Reflecting on my earlier posts as to how I viewed my new TL role and how this role may have changed during the course of this subject did bring about a few key realisations that have certainly shaped my outlook. In my first post ‘TLs and what matters at this point’ dated 10/03/09. I express nervouseness at the “expansive enormity” of the role and my ability to “manage, lead and teach”. Ironically, this was one of the reasons why I wanted to become a Teacher Librarian. I was on a quest for diversity, variety and leadership which classroom teaching was unable to fulfill and whilst I have not been dissapointed; I am forever in awe at the complexity and responsibility of the role.
Whilst Hazell’s (1990) and Lundin’s (1981) readings did shed further light on maximising sound practice. I realised –thanks to the volume of discussion on the ETL forums and OZT_NET that within my new context I had to work harder as an advocate for collaborative practice. The realisation that collaborative practice was not considered by teachers as part of the learning process, despite it featuring heavily in the ALIA/ASLA standards was a vexed issue as I recall feelings of “hiting a wall”, March 10, 2009 and experiencing a “lack of meaningful collaboration with colleagues” especially after receiving an email stating ‘no thanks’ to a joint planning session (Science Faculty), April, 2009.
Looking back at my reflections, on the ETL forum for topic 2 and in my blog March 10, 2009 “at this point in my journey my focus is to find a workable way to collaborate and to continue to initiate, instigate and develop programs that teachers can also use whilst they are in the library and not in isolation”. The priority at the time was to “build upon my skillbase and then tackle the management, leadership and ICT developments that will invariably require continual attention”. What I did comment on my blog April, 8 is the huge “disparity between what is realistic and idealism” and at times this was reflected in the readings which compounded my feelings of overwhelment. Kulthau’s (2004) identifiable indicators and Henri’s (1999) article both shed enormous light on how I should tackle my immediate responsibilities. Whilst the forums, readings and even OZTL_NET discussed the value of dual qualifications, it has only recently become a crucial point in my own learning journey. If you don’t know why (pedagogy) showing how (methodology) exists in a vacuum. This is my new mantra and one that I unashamedly used in a discussion with a colleague (Antoniadis, 2009).
I took heart at similar experiences from the Forum discussions and postings such as Ehmann’s (2009) who suggested targeting the most willing staff first, and celebrating success to promote the upside of collaboration for student learning outcomes. This has consolidated my understanding that collaborative practice is an ongoing process and not a quick fix response. I also drew inspiration from 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 ground work has to be done with relationships and trust must underpin the experience. Sword (2009) states that teachers are willing to collaborate if they see value for time spent in terms of what is in it for my class. This is also endorsed by Todd’s (2008) study on the dynamics of instructional collaboration.
In an effort to demonstrate leadership, I have made solid progress thus far. I proposed to the Head of English that we tie our Literature Circles program with the CBCA shortlist as a way of linking the curriculum (RBL) to an enrichment task and making full use of collaborative practice. This opportunistic approach has seen an increase in scheduled library lessons as distinct from the previous adhoc approach of RFF. Similarly, I am planning to place on the agenda the requirement for a wider reading program to be implemented across Yrs 7-10, and in due time a structured Information Literacy program. In addition, Book Week will see for the very first time homage paid to the school’s Jewish culture. This has been a revolutionary inclusion and one where the schools’ executive will hopefully recognise my capacity to lead via collaboration.
Continued collaborative success is hapening with the SOSE and English faculties as they are frequent users of the library’s resources and therefore easily accessible. Brown (2004) states that creating a connection with people, by getting to know them, talking openly and freely about ideas, resources and goals often is inspiration enough for people to see the value and purpose in what you are proposing. I have found this common sense approach is actually an efficient tool for building professional ties.
I am beginning to see the fruit of earlier collaborative interactions with the school executive on the building of the new library and the positive impact made. Meetings with the architect and the school executive have created a frame of reference for all parties which assists with guiding future directions and decision making Covey (1989). Henri (1999) suggests that the relationship between the TL and the Principal also plays a crucial role in positive collaboration and one where the alignment of one’s personal vision to a shared vision can become a reality is reiterated by Gibbs (2003).
My understanding of the TL role has been enlightened by the existence of the standards of professional excellence. Whilst they are exceptionally high, they are a useful guide to what can ultimately be achieved, whilst also offering evaluation guidelines where schools can benchmark their progress. As such they are valuable as professional learning plans and offer flexibility for schools to fine tune according to their requirements (Learning for the future, 2001). Enlisting and contributing to professional blogs like oztl_net has enhanced my capacity to learn from others experience and skills.
REFERENCES: PART C:
Antoniadis, A. 2009 Retrieved June 2, 2009 http://annaslearningjourney.blogspot.com
Australian School Library Association (ASLA) & The Australian Library and Information Association (ALIA). 2001. A teacher librarian advocate’s guide to building information literate school communities. Learning for the future: Developing information services in schools. (2nd ED.) Carlton, Vic: Curriculum Corporation. Learning for the future, 2001.
Brown, C. 2004 America's Most Wanted: Teachers Who Collaborate. Teacher Librarian, Vol. 32, No. 1. Retrieved May 1, 2009: www.citeulike.org/user/sga72/article/3561673
Covey, S.R. (1989). The seven habits of highly effective people: Restoring the character ethic, [Pt. 1], pp. 146-164 and [Pt. 2], pp. 165-182, available CSU Library Reserve
Gibbs, R. (2003). Reframing the role of the teacher-librarian: The case for collaboration and flexibility. Scan, 22(3), 4-7.
Ehmann, J. 2009. Postings Topic 2, on ETL forum 401, March 19, 2009
Hazell, A. 1990. School library and information services in Australia: Promoting learning: Challenges inn teacher librarianship.Vol.2, pp. 17-22.
Henri, J., Asseli, M.2005. The information literate school community2: Issues of leadership.Vol. No.5. Centre for Information studies, Charles Sturt University, Wagga Wagga.
Kuhlthau, C.C. 2004. Seeking meaning: A process approach to library and information services (2nd Ed.). Wesport, Conn: Libraries Unlimited pp.13-27, available CSU Library Reserve
Learning for the Future, Curriculum Corporation, 2001: Developing Information Services in Schools. Curriculum Corporation, Carlton, Australia.
Lundin, R. 1981. School library development in Australia, pp 1-21. Retrieved April 4, 2009. School librarianship [electronic resource] School library development in Australia, pp. 1-21, 1981
OZTL_NET- Forum readings and postings over the course of ETL 401. Most recent Tuesday 1/6/09.
Sword, H. (2009) .Forum ETL 401, Topic 5: Collaboration, May 20, 2009
Todd, R.J. (2008). The dynamics of classroom teacher and teacher librarian instructional collaborations. Scan, 27(2), 19-28.
