Collaboration, Flexibility and Student learning

The more I read about beneficial TL and teacher collaboration and the measured and perceived benefits by all those involved the harder I need to work at this process. Lack of teacher collaboration is singularly the most unrewarding role a TL has. It sends out a very clear message about the role TL's are expected to play. The body of research that is emerging is strongly suggesting that there is a direct link between collaboration and increased student learning outcomes. As TL's we need to speak the language of administrators and number crunches when we are speaking with our school executive (Lange& Montgomery, 2003). Data speaks volumes and we must be prepared to use this if we are to educate the next generation in the best way possible.

Having said this a clearer picture of how few TL's are actually teaching IL and collaborating with teachers; as such it may be that those in the profession may need to be reminded through Data that this is a vital component of learning and that it should be supported and promoted.

Topic 4: Thoughts on Information Literacy

The readings explore the vast array of scholarly thought on the process of IL, and as such a TL needs to be aware of the history and the future direction of IL as a context for being an informed learner. From the readings thus far a clear picture of reliance on the Behaviourist models of learning has been identified and from this I also see my own learning and teaching of IL is heavily influenced. I also see there are aspects of the relational model which can be explored in our endeavours to apply IL with our students. What is crucial is understanding how best we can apply IL to maximise student learning, and gathering from the vast body of literature does not depend upon one standardised model.

Topic 2: More thoughts on TL role

Whilst it is interesting to read the various interpretations of a TL's role description and try and make sense of the enormity of the role both in terms of ability to manage, lead and teach. For me at this point in my journey my focus is to find a workable way to collaborate proactively with the subject teachers to inform, support and enrich the curriculum resources they are currently using. As we are all discovering this is no easy feat, however, after reading Henri's article and in particular Kuhlthau's identifiable inhibitors it clarified for me where my immediate attention must be directed. Ultimately I am a teacher first and this colors my view of my role as a TL. My goal is to continue to initiate, instigate and develop programs that teachers can also use whilst they are in the library and not in isolation. Ultimately this has not been easy as I have taken on the position as TL in a school that has a dated view of how a library should operate and with very little knowledge or initiative to incorporate new ideas and programs -not to mention severely understaffed. My challenges are many, however, I would like to think that I can build upon my skillbase and then tackle the management, leadership and ICT developments that will invariably require continual attention. It is in this light that I would like to make the most impact in guiding an information literate school community. In fact today whilst assisting a History teacher with selection of resources I was paid a compliment- she said " you must have been a teacher first, it shows". This helped to allay my feelings of frustration and overwhelmness as I realised that my contributions are slowly making an impact. Now for the other hurdles!!

Topic 2: Role of TL and Principal support

It is refreshing to reflect upon our readings and come to an understanding of how our future roles can be shaped by us and for us if we use our skills, information and research to inform our practice and that of others. I particularly liked Loertcher's reference to the "ripple effect" of change. The bigger picture is often realised and comes about as a consequence of something else. Therefore, as TL's working in an ILSC the temptation is to come in and trailblaze new and exciting programs based on what we already know. In my experience this can have a negative effect upon the established norms and practices already in existence within the school. It is my belief that progress or change (Obstacles) need to addressed with sensitivity and most importantly teachers like to know that there is some research and evidence that underpins our decisions. The Principal should be a close ally and a resource to be tapped into easing the stress of the TL having to be the lone crusader.

Topic 1: Thoughts and perspective

appears to me that as educators we are always seeking validation and reassurance when we try new learning models as there is no 'one size fits all' when it comes to learning. Hence, I feel that both models are necessary and can be used at different stages depending on the task, level of ability and range of prior knowledge amongst the students we teach. I do accept that as TL's we are at the epicentre of new technologies and we are expected to know a wide range of skills. However, subject matter or content is reliant on resource- based teaching which has a stronger hold amongst other teachers and consequently our roles as facilitators may be more challenging depending upon the school setting, demographic of the teaching staff, resources available. student needs/abilities. Our ability to be critical helps us clarify these two methods as most of us have used RBT in the past and will now attempt to implement more RBL in our new role. Our teaching colleagues often view our input as a welcome adjunct to their classroom practice and as such our role is to facilitate and enrich what is being explored in the classroom- unlike most classroom teachers we have the option to try out new methodologies and approaches as long as we all have the same goal in mind.

2. It is clear that the Internet has been an absolute boon for self paced learning and research, however, it can also be an absolute time waster if searches are not carried out methodically and with relevance to what is being asked. It is fundamental that basic research skills and information literacy is taught and revisited as new information or old/obsolete/irrelevant information comes to hand. Pathfinders and Hotlists are an excellent medium that we as TL's can collaboratively develop with our colleagues whilst making use of Info lit skills. Our challenge is to get as many on board!!


http://annaslearningjourney.blogspot.com/

Navigation of leadership role

The implication of our role as an information specialist in both education, librarianship and technology assumes an enhanced and leadership role we play. Interestingly, I am beginning to see the fruit of successful interactions with my school executive last week in a discussion about the new library. My discussions were supported by clear objectives, sound research based on our schools needs and resource use and a vision of how to integrate technology with the school's vision for future growth. I did encounter limited resistance by a non-teaching colleague who displayed an acute sense of lack of knowledge as to library process and pedagogy. Diffusing and articulating an argument based on student outcomes appeared to flow easily and drew upon the support of the Principal. Henri (1999) would have been pleased!! My subconscious has been able to process the learning and apply it to situations that depend upon leadership skills. Why this is important for me is that I have been able to draw upon my readings and knowledge on leadership (Fullan) and apply these to my understanding of the role. I am learning to address the responsibilities of my role and promote the role of collaborator across leadership and pedagogical domains. For me this is real, transference of knowledge. Now, the challenge is to enthuse and collaborate with the remainder of the staff who are reluctant to engage or is it they find it difficult to afford time. Gibbs' solution of structural change (meetings designated for collaboration) may be an area I will address with the school executive. At this point I will continue to be active and seek them out!!! So far, I have had success with the SOSE and English faculties in collaboration, although this has been piecemeal- RFF, sourcing Resources, and Lit circles. My aim is to incorporate a greater degree of Information Literacy within these KLA's.

Last week I was asked to brief the school's architect on my vision for the new library. A number of proposals were

More Musings on Collaboration and the future of TL's:

After some further reading Reframimg the role of the teacher-librarian: the case for collaboration and flexibility by Gibbs, R (2003), it became apparent that action on seeking collaboration is imperative for the enhancement of student learning.
Gibbs argues that schools and TL's have operated within a culture of fragmentation and independence as they focus on their individual subject and teaching areas and schools as an entity have provided the environment for this to thrive. However, there needs to be a reorientation of focus and staff must collaborate with TL's if they are to influence student outcomes. Gibbs (2003) argues for the alignment of ones personal vision to a shared vision. This process according to him occurs when there is an ongoing, professional relationship between the TL and the staff. Henri (1999) suggests that the relationship between the TL and the Principal is crucial to the development of an information school community.

Also, the vision needs to be felt and understood by other staff otherwise it lacks commitment and direction. Covey (1990) believes vision creates a frame of reference for professional relationships that can guide future directions and help with decision making.

What resonates for me is the emphasis placed on the culture of schools that needs to be changed and ultimately this can be chipped away with greater collaboration and CPT. For this to essentially take effect schools like Gibbs' must adopt a structural change to timetabling, meetings (KLA or stage) and a focus that is geared to acknowledging and building collaboration. Without executive and structural support, programs may run in isolation , appear fragmented and do very little for enhanced student outcomes.

Collaboration between TL's and teachers.. What are the possibilities?

What possibilities arise for collaboration b/w teachers and TL's?

Schools as Learning Organisations: A review of the literature
J Cibulka, S Coursey, M Nakayama, J Price and S Stewart

• Exploring curriculum and resources
• Offer learners opportunity to share and take control of their learning
• Increase in professional relations
• A more public display of the learning and collaboration taking place
• An increase involvement by other stakeholders of the school- eg parents, Heads of Year, Auxiliary committees etc
• An awareness that learning is never static but rather a continuous and evolving process
• Teachers can benefit from the greater knowledge about student learning by demonstrating a capacity for collaborative practice. In fact, this must be addressed and supported across the whole learning community. Essentially for this to make real impact, it is assumed that our leaders may need to recast themselves as learners to fully influence others about collaborative practice.

The implications for us as TL's and leaders is simple. We must demonstrate how and why we do what we do. We must be the driver of change, albeit however small those developments may appear at first. I try and liken it to the ripple effect.

Collaborative practice- What does it really mean?

After reading Fullan's account of collaborative cultures and how they are constructed it leaves me feeling somewhat more enthused about this process of change than I have been feeling of late. I have felt that I too have hit a wall in terms of 'real' and meaningful collaboration with colleagues. Whilst I am happy to source information and resources for teachers and their classes, collaborative practice is something of a mystery to this school. Ironically, why do teachers work in a selfish(individualised) manner when they expect their students to share and collaborate on research and investigative projects. Why are teachers as a whole inflexible with their own learning practices and teaching resources. Is this because they are working without a united vision and not as a professional learning community; rather they are steering their own ship in waters they know very little about?? I am beginning to see that the same can be applied to TL's. Like teachers we to must be part of the professional learning community- clear purpose, collaborative activity and collaborative responsibility to achieve optimum student learning. Essentially for me this has opened my eyes as to why I am witnessing such a fragmented approach to my implementation of a whole school approach to info literacy. My vision needs to align with the whole school's understanding. How this translates to real practice will depend upon the natural resistance and anxiety others will demonstrate. Teachers on the whole are open to discussion and new ideas but can also be territorial with their resources. Does this help to explain their reticence to collaborate? Organisational change is easier to understand when thought of in terms of what Earl and Lee (1998) believe; urgency and agency generate more momentum which leads to consolidation, reflection, celebration and the capacity to push the boundaries of change. Therefore, I need to be able to state/use evidence based data to inform and then propose the framework for change; this is akin to showing leadership to drive a connected vision. Principals are instinctively aware of how vital good staff are to the school particularly staff who can engage and drive organisational change. Fragmentation is divisive, time consuming and does no one any favours. Coherence is a process, it is not static and as this develops with all its synergy so should the collaborative efforts of the school community.