ETL401 - Teacher Librarianship - Assessment 2 - Task C

When I first considered enrolling in the Teacher Librarian course, I thought I was well informed of the role of the teacher librarian (TL). Although, never having worked as a TL, as my library experience was within public libraries, I was quite sure I knew what the role and expectations for TLs involved.

My initial view of the role of the TL was; a teacher who was responsible for encouraging a love of books, literature and reading in all students. I understood that students would visit the school library, usually on a weekly basis as a class group, where the TL would endeavor to teach specific library skills, such as RBL or ICT skills. I understood the role of the TL included processing; cataloging; checking in and out; and selecting and deselecting resources, but to be honest, I did not consider much more than this. While my view may not have been as naïve as the tongue in cheek title of one of the articles read during this topic, ‘All librarians do is check out books, right? A look at the roles of a school library media specialist’, by Melissa Purcell (2010), I can now see how limited by initial views were.

Certainly, by engaging in the readings and forum discussions, my view has been challenged and has expanded over the course of this topic and other topics alike. To be honest, I feel a little overwhelmed when I now consider the role and expectations of a TL (Donham – Leadership, 14 May 2011). Who knew the TL was expected to take on so many roles, tasks and responsibilities? As well as the limited tasks listed above, as a TL I may be viewed as a school leader (Herring, 2007; Purcell 2010), an information specialist (Purcell 2010), a collaborator (Haycock, 2007: Morris, 2007), a program administrator (Purcell 2010) and supervisor (Oberg, 2006), to name a few. Not to overlook that the role of TL may also include the occasional stint of sandwich artist (Lawrence, 2011) and furniture removalist (Morrison, 2011). Where will I find the time to recommend a good resource to a student or staff member?    

During the course of this topic I have encountered several articles and readings which have facilitated my deeper understanding of the role of the TL. Many of the authors of these readings discussed practical elements of the TL’s role, while I feel that some authors have the TL literally running the school. An enlightening moment for me was the Donham (2005) reading titled Leadership. Finally I came to realize that as a TL I don’t need to know everything! (Donham – Leadership, 14 May 2011). I appreciate Donham’s (2005) idea of the TL focusing on a particular area of expertise, while ensuring to develop adequate skills and knowledge within all areas of teacher librarianship.   

The aspect of teacher librarianship that concerns me the most, due to a lack of exposure and skills, is the area of ICT. Having recognized how fundamental it is for a TL to be knowledgeable and skilled with ICT I will certainly be looking to further develop my skills in this area. When I ask myself- could I have learned more during this topic? The answer would have to be a certain yes. While I ensured to complete the essential readings, and read beyond these readings, I certainly could have achieved and learnt more. How? My approach to time-management certainly needs improving. Quite often I found myself attempting to read or engage in assignments at non-conducive times of the night. Of course this resulted in many readings, although read, not completely comprehended. I also let myself down within the online environment. I appreciated and learnt a great deal from the posting of fellow students, but feel that I could and should have contributed more. I have come to realize that the online environment can be hugely beneficial. I did not embrace it as well as I could have.

 

So, what have I gained from this topic? I would have to say a deeper understanding of the roles expected of the TL, but also a desire to continue to learn. I have learnt some valuable techniques I will use as a TL, particularly in the role of collaborating. I identify collaboration to be at the centre of most tasks carried out by a TL (Purcell - 4 May 2011). In hindsight I wish I had of collaborated much more with fellow students and the teaching staff, (Confessions of a bad blogger! - May 14 2011) allowing me to benefit from the skills and knowledge of others. 

I continue to look forward to the day that I begin my role as a TL.

References

Donham, J. (2005). Leadership. In Enhancing teaching and learning: a leadership guide for school library media specialists (2^nd ed.) (pp. 295-305). New York: Neal-Schuman Publishers

Haycock, K. (2007). Collaboration: Critical success factors for student learning. School Libraries Worldwide, 13(1), 25-35

Herring, J. E. (2007). Teacher librarians in the school library. In S. Ferguson (Ed.), Libraries in the twenty-first century: Charting new directions in information (pp. 27-42) Wagga Wagga, NSW: Centre for Information Studies, Charles Sturt University.

Lawrence, J. (2011). Re: Benchmark reality check, Topic 2 The role of the teacher librarian subforum http://forums.csu.edu.au/perl/forums.pl?forum_id=ETL401_201130_W_D_Sub2_forum

Morris, B. J. (2007). Principal support for collaboration. School Libraries Worldwide, 13(1), 23-24

Morrison, H. (2011). Re: Benchmark reality check, Topic 2 The role of the teacher librarian subforum http://forums.csu.edu.au/perl/forums.pl?forum_id=ETL401_201130_W_D_Sub2_forum

Oberg, D. (2006). Developing the respect and support of school administrators. Teacher Librarian, 33(3), 13-18

Purcell, M. (2010). All librarians do is check out books right? A look at the roles of the school library media specialist. Library Media Connection 29(3), 30-33

ETL504 – Group PPT task

WOW, what a ride! While I’m glad to have met the three fellow students I worked with, I don’t think I ever want to do that again! 

This task was a challenge for many reasons. Working collaboratively within an online environment, proved to be difficult. Some of the barriers we faced were, conflicting schedules, lack of established leadership processes, lack of clarity of the expectations of the assignment and limited options for effective communication. It didn’t take long for our group to become a team. While we had some hiccups along the way, our ability to work as a team, offering each other encouragement, advice and feedback, was evident throughout.

Communication was hard. I’m not a chat room person. I appreciate instant feedback and didn’t welcome the online chat room environment. While we used the chat room, I don't think we used it to its potential during the early stages of the project. We certainly improved as time went by though. The final day we worked on this project our committed team spent 13+ continuous hours communicating within the chat room to ensure we made the deadline. As a team, we did it. 

Well done team 7! 

I had fun working with you all.

Once we established a clear(er) vision of where we were heading with our PPT presentation, our team showed real commitment to completing this task on time.  

Donham – Leadership

Donham addresses the idea of the TL as school leader, discussing;

• Leading from the middle

-         a TL leads more often through influence

-         collegial position with other staff

-         need for establishing one’s expertise

-         working collegially and collaboratively with others

-         articulating one’s ideas clearly

-         maintaining a good “say-do” ratio

-         establishing processes for continuous reflection and assessment

(pp. 299-300)

• Internal and external locus of control

- internally oriented TLs “will look within their circle of influence for solutions.” (p. 297)

- externally oriented TLs “frequently look outside themselves to explain their situation.” (p. 296)

Locus of control orientation is the difference between saying “I can find alternatives or compromises” and “There is nothing I can do.” (p.297)

• Circle of influence

-         Defining the limits around those things that a person can control

-         Within one’s circle of influence are one’s own thoughts and behaviors

-         Leaders know and respect the limits of their circles of influence

                (p. 296)

I enjoyed this reading. Donham reassures me that as a TL I am not expected to know everything, stating;

 “Rare is the library media specialist who is a true expert in all dimensions of the field; the challenge is to pursue to the maximum what one has aptitude for and strive for acceptable performance in the other aspects of the field.”

I think I can achieve this.

What I am concerned about though, is the amount of time a TL may need to allow to involve themselves within the wider school community. Donham suggests the TL volunteer on school-wide committees, and I agree this can be an effective way to collaborate, but where does a TL draw the line?

Donham states, “Whatever the actual work of the committee (drafting/writing goals, conducting surveys, or putting together slides), volunteer to do it.” And, “Taking on extra work shows that you care about the school, not just the library media program.”(p. 304)

Although I do agree that it can be beneficial to volunteer and participate on school committees, I believe the TLs interest and care for the wider school community should be evident within the lessons, activities and programs they develop and deliver.

  

Cheers

The Library Lady

Donham, J. (2005). Leadership. In Enhancing teaching and learning: a leadership guide for school library media specialists (2^nd ed.) (pp. 295-305). New York: Neal-Schuman Publishers

Purcell – All Librarians Do Is Check Out Books, Right? A Look at the Roles of a School Library Media Specialist

While I have not worked within a school library, I have worked in a public library for over seven years. While my title is “Library Officer”, my most recent role within the library was as an “Event Coordinator”. I can assure you that I did much more than checking out books! Sure, I was assigned my regular two- three hours of circulation desk each day, but the remainder of the day was not spent twiddling my thumbs. I spent my time, when not chained to the circ desk checking out books, planning, preparing and presenting various library programs; networking with local agencies; delivering community outreach visits designed to promote the library and its services; setting up library displays and engaging with customers.

Plus a whole lot more!

I get a little nervous when I consider the numerous and varied tasks I carry out within a public library, with the support of four to six other staff members. How will I manage to do all this as a TL, with 300+ students thrown in the mix, and often limited support in the way of extra staff? Scary thought.   

Purcell discusses the benefits of the TL conducting a time study. A time study will allow the TL to identify and assess the various tasks and roles they carry out, reflecting on the value of these tasks, allowing prioritization of tasks and ultimately utilizing one’s time much more efficiently and effectively.

Purcell identifies five roles for the TL; Leader, Program Administrator, Instructional Partner, Information Specialist, and Teacher. Purcell offers a clear to understand view of these roles, addressing many vital aspects, such as collaboration.

Purcell identifies the when, why and how a TL may collaborate with the wider school community, highlighting the value of collaboration. Collaboration is a key ingredient for any successful TL. Collaboration provides opportunities and allows the TL to promote and advocate for the library and the profession, integrate the library’s vision with that of the school, share knowledge, skills and expertise and maintain a good knowledge of activities happening within the school community.

Cheers

The Library Lady

Purcell, M. (2010). All librarians do is check out books right? A look at the roles of the school library media specialist. Library Media Connection 29(3), 30-33

Confessions of a bad blogger!

I know…I am a bad blogger, very close to being a non-blogger.

Feeling like I’ve let myself down, by not embracing and utilizing blogging more effectively. Possible reasons, excuses? There are many….but I won’t. The fact is I’m feeling disadvantaged for having not regularly blogged.

When it comes to writing, I really don’t have enough confidence in myself. I procrastinate when writing in birthday cards! When writing up essays or even blog posts, I worry; I question my writing, over analyzing it sometimes. Usually, when writing up essays, I’ll write the majority of it first using good old pen and paper, transferring it to the computer in stages. I know, I’m creating more work for myself. I envy people who have the skills and ability to just write. I really have to work hard when writing. I have spent up to 10 minutes, re-writing a sentence, and ended up using the first sentence I had. I don’t know why I do this, why I find writing so difficult sometimes.

But tonight, I sit and write this blog freehand. 

While I have let myself down in writing regular blog posts myself, I have managed to regularly access the blogs of fellow students. And, while I have only made minimal contributions on the forum, I have accessed and learnt from many of the great posts on the forums. The forums have been a big help for me when trying to get my head around a new concept, theory or reading. The contributions of fellow students on the topic forum have been invaluable to my learning process. I feel somewhat guilty for not making more regular contributions.

So, I pledge, from this point forward, to regularly post on my blog and to contribute to the forum discussions. While I have managed to maintain a consistent approach to the essential readings, and further readings, making notes, highlighting new information, concepts and knowledge, I have failed to share my learning and comments on my blog. So, over the next couple of days, I will be attempting to add some notes and/or reflective responses to the essential readings, forum topics and learning activities from previous topics. I’m certainly realizing it would have been much easier had I done this at the time of the readings, while the information was clear and fresh in my mind.

Where to start……….

Back soon

The Library Lady 

Lambert reading

Really enjoyed the Lambert reading 'What is leadership capacity?'
       "What happened?"
       "Our principal left." (p. 2)

I can see this scenario as a possibility with a few schools I am familiar with, where the principal = leadership.
This reading highlights the dangers for schools who depend on one person, usually the principal, for leadership and guidance.

  "When we equate the powerful concept of leadership with the behaviors of one person, we are limiting the achievement of broad-based participation by a community or a society." (p.5)

But, how do schools, teachers or TLs initiate a change of leadership style?

Let's say that I am a classroom teacher within a school where the principal is the obvious leader, making most decisions, often based on his/her own vision. This vision is not a shared vision of the school community. The classroom teacher wants change, can recognize the school's need for change to occur, as staff are not feeling valued, included and ultimately engaged. When the classroom teacher attempts to discuss this issue with the principal, it is somewhat brushed aside. What is this teacher to do? Call a staff meeting to discuss and propose a change in leadership style within the school? Initiate change (within his/her limits) hoping this influences others? Does this teacher have any real 'power' here to initiate a change in leadership style?

Can transformational leadership be successful without the support of the principal? silly question?

I must try and get a copy of the book to continue reading. I 'm curious to know what happened at Belvedere Middle School and read more about Fairview High School.

I THINK I NEED A BREAK

Someone said "Merry Christmas" to me today...is it nearly Christmas? I wouldn't know, my head has been buried in books for weeks.

I really do feel that I need a break. Someone really should have warned me about taking on three subjects at once! Although feeling overwhelmed atm, I have been learning alot along the way.

Today I submitted my first major assignment, I hope I did it right. There was alot of procrastinating about how to address this assignement. I'm glad to have it over and submitted.

I have learned about developing and analysing research questions, there's so much to take in and consider.

Must go for now...about to eat dinner that my hubby has just cooked.
Merry Christmas to all
Bye for now
The Library Lady