition to use that critical lens every time they use a website to gain information (Stripling, 2008, p. 17).

Unlike skills, dispositions cannot be explicitly taught, however, students can be given guidance and opportunities to develop them while they are learning. Confidence and self-direction cannot be directly taught but if students have a number of opportunities to determine their next step and the TL scaffolds these as students are working on an inquiry unit so they experience success they can develop attitudes of self-confidence and self-direction (Stripling, 2008, p.17).

Working in an International school which uses the International Baccalaureate (IB) programmes we are charged with assisting our students to learn content through inquiry. In all four IB programmes the Learner Profile Attributes specify ten desirable dispositions students are expected to develop.  While exploring IL processes and pedagogy I have come to the conviction that Guided Inquiry offers our school the best way to teach IL so that students develop skills and dispositions.

Guided Inquiry is a planned, targeted, supervised intervention through the information search process (ISP) (Kuhlthau, 2010, p.20).  ISP shows the relationship between the search process and the students’ thinking, action and emotions throughout that process. It shows clearly that IL is much more than a set of skills. Guided Inquiry builds on the ISP by clearly showing that students need the assistance of the TL and their teachers to successfully navigate the process. Carol Kuhlthau has developed a taxonomy of five levels of intervention which outline possible roles a TL can fulfil in order to assist students. That assistance may take the form of direct teaching of skills, ‘Identifier/Instructor Level’ to providing behavioural and emotional support, ‘Counselor Level’ (Thomas, Crow and Franklin, 2011, p. 51).  The scaffolding of our students as they work through ISP will involve collaboration between TL and teachers. Together we will have to use observation and feedback to know when and how to provide timely interventions to assist students to progress from their present level to their potential level of IL (Thomas, Crow and Franklin, 2011, p.50).

It is no surprise that when trying to define IL writers tend to describe the attributes of an information literate person rather than list the skills they employ (Bruce, 1997, p. 26). IL is more than a set of skills.

 

References

Bruce, C. (1997). Descriptions of information literacy. In The seven faces of information literacy (pp. 20-41). Adelaide, Australia: Auslib Press.

IB learner profile. (2013).  International Baccalaureate Organization. Retrieved from http://www.ibo.org/myib/digitaltoolkit/files/pdfs/learner-profile-en.pdf

Kuhlthau, C. C. (2010). Guided Inquiry: School libraries in the 21st century. School Libraries Worldwide, 16(1), 17-28. Retrieved from http://comminfo.rutgers.edu/~kuhlthau/docs/GI-School-Librarians-in-the-21-Century.pdf

Lupton, M. (2002). The getting of wisdom: reflections of a teaching librarian. Australian Academic & Research Libraries, 33(2), 75-85. Retrieved from http://dx.doi.org/10.1080/00048623.2002.10755184

Standards for the 21st-Century Learner. (2007). American Association of School Librarians Retrieved from http://www.ala.org/aasl/standards-guidelines/learning-standards

Stripling, B. (2008). Dispositions: Getting beyond “Whatever”. In K. Fontichiaro (Ed.), 21st-Century Learning in School Libraries (pp. 16-19). Santa Barbara, CA: Libraries Unlimited.

Thomas, N. P., Crow, S. R., & Franklin, L. L. (2011). The Information Search Process: Kuhlthau’s legacy. In Information Literacy and Information Skills Instruction: Applying Research to Practice in the 21st Century School Library. (3rd ed., pp. 33-58). Retrieved from http://CSUAU.eblib.com/patron/FullRecord.aspx?p=715256

 

 

 

 

Evidence based practice – our essential work

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Today many schools are involved in collecting evidence in many forms validating the programmes and strategies to impact student learning. Evidence based practice (EBP) is collecting, interpreting and integrating research-derived evidence, combining it with professional expertise and leadership applying it to ensure the best outcomes (Coe, 1999).  Teacher librarians (TLs) can contribute to this reflection and evaluation cycle for the good of the school to show the positive impact the library has for student learning outcomes.

There are two ways to gather evidence – one is to generate our own research findings and the other is to use the research of others (Oberg, 2002, p. 10). Using published research the TL can advocate for the development or continuation of programmes which will benefit students. Reading academic journals and attending conferences will enable TLs to keep up to date with current research and evidence. By developing an understanding of what colleagues are working on in other libraries TLs are able to apply key research findings to their own situations. Placing key findings on the library web page or in reports can articulate the role the library has in student learning successes (Todd, 2007, p.66).  The research of others may also inspire TLs to conduct localised research to show the impact of their own library on student achievement.

The fact that TLs are information specialists makes us uniquely equipped to develop EBP. The Action Research model is being adopted in many schools and requires the development of questions, review of literature, collection and analysis of data and reporting and using evidence to improve practice (Harada, 2004, p. 27). Action Research can utilize a variety of data collection tools including research logs, reflections, feedback questionnaires, exit slips and journaling by the TL and the students.  These tools provide rich data for the TL and at the same time provide an opportunity for the students to think about their own learning (Pappas, 2007, p. 172) (Preddy, 2008, p. 176). With technology this process can be recorded on video or on websites with tools such as TodaysMeet or Google Forms.

The key word is ‘practice’. It implies a continuous process of questioning, reading, evidence collection, analysis and action in an effort to improve student learning outcomes. It cannot be seen as “additional” work but instead it should be essential work which has so many positive benefits for the whole school community (Todd, 2008). Using Action research model and SLIM during Guided Inquiry had a measurable impact on student learning and provided the opportunity for greater collaboration at Broughton Anglican College. The students and staff presented their experiences and evidence of improved learning outcomes at conferences and in articles (Sheerman, 2011, p. 33).  I am inspired to see EBP  providing such positive outcomes for students and staff it makes me realise that I must include EBP in my role as TL. It is possible as I work with my colleagues to include Action Research as part of the units we design and deliver. We are all commitment to showing that we make a positive contribution to our students learning achievement

References

Coe, R. (1999). Manifesto for Evidence-Based Education. Retrieved January 18, 2014, from Centre for Evaluation and Monitoring website: http://www.cem.org/evidence-based-education/manifesto-for-evidence-based-education

Google Docs. (2001). Retrieved January 18, 2014, from Google Docs website: http://www.google.com/google-d-s/createforms.html

Harada, V., Dr. (2004). Action research: How teacher-librarians can build evidence of student learning. Scan, 23(1), 27-33. Retrieved from http://search.informit.com.au.ezproxy.csu.edu.au/fullText;dn=132729;res=AEIPT

Oberg, D. (2002). Looking for the evidence: Do school libraries improve student achievement? School Libraries in Canada, 22(2), 10-13-44.

Pappas, M. L. (2009). Tools for the assessment of learning. In K. Fontichiaro (Ed.), 21st-Century Learning in School Libraries (pp. 171-175). Santa Barbara, CA: Libraries Unlimited.

Preddy, L. (2009). Research reflections, journaling, and exit slips. In K. Fontichiaro (Ed.), 21st-Century Learning in School Libraries (pp. 176-179). Santa Barbara, CA: Libraries Unlimited.

Sheerman, A. (2011). Accepting the Challenge:Evidence based practice at Broughton Anglican College. Scan, 30(2), 24-33. Retrieved from http://search.informit.com.au.ezproxy.csu.edu.au/fullText;dn=189075;res=AEIPT

TodaysMeet. (n.d.). Retrieved January 18, 2014, from TodaysMeet website: https://todaysmeet.com/

Todd, R. J. (2007). Evidenced-based practice and school libraries: from advocacy to action. In S. Hughes-Hassell & V. H. Harada (Authors), School reform and school library media specialists (pp. 57-78). Westport, CY: Libraries Unlimited.

Todd, R. J. (2008). The Evidence-Based Manifesto for School Librarians. School Library Journal. Retrieved from http://www.slj.com/2008/04/librarians/the-evidence-based-manifesto-for-school-librarians/

 

Teacher librarians and the curriculum – some thoughts

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I work in an International School in Istanbul. We run three International Baccalaureate (IB) programmes – the Primary Years Programme (PYP) 3 – 12 years old, The Middle Years Programme (MYP) 13 – 16 years old and the final two years the Diploma Programme (DP) 17 – 18 years old.. So our school pedagogical perspective is founded in the IB programmes. I am new to the IB and over the past four years I have been learning about the programmes.

The PYP programme is the one that has most links with Inquiry learning. In fact the IB website states that this is the intended goal of the programme. (“International Baccalaureate: Four Programmes,” n.d.) I feel very fortunate that as part of the Inquiry process our school provides whole days for each grade level to plan together every six weeks. The team comes together the plan the next unit of Inquiry and evaluate and reflect on the one just coming to an end. I am invited to each planning day and while I usually do not spend the whole day with my colleagues I certainly do spend at least 30 minutes with them working on resourcing, skills development. evaluation tools. Below is a gallery of some of the planning that happened last year on a Professional Development day on Inquiry Learning with Kath Murdoch, an expert on Inquiry Learning from Australia.

Planning in the library

When I was thinking about the pedagogical initiatives we were asked to explore I chose the two that we have been using the most at our school. They are the Project Zero: Visible Thinking and the Habits of Mind.

Habits of Mind link closely with the two methods of learning and teaching as well although at no stage do they directly refer to Inquiry or project based learning. Habits such as persistence, thinking flexibly, thinking about thinking, questioning and posing problems,applying past knowledge to new situations, thinking and communicating with clarity and precision and remaining open to continuous learning are all vital for inquiry learners and project based learning (Costa & Kallick, 2008).

Kath Murdoch showed us how to use Visible Thinking and some of the thinking routines they promote to help students formulate questions, access prior knowledge and use information with purpose. Students are given specific thinking routines to help explore and show their thinking. While Inquiry Learning and Project based learning are not mentioned as such the strategies and skills Visible Thinking promote are integral parts of the processes.

So I guess you could say that Habits of Mind provides the theory and ideas while Visible Thinking from Project Zero provide some useful tools to assist the development of these habits of mind – all linking in with the necessary elements of Inquiry Learning.

I think the article that best summarised much of my thinking and aspirations in terms of involvement with curriculum development and delivery was found in an article about solo librarianship. Unsurprisingly the theme was that of all the resources in our libraries we, the librarians are the most precious resource (Karabush & Pleviak,  2011. p. 52). They assert that in the busy-ness of school and library life we must continually make the effort, and they quote Stephen Covey,  to put first things first (Karabush & Pleviak,  2011. p. 49). The number one priority is teaching and learning which means we must be involved with curriculum development and delivery in our school whatever shape or form it takes. They suggest to simply get involved and offer a number of different strategies from attending meetings, planning days, developing committees – ensuring that we support high impact tasks (Karabush & Pleviak,  2011. p. 50)

If librarians miss the opportunity to be involved in these high impact tasks of curriculum development and delivery that means our colleagues and students miss out on appropriate resources to support their programmes, specific skills and strategies being taught at point of need and the scaffolding for success in the Inquiry Learning process.

It is my goal to always add value every opportunity I get within our school.

References

Costa, A., & Kallick, B. (2008). Learning and leading with habits of mind. Association for Supervision and Curriculum Development. Retrieved December 30, 2013,  from http://www.ascd.org/publications/books/108008/chapters/Describing-the-Habits-of-Mind.aspx

Intentional Baccalaureate: Four Programmes at a Glance. (n.d.). Retrieved December 30, 2013 from http://www.ibo.org/programmes/index.cfm

Karabush, C., & Pleviak, P. (2011). Talk me off the Ledge. Knowledge Quest, 40(2), 48 – 53 http://search.ebscohost.com (AN 68942561)

Principal Support

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An effective librarian is as important as an effective principal – both impact teaching and learning in schools. (Kuon, 2012, p.39). A principal has responsibility for creating a successful learning environment for all students. There are many elements involved in this –  “vision building, evolutionary planning, empowering others, resource mobilization, and problem coping and monitoring.” (Oberg, 2006. p.13). Effective principals can use all these strategies to create a dynamic environment for teaching and learning working with the teachers and educational leaders they hire. Achieving success without their principal’s backing, however, is almost impossible for the teacher librarian. (Kuon, 2012. p. 39)

Ken Haycock asserts that, “collaboration is the single professional behaviour of teacher librarians that most affects student achievement” (Haycock, 2007. p. 32).  Yet teachers can be reluctant to move from independent planning and teaching of the curriculum to in-depth collaboration with a teacher librarian as it requires extra effort and time. Without the principal making this collaboration a priority for all there is little chance of it developing. The principal is the major decision maker in the school and has the opportunity to set the stage for collaboration, curriculum development and implementation. (Farmer, 2007. p 60). Oberg identifies four key areas in which principals can bring dynamic support for the role of the teacher librarian and it is no surprise that the first is providing collaborative planning time. The others include funding for programme resources and enabling teacher librarians to provide in-service training for teaching staff. (Oberg, 2006. p.15)

It is interesting to note that principals do recognise the role the teacher librarian plays in its most visible form – keeper of the books or the reader of “great stories” – both of which only relate vaguely to student achievement and learning. The fact that teacher librarians are trained teachers, experts in curriculum design, literacy development, information and digital literacy can be over looked. (Kaplan, 2007. p. 300). Often the work of the teacher librarian is invisible – the role itself is to work to empower others. “Teachers and students take what librarians give them and fold it into their own products and performances” (Hartzell, 2002. p. 2)

Yet despite this recent research shows that principals do value their teacher librarians – they want them to be more visible leaders in their school communities. (Kuon & Weimar, 2012. p. 36). It is up to the teacher librarians to take the lead. Advocacy is an important start, we need to allow satisfied students and teachers sing the library’s praises. Learning the language of administrators can help with better communications. (Kuon & Weimar, 2012. p. 39). Two strategies are planning and reporting. Creating an annual plan which clearly relates to the school’s mission then inviting the principal to endorse it is a good start. Regular reporting to the principal, to colleagues and to the wider community celebrates the library’s contributions. (Johnson, 1992. p.24) Oberg shares his views in advocating teacher librarians communicate effectively and show that they are advancing school goals. (Oberg, 2006. p. 16)

Making the time and giving the effort to create a positive partnership with the principal will enable the teacher librarian to effectively work in the role for the benefit of the entire school community. Becoming visible and valuable – this is my goal for the coming year.

References

Farmer, L. (2007). Principals: Catalysts for Collaboration. School Libraries Worldwide, 13(1), 56-65. http://search.ebscohost.com  (AN 25545935)

Hartzell, G. (2002, June).What’s It Take? Paper presented at Washington White House Conference on School Libraries Checks Out Lessons for Success, Washington. Retrieved from http://www.laurabushfoundation.com/Hartzell.pdf

Haycock, K. (2007). Collaboration: Critical success factors for student learning. School Libraries Worldwide, 13(1), 25-35. http://search.ebscohost.com  (AN 25545933)

Kaplan, A. G. (2007). Is your school librarian ‘highly qualified’? Phi Delta Kappan, 89(4), 300-303. http://search.ebscohost.com (AN 27757339)

Kuon, T., & Weimar, H. (2012). How Does Your Boss See You? School Library Journal, 58(9), 36-39. http://search.ebscohost.com (AN 79888148)

Johnson, D. D. (1992). At the ends of our job. Using planning and reporting to build programme support. (cover story). Book Report, 10(5), 24. http://search.ebscohost.com. (AN 9203090542)

Oberg, D. (2006). Developing the respect and support of school administrators. Teacher Librarian, 33(3), 13-18. Retrieved from  http://search.proquest.com.ezproxy.csu.edu.au/docview/224879111/fulltextPDF#

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