So I am feeling a little overwhelmed this week with all the work to do. I really need to catch up on my readings for both courses and actually take in what is being said in each.
At this stage I haven't really advanced my understanding of the role of the TL. Although it is making me question the role each TL plays in individual schools. For example, I taught casually at a school this week. During the lunch-break I thought I would use the time to 'network' with the TL. This took all of two minutes and consisted of 'hi' and not much else. It seemed as though this TL really couldn't care less about networking. I did find out as part of the conversation that he graduated as a TL sometime in the 80's so I am unsure as to whether his training affects his attidudes (and he has had little professional development since) or whether he has been moulded to the stereotypical image of what a TL does.
After reading bits and pieces of the readings for Module 2 I am starting to understand the vital role a principal plays in the development of a school library program. When I do find employment as a TL in the future I will be making sure that as my supervisor the principal has regular meetings with me to ensure that the library and I are effectively contributing to student learning. As much as I thought the role was about the stereotype of the TL upon learning more I want to change people's perceptions and make a visible contribution to the school. I don't want to become invisible or bored. I will make sure that I regularly attend school meetings whether they be staff meetings, P&C meetings, literacy meetings, etc. Perhaps I might even start a school library meeting with a member of each faculty to attend (even if I have to bribe them with cake!).
Today I contacted a local school with the intention of asking to undertake some volunteer work in the library. I spoke to the TL who is keen for the idea. Although much more of a talker than before said TL, again I was presented with the similar information - graduated in '84 and is not up-to-date on the latest research affecting TLs. I will meet with him next week at the school and spend the day watching and learning. (I currently have no experience in a school library and some experience would look good on my CV). Hopefully I will have more of a view on the role and responsibilities of the TL next week as well as skills in using the technology and programs in the library.
On this note I think I will stop as my brain is fuzzy with information. However one thing I have learnt today is not to use the nice bottle of Verdelho your mother is currently drinking to cook with because it may get you into trouble.
Goodnight all.
Thursday, July 29, 2010
Wednesday, July 21, 2010
Chapter 1
Ok so while I have a little time left on my hands I think it would be astute of me to post what I think the Teacher-Librarian role is about as a starting point for my learning journey.
Initially before I started this course I didn't really know anything about the teacher-librarian's role in the school. I didn't even realise they were a teacher (duh!). My preconceptions were that the librarian was there to manage the library - to loan books to students, follow up on their return, care for the books, buy new books, etc.. It never really occurred to me that there were many other aspects to the position.
As I started the readings for this course (ETL401) my eyes began to open wide. Oh no - you mean I have to do so much more than look after books! But on further reading it all began to make sense.
The school library is one of the most important rooms in the school. It is where students can study and learn at their own pace without teachers pushing them through the curriculum content. It is a place where answers to questions and problems are sought and constructed. It is a room full of past, present and soon-not-to-be-future resources that are at the fingertips of students. And this room is under the care of the teacher-librarian.
The role of the teacher-librarian is first and foremost to educate students. (Hence TEACHER-librarian and not librarian-teacher). As the library is the centre of information it is information skills that must be taught by the teacher-librarian. As students seek answers the teacher-librarian is there to guide students down the research path to ensure students use effective technologies and resources to solve their questions.
I think at this point my favourite definition of information literacy comes from Doyle (1994, p. 40 - in Teacher librarians and the school library[Herring, 2007, p. 33]) as he explains it as "the ability to access, evaluate, and use information from a variety of sources, to recognize when information is needed, and to know how to learn'.
So I think at this point it becomes clear that I have little understanding of the role of the Teacher-Librarian. So from here I am going to stop rambling and go back to the readings to take notes about the role of the teacher-librarian. I'll keep you updated.
Ciao
Initially before I started this course I didn't really know anything about the teacher-librarian's role in the school. I didn't even realise they were a teacher (duh!). My preconceptions were that the librarian was there to manage the library - to loan books to students, follow up on their return, care for the books, buy new books, etc.. It never really occurred to me that there were many other aspects to the position.
As I started the readings for this course (ETL401) my eyes began to open wide. Oh no - you mean I have to do so much more than look after books! But on further reading it all began to make sense.
The school library is one of the most important rooms in the school. It is where students can study and learn at their own pace without teachers pushing them through the curriculum content. It is a place where answers to questions and problems are sought and constructed. It is a room full of past, present and soon-not-to-be-future resources that are at the fingertips of students. And this room is under the care of the teacher-librarian.
The role of the teacher-librarian is first and foremost to educate students. (Hence TEACHER-librarian and not librarian-teacher). As the library is the centre of information it is information skills that must be taught by the teacher-librarian. As students seek answers the teacher-librarian is there to guide students down the research path to ensure students use effective technologies and resources to solve their questions.
I think at this point my favourite definition of information literacy comes from Doyle (1994, p. 40 - in Teacher librarians and the school library[Herring, 2007, p. 33]) as he explains it as "the ability to access, evaluate, and use information from a variety of sources, to recognize when information is needed, and to know how to learn'.
So I think at this point it becomes clear that I have little understanding of the role of the Teacher-Librarian. So from here I am going to stop rambling and go back to the readings to take notes about the role of the teacher-librarian. I'll keep you updated.
Ciao
Foreword
Hi and welcome to my blog that will (hopefully) chronicle the development of my understanding of the role of the Teacher Librarian.
But before I get into that I might as well tell you a little about me.
I'm 22 (nearly 23 - oh no!) and I live at home with my parents, younger sister and a menagerie of animals in the idyllic little village of Vacy in NSW. I don't know whether you would call it a village but it is certainly small enough to classify as one. It is roughly 1 hour north-west (? - I have a terrible sense of direction) of Newcastle and is situated between Dungog, Paterson and Gresford.
I graduated from Newcastle University this year (2010) and have, as yet, been unsuccessful in finding employment. My degree is Bachelor of Teaching/Bachelor of Design and Technology and I specialise in Textiles and Food Technology. (Although I am not a very good cook - but practicing when I can).
At this moment in time I am calling the newest addition to our family, London (kitten under six months), down out of the tree before she falls while waiting for my pie filling to cool (Chicken and Leek for dinner tonight) and taking the time to set up this blog.
So stick around as I have some cooking adventures and learn what being a Teacher-Librarian is all about.
But before I get into that I might as well tell you a little about me.
I'm 22 (nearly 23 - oh no!) and I live at home with my parents, younger sister and a menagerie of animals in the idyllic little village of Vacy in NSW. I don't know whether you would call it a village but it is certainly small enough to classify as one. It is roughly 1 hour north-west (? - I have a terrible sense of direction) of Newcastle and is situated between Dungog, Paterson and Gresford.
I graduated from Newcastle University this year (2010) and have, as yet, been unsuccessful in finding employment. My degree is Bachelor of Teaching/Bachelor of Design and Technology and I specialise in Textiles and Food Technology. (Although I am not a very good cook - but practicing when I can).
At this moment in time I am calling the newest addition to our family, London (kitten under six months), down out of the tree before she falls while waiting for my pie filling to cool (Chicken and Leek for dinner tonight) and taking the time to set up this blog.
So stick around as I have some cooking adventures and learn what being a Teacher-Librarian is all about.
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