This morning, I read another Ross Todd article (2002), School Librarians as Teachers. I tried to make a link to it, but the test took it to my own CSU login. I didn't think that was very helpful, but the name of the article should help anyone who wants to get there, find it.
To summarise - deliberate, and carefully thought out library programs have a positive impact on students learning. This has to occur within the context of a supportive principal. He also said that (anecdotally), many TL's don't keep abreast of the research, so are unaware of best practice, and the reason given was that the research was considered irrelevant to their day to day working lives.
Considering the breadth of the TL role, and all that it may encompass, that many TL's simply don't have the time to keep up with professional literature. And if they are working in a climate where the expectation is the TL hides away in the library, messing about with the books, and providing RFF for the "real" teachers, it could be a little frustrating, and daunting and overwhelming to try and change that culture into something different.
Just by the way - Ross Todd uses a LOT of words. I wouldn't mind something a bit pithier myself.
Sunday, July 31, 2011
Friday, July 29, 2011
Hmmm, test post
I haven't been able to view my blog for close to two days, and I am just trying to work out why.
Wednesday, July 27, 2011
Interesting Article: Libraries as iCentres
I'm not convinced that using the Apple branded 'i' prefix is necessarily a good practice, it didn't work for vegemite, it's unlikely to work any better for the school library. Criticism of cutesy/try-hard names aside, this was an interesting article. Whether it will be any use for assignment one remains to be seen.
Basically, the authors premise was that the changing nature of the world and technology meant that it was essential that librarians expand their role to become 21st century leaders in education. That libraries become learning hubs, where technology skills are properly taught.
He listed a whole raft of issues that "young people" have as far as accessing web based information. And as I read through the list, I realised guiltily, that at 40+, I commit a fair whack of these internet crimes. So obviously, being 'young' isn't the agent, perhaps it is simply being inexperienced.
So here's my conrete example to prove that I'm not just waffling. It's true, I am a quick scanner as far as web pages go (this is a bad thing), and until a few weeks ago (when I read James Herrings second chapter for 501, the course I dropped at the beginning of this week when I realised I would probably just scrape through and not get all that I wanted out of both courses if I continued to study them concurrently. And possibly have a nervous breakdown into the bargain, I never do things by halves. It's important to recognise one's weaknesses and plan accordingly. I was already driving the family mad with constant reading and shushing and ignoring, and two minute noodles for dinner, I owe them better than that. But I digress...)
So the Herring chapter convinced me to take a look at Google Advanced search, and then dogpile, and the webinar got me searching databases at the university library, and working on my search skills, I have discovered that I get far more out of the time spent at the computer looking for things.
I am learning to slow down and read carefully. After I have searched effectively. I just needed to be shown that this was more effective than my rather haphazard approach.
So although the author of my article (whose name has gone out of my head, Mac something or other, if you're interested me, leave a comment and I will dig it out of my carefully labelled Assignment 1Research Folder on my desktop), although the author makes a big case for the librarian as leader, I actually think he could have spent a little more time on that essential teaching role.
Perhaps school students, like me, feel like the web is a big dark place, full of teetering stacks of information (rather like the Room of Requirement at Hogwarts), and they are blundering around in that darkness. They just need someone to give them a torch to light their way. Librarian as teacher!
Basically, the authors premise was that the changing nature of the world and technology meant that it was essential that librarians expand their role to become 21st century leaders in education. That libraries become learning hubs, where technology skills are properly taught.
He listed a whole raft of issues that "young people" have as far as accessing web based information. And as I read through the list, I realised guiltily, that at 40+, I commit a fair whack of these internet crimes. So obviously, being 'young' isn't the agent, perhaps it is simply being inexperienced.
So here's my conrete example to prove that I'm not just waffling. It's true, I am a quick scanner as far as web pages go (this is a bad thing), and until a few weeks ago (when I read James Herrings second chapter for 501, the course I dropped at the beginning of this week when I realised I would probably just scrape through and not get all that I wanted out of both courses if I continued to study them concurrently. And possibly have a nervous breakdown into the bargain, I never do things by halves. It's important to recognise one's weaknesses and plan accordingly. I was already driving the family mad with constant reading and shushing and ignoring, and two minute noodles for dinner, I owe them better than that. But I digress...)
So the Herring chapter convinced me to take a look at Google Advanced search, and then dogpile, and the webinar got me searching databases at the university library, and working on my search skills, I have discovered that I get far more out of the time spent at the computer looking for things.
I am learning to slow down and read carefully. After I have searched effectively. I just needed to be shown that this was more effective than my rather haphazard approach.
So although the author of my article (whose name has gone out of my head, Mac something or other, if you're interested me, leave a comment and I will dig it out of my carefully labelled Assignment 1Research Folder on my desktop), although the author makes a big case for the librarian as leader, I actually think he could have spent a little more time on that essential teaching role.
Perhaps school students, like me, feel like the web is a big dark place, full of teetering stacks of information (rather like the Room of Requirement at Hogwarts), and they are blundering around in that darkness. They just need someone to give them a torch to light their way. Librarian as teacher!
Tuesday, July 26, 2011
I've cracked it
After a third reading, and two separate note takings, I think I finally have a handle on the Herring chapter. Good thing too, since we are writing a paper on it.
So, now to decide which roles I am going to choose to critically compare with the Purcell article. I think I may have to invent my own terms after all. And I think I will concentrate on the librarian as school leader, and information specialist. Though I was mightily tempted by the administrator/collection developer role as I read through it today. I will admit here, that that side of the role does have an appeal for me. I love books, and I am delighted by the idea of working out what my community needs, and how to fulfil that, whether with print resources, or digital. Fortunately Information Specialist was covered after admin in Herring, and I was re-engaged with that.
Of course, I could well change my mind several times in th next three weeks.
On another note, I requested several books from the library this morning, 3 I think. Somehow, the knowledge that I don't have to shell out for postage has made that an easier proposition. And I'll be assured of some packages in the next few weeks. There's nothing like interesting post.
So, now to decide which roles I am going to choose to critically compare with the Purcell article. I think I may have to invent my own terms after all. And I think I will concentrate on the librarian as school leader, and information specialist. Though I was mightily tempted by the administrator/collection developer role as I read through it today. I will admit here, that that side of the role does have an appeal for me. I love books, and I am delighted by the idea of working out what my community needs, and how to fulfil that, whether with print resources, or digital. Fortunately Information Specialist was covered after admin in Herring, and I was re-engaged with that.
Of course, I could well change my mind several times in th next three weeks.
On another note, I requested several books from the library this morning, 3 I think. Somehow, the knowledge that I don't have to shell out for postage has made that an easier proposition. And I'll be assured of some packages in the next few weeks. There's nothing like interesting post.
Monday, July 25, 2011
Librarian as Literacy Leader
There has been a great deal in the readings about the various roles of the teacher librarian, and yesterday I came across one that struck a chord with me - Barbara Braxton on The Teacher Librarian as Literacy Leader Braxton Article
Anyway, the article began with two pictures (these are mental pictures, so use your imagination) - the first was of a group of upper primary boys waiting at the library door for it to open at lunchtime so they could continue reading Deltora Quest, and get more gems for their belt. The other was of a teacher reading To Kill a Mockingbird to Year 6, and the children squirming in their seats because they just didn't get it.
Maybe it's the To Kill a Mockingbird thing that got me in, that being one of my favourite books, as a hook it worked for me. The idea of making that book something children recall with boredom and dread sends cold shivers down my spine. It is a beautiful book, and I love it, but I have a bit of a thing about exposing children to material earlier than they are ready to handle it, it's wrong, and can really spoil their enjoyment of it when the right time comes, their memories tainted by their earlier experience.
The whole article though was full of lovely ideas for getting students and staff INTO your library. I want a library of my own, so I can start putting some of these wonderful ideas into practice. I want to make the library a place where the kids want to come. I want it to hum. I want to work on the creation of a great space. I want to get authors in, and have morning teas where the kids can talk to them. I want to get the kids to help choose books that they think should be in their library. What a great way for them to feel that sense of ownership.
I asked my teenagers if they felt like the library at their school was theirs. They looked at me like I was speaking an alien language. "Library? What would I go to the library for?" I must have looked a little broken hearted, as they reassured me that "my" library would no doubt be wonderful and relevant. But I was still sad that that library in my head is not the library of their experience.
I will not be Madame Pince, keeper of the library, and protector of the books. I will be so much more.
Anyway, the article began with two pictures (these are mental pictures, so use your imagination) - the first was of a group of upper primary boys waiting at the library door for it to open at lunchtime so they could continue reading Deltora Quest, and get more gems for their belt. The other was of a teacher reading To Kill a Mockingbird to Year 6, and the children squirming in their seats because they just didn't get it.
Maybe it's the To Kill a Mockingbird thing that got me in, that being one of my favourite books, as a hook it worked for me. The idea of making that book something children recall with boredom and dread sends cold shivers down my spine. It is a beautiful book, and I love it, but I have a bit of a thing about exposing children to material earlier than they are ready to handle it, it's wrong, and can really spoil their enjoyment of it when the right time comes, their memories tainted by their earlier experience.
The whole article though was full of lovely ideas for getting students and staff INTO your library. I want a library of my own, so I can start putting some of these wonderful ideas into practice. I want to make the library a place where the kids want to come. I want it to hum. I want to work on the creation of a great space. I want to get authors in, and have morning teas where the kids can talk to them. I want to get the kids to help choose books that they think should be in their library. What a great way for them to feel that sense of ownership.
I asked my teenagers if they felt like the library at their school was theirs. They looked at me like I was speaking an alien language. "Library? What would I go to the library for?" I must have looked a little broken hearted, as they reassured me that "my" library would no doubt be wonderful and relevant. But I was still sad that that library in my head is not the library of their experience.
I will not be Madame Pince, keeper of the library, and protector of the books. I will be so much more.
Thursday, July 21, 2011
Multiliteracy
I am reading the Herring article again tonight, taking more notes, highlighting more sections, and feeling utterly overwhelmed by how much I don't know, and how impenetrable the article seems to me.
Part of my problem is that I'm not familiar with all the terms that are used. I am thankful that I have the advantage of having read the second chapter of the 501 text by Herring, which is far more accessible, and which introduced me to the wonder of Google Advanced Search.
I will confess now, to even consulting the Wikipaeida site in search of a definition for that illusive word "multiliteracy", and even the Big W didn't help me get a handle on it. I did come across an extremely interesting looking blog though, which I have added to my interesting links list.
I feel stupid tonight :-(. I know I'm not. But thats how I feel.
Part of my problem is that I'm not familiar with all the terms that are used. I am thankful that I have the advantage of having read the second chapter of the 501 text by Herring, which is far more accessible, and which introduced me to the wonder of Google Advanced Search.
I will confess now, to even consulting the Wikipaeida site in search of a definition for that illusive word "multiliteracy", and even the Big W didn't help me get a handle on it. I did come across an extremely interesting looking blog though, which I have added to my interesting links list.
I feel stupid tonight :-(. I know I'm not. But thats how I feel.
Sunday, July 17, 2011
Misperceptions
I have just read the Hartzell pieces today, and found them very accessible. It got me thinking about my own school experience, and my own thoughts about What A Librarian Is Like.
In my primary school, there was no librarian. I went to a one teacher school in the middle of nowhere, the "library" was in a corridor, and we went through it to get out the back door. The other end of the corridor held an art supplies cupboard, and along the opposite wall to the cupboard we left our little school ports lined up in a neat row. There were shelves and shelves of books, no catalogue system, and no-one to guide us in what was a good read, other than the classroom teacher, who filled every role in the school, including all the admin, playground duties.
In High School, our librarian wore glasses and said shush a lot. She really did. I always thought of her as fairly formidable, and if I wanted to know anything, I'd blunder around on my own looking for it rather than bother her while she was carrying out important tasks like covering books, and writing down on students cards what they were taking out of the library, or fixing the date stamp. Eventually, the library got one computer. In the librarian's office. Behind a locked door.
And I still want to BE a librarian? Yes. Yes I do. I have to admit though, that the readings I have done so far, and it is only week 2, have given me much to think about. The role is so much bigger than I envisioned, so much more.
I was on another forum, a completely separate from the University, non-academic, "women's interest" forum, and I was sharing my excitement about being back at uni. Another poster asked me why I needed a Masters to run a library? The implication being that shelving books surely didn't require such a high level of education and training. Sound familiar?
Anyway, it made me think about why I am doing this course, and what I want to achieve. Articulating it to this random online person helped me clear it up in my own head. I don't want to just be the "putting the books away" person. Or the person who covers the books. Or the person who says shush all the time. I want to make a difference in the school. I want to be a part of the learning process still - I like teaching, so that still needs to be a part of my role. I want to be in charge. And I want to know how to fulfil the role effectively.
In my primary school, there was no librarian. I went to a one teacher school in the middle of nowhere, the "library" was in a corridor, and we went through it to get out the back door. The other end of the corridor held an art supplies cupboard, and along the opposite wall to the cupboard we left our little school ports lined up in a neat row. There were shelves and shelves of books, no catalogue system, and no-one to guide us in what was a good read, other than the classroom teacher, who filled every role in the school, including all the admin, playground duties.
In High School, our librarian wore glasses and said shush a lot. She really did. I always thought of her as fairly formidable, and if I wanted to know anything, I'd blunder around on my own looking for it rather than bother her while she was carrying out important tasks like covering books, and writing down on students cards what they were taking out of the library, or fixing the date stamp. Eventually, the library got one computer. In the librarian's office. Behind a locked door.
And I still want to BE a librarian? Yes. Yes I do. I have to admit though, that the readings I have done so far, and it is only week 2, have given me much to think about. The role is so much bigger than I envisioned, so much more.
I was on another forum, a completely separate from the University, non-academic, "women's interest" forum, and I was sharing my excitement about being back at uni. Another poster asked me why I needed a Masters to run a library? The implication being that shelving books surely didn't require such a high level of education and training. Sound familiar?
Anyway, it made me think about why I am doing this course, and what I want to achieve. Articulating it to this random online person helped me clear it up in my own head. I don't want to just be the "putting the books away" person. Or the person who covers the books. Or the person who says shush all the time. I want to make a difference in the school. I want to be a part of the learning process still - I like teaching, so that still needs to be a part of my role. I want to be in charge. And I want to know how to fulfil the role effectively.
Thursday, July 14, 2011
The Beginning of a new Chapter
I have been relief teaching for ten years. In that time, I have taught every grade to year 10. I have relieved every subject you could think of. Including days in libraries, and it is those days in the library, surrounded by books that I have felt most at home.
I have long thought that Librarian was a good fit for my skill set. I love being part of a school. I enjoy the work with students, but the extra dimension of the library role tingles my fingertips. I love books, I am excited by new technology, and the way the world is changing. A librarian seems to be almost the beating heart of the school.
So here I am, at the beginning of my journey to become a Teacher Librarian, though I must say I like the ring that Media Specialist has. It seems a better description of a role that is bigger than I knew even 2 weeks ago, before I started reading for this subject.
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