TL Ponderings


Reflective Statement

Progression through this course has involved a huge learning curve for me (and the teachers at my school who have taken up the new wiki I have set up). It has been a journey of discovery concerning the progressing world of social media and networking and the amazing contribution web 2.0 technologies can make to a new and improved participatory library. In particular I have experienced much serendipitous learning that I have been able to transfer from web 2.0 tool to tool such as the ease of use of the wikis (two years ago I toyed with starting one up but found it too daunting and the time needed to develop my skills too great). Furthermore I have made some deep seated changes within the way I work, habitual change, I now scan my RSS feeds daily, although I don’t let it rule my day and many more of the solutions I come up with for the teachers involve social networking tools rather than ramdon links and photocopies. As the evolution of change that started in the 1970’s surrounding the placement of the user at the centre of library services continues to progress through to best practice for today, being those information institutions who seek the contributions and feedback of users through online mobile devices, my outlook for the future appears exciting, challenging, encouraging and enjoyable.

The areas I have found particularly interesting throughout the modules have been the overwhelming dominance of digital technology amongst a majority of users in the western world (OCLC Report, 2007). I was aware of the prevalence of such technology for the .com generation but was surprised at the rate of uptake for others in our community. The growing power of the behind the scenes mechanics of Internet giants such as Google and Facebook in gathering information about you and filtering your searches according to some algorithm, challenge of finding authentic information on the web and the issues surrounding security, privacy and identity have all certainly intrigued me. I have become a much more discerning user of the internet and in my role as a Teacher Librarian have begun to inform my peers, through small information bites on email (my personal tweets to them), my schools preferred online communication method, although over the next months the wiki will be further developed to include a general school communication page. By educating primary aged students early enough about their digital footprints I hope to ensure that as they become teenagers and enter the workforce they will not have ghosts in the wires that follow them around.  I have been pleasantly surprised at the ease and effectiveness of using Facebook for this subject and my adventures into secondlife although, unfortunately I can’t see them being used in my primary setting for many years to come – although I am happy to say I will be ready when the time comes and am looking for an alternative in the meantime.

Areas I have found most useful for my everyday work has definitely been the recognition and development of my online social networking, my PLN. My involvement is changing making my memberships of online networks more into communities of practice where I now find myself asking, and once or twice, answering queries particularly in regards to my involvement on a Teacher Librarian listserve as opposed to hovering.  I certainly harness the web 2.0 tool of RSS feeds much more effectively (again contributing to my PLN) – my understanding and appreciation of this online tool has grown and I regularly follow a variety of tweets, (although I am yet to activate any of these facilities on my mobile device as I am still worry about falling into stage 3 of PLN adoption where I lose perspective). I love my wiki, I love the way many of the teachers in my school have embraced it and of course I look forward to learning from the students as they take it up and run with it. Slow and steady in introducing library 2.0, I have 6 months to plan for new furniture in the library and therefore six months to convince our leadership of the benefits of a monitor to display student’s social media and to play interactive virtual games resulting in transference of knowledge. The need to educate both teachers and students to be critical about authentic information and information literacies, including  transliteracies,  will be written into my programs from term 3 on.

Areas I have found most challenging – incorporating web 2.0 technologies in a meaningful way, not just for the sake of technology. The urgent need for revamped policies and procedures surround library 2.0 in particular how to monitor its effectiveness. Finally, I have begun to develop a library page for my school, one that fosters community, communication, collaboration, creativity and crowdsourcing, through the embedding of web 2.0 tools into its platform.

De Rosa, C., Cantrell, J., Havens, A., Hawk, J. & Jenkins, L. (2007). Sharing privacy and trust in our networked world: A report to the OCLC membership. Dublin, Ohio: OCLC. [ebook] Available http://www.oclc.org/reports/pdfs/sharing.pdf

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.

A brief thought

Posted in ETL401 by sarahcook3 on March 25, 2010
Tags: , , , ,

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.