TL Ponderings


Ponderings from the last month!

Posted in ETL401,Uncategorized by sarahcook3 on April 23, 2010
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(Not in any particular order – references are for my own purposes to be able to retrace my learning)

My focus has always been on the user, not the system. So far the biggest shift in my role as a TL is to focus more on re education of the teacher, then the student(Haycock 05…….). Where the TL places priority on their role will impact on the influence that is exerted on creating an ILSC (Haycock).

I see know i have started at the wrong end ie the bottom – working with students supporting excellent reading habits and providing relevant, timely resources and promoting IL within library time – this seemed the attainable, measurable thing to do – to start at the top with principal support to influence the teachers then the skills will flow down to the students. Where the TL places priority on their role will impact on the influence that is exerted on creating an ILSC (Haycock). The focus should be on teaching how to learn rather then content.

Hendrix   (2010) – Will libraries become more like experiences, the creation of relationship and interpersonal interactions? (p. 12). Libraries = portals that provide guidance and service to the 1. digital road and 2. the physical door – integrating new and old technologies that focus on information and ideas not the delivery channel (Haycock 2003)

Although i feel i have always taught IL it has never been a policy, there has never been a checklist for example that the students can be measured as achieving.  I have introduced the PLUS model to years 3 & 4 for this term and have included self evaluations to try and gain evidence of its success or otherwise. This experience will then drive next term with other willing grades.

The sense of community (ILSC) including the world outside the school walls – how do i bring them into the school – website, media releases, guest speakers, rbl that requires info from the area, Lions club,

Library no longer the technical hub of the school (Skrzecznski, 1999)- i am currently considering the space in our library and wondering if the 18 laptop bank would be better distributed to the classrooms who then bring them to library lessons (safer OHS as currently when not in use for library lessons classrooms book them out and teachers send students to collect them). This would free up a large section of the library and make the space more flexible as we are wireless so laptops could and are used throughout the lib. I’m not sure how the library will be perceived though if it is not the storeroom for the technology – but to make ILSC possible it should over arch all learning and as such each classroom can become resource based – the collaborative space of the library could be promoted – (just pondering). Haycock challenges us to look at what an ILSC might look like, space, interaction, curriculum, evaluation, assessment, planning, timetable (p.3).  Bruce (    )talks about partnerships with curriculum design, policy development, staff dev, research and classroom teaching to bring about change to an ILSC and critical componants.

I loved Haycock (Chapter 15) when he talks about the teachers themselves being constantly challenged about their IL (I include myself here) and it reminds me of my teacher training 20 odd years ago where they told us not to pretend you know the answer when you didn’t but to say “i’ll get back to you”. Students need to realise that teachers don’t know the answer to everything but with IL skills they can find the answer out themselves or we can do it together.

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RBL

As a school we are implementing

  • QTF
  • Agile learning spaces with open years and share teaching (Henri 05 through Cooper and Boyd talks about teachers not seeing each other teach, p12)
  • Kagan cooperative learning styles
  • filling the gaps identified by our naplan results

Can i make IL taught via RBL and over riding umbrella – it certain fits into QTF and Kagan.

But how will the teachers respond when they already have so much change occurring? How will the students respond? In my experience students need to learn/be conditioned to the new L & T methods before blanket wide results are achieve (ie some students take longer to adapt then others).

A brief thought

Posted in ETL401 by sarahcook3 on March 25, 2010
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This is my second year as the TL and LTST at a primary school. The first year i went with the flow, doing what the teachers suggested during our cooperative planning time, being willing to introduced new web 2.0 tools, familiarising myself with the procedures and collection of the school. The teachers are very happy with what i am doing but i am beginning to realise that i am not providing the school with the full extent of my skills. Again this term i did what the teachers suggested though i managed to change two classes planning to include a web quest with embedded IL skills and another with analysing and synthesing note taking lessons. I now see my goal as promoting IL throughout the whole curriculum – i am considering introducing an IL model under the umbrella of RBL to the staff in an attempt to have both incorporated into the every learning and teaching of the school. I know some teachers will balk as it will add work for them and involve change in their teaching style so i think it will be a slow evolution and lots of positive leadership and work on my part.