Pen’s TL Blog

Journey to the Centre of Teacher Librarianship

A fresh new library September 7, 2012

Filed under: Libraries — penszen @ 12:47 pm

I was lucky enough to be in the right place at the right time, when my son’s school moved their library into a beautiful renovated space. I visited other school libraries to get ideas and inspiration, I helped with the hard boring job of packing up, storing and moving, which included the horrifying sight of a roof leak over the summer and hundreds and hundreds of water-damaged books. We dealt with unexpected setbacks like finding the built-in shelving only fitted two shelves of large books, not three, so we essentially had a third less shelving than planned for. So much arranging and re-arranging of the collection. And re-arranging. And re-arranging. Finally though, with a lot of wonderful parent volunteer help, without anyone killing anyone else, the new library came together. Here is a taste of the transformation.OLYMPUS DIGITAL CAMERA OLYMPUS DIGITAL CAMERA OLYMPUS DIGITAL CAMERA OLYMPUS DIGITAL CAMERA OLYMPUS DIGITAL CAMERA OLYMPUS DIGITAL CAMERA OLYMPUS DIGITAL CAMERA OLYMPUS DIGITAL CAMERA

 

 

 

ETL504: What did I learn? July 6, 2012

Filed under: Leadership,Libraries,Ramblings,Teacher Librarianship — penszen @ 4:07 pm
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Teacher Librarian as Leader was a great pulling together of many facets of the course so far. We got a primer on leadership styles and how to work with different personality types, as well gaining an insight into our own style. I’ve always known I’m a ‘people person’ which in leadership speak means I have a democratic and affiliative style. The weakness with that is that I’m too focused on everyone’s happiness at the possible expense of getting things done, i.e. I will usually prioritise people’s wellbeing above the task, in an effort to avoid unpleasantness or discomfort. However, to get things done sometimes requires putting people (including yourself) out of their comfort zone, making them work harder than they might like to or try things they might otherwise avoid. A good leader should be able to do that, knowing it is for the good of the overall project, in this case the school and the students. Admittedly, as a teacher, I am capable of pushing students to enhance their learning through engaging lesson design and when necessary, both carrot and stick methods (mainly carrot, at the early primary end) so maybe I’m underselling myself, but I know I am more timid with adults. Anyway, only time and experience will tell!

ETL504 then asked us to pull together all our prior learning to create a three year vision for the school library and explain how it would manifest. I had trouble with this, not because I haven’t learnt a truckload over the last 3 years and not because I didn’t spend hours and days working on the assignment (though a poor mark makes it look like that, sadly). I think it was the fact that I based my assignment on a school library I am familiar with which is only barely operating as a 20th century library. My vision started from this point and it just wasn’t visionary enough with regard to 21st century learning. Also, I spent too much time discussing basics such as access and attitudes and not enough on the all-important teaching and learning. At least that is the last assignment I have to do based on a real library, which has proved to be an ongoing problem for someone not already working in a library. Either I have written too vaguely and theoretically or in this instance, too prosaically. Oh well. Much as it makes me doubt my worth, I must remind myself that the learning did occur, even though I was unable to articulate it adequately in the assignment.

 

Sergiovanni – for the common good April 10, 2012

Filed under: Leadership,Teacher Librarianship — penszen @ 10:25 pm

As Australian schools are being dragged along in sad mimicry of the US system of standardised testing and public league tables, Sergiovanni (2000) articulated my opinions beautifully in his discussion about how to create change in schools.

Rather than positioning schools as organisations subject to market forces, and teacher as self-interested employees who respond only to incentive and penalty, he suggests “building community in schools as a means of implementing deep change” (p. 160). “Market forces, for example, may be more efficient than democratic forces, but they may not be appropriate given schools’ special importance and their responsibility to promote societal interests” (p. 161).

He describes the concepts of ‘constrained’ versus ‘unconstrained’ views of human nature, the first having the expectation that teachers will behave selfishly and need penalties or incentives to do the right thing; the second having the expectation that teachers will behave morally, putting aside self-interest for the common good (p. 156). Change forces which embody the constrained view, such as bureaucratic forces, are ultimately destructive for schools. “Instead of nurturing professional community, constrained views breed cynicism, erode civic virtue, and encourage the development of human nature’s selfish side at the expense of human nature’s altruistic side” (p. 164).

Sergiovanni, T. J. (2000). Deep change and the power of localism. In The lifeworld of leadership: creating culture, community and personal meaning in our schools (pp. 152-164). San Francisco: Jossey-Bass.

 

Passionate leadership March 1, 2012

Filed under: Leadership,Teacher Librarianship — penszen @ 1:05 pm

I am reassured by two bits of advice from Jim Collins’ Good to Great (in Donham, p. 297). The first is to know what you can and cannot be best at. Teacher librarianship, as I have come to realise over this course, is a very broad field. In fact, not long into the very first subject, ETL401, I had the OMG response and wondered if in fact I could manage it – did I actually want this job? Collins advises that it is important to be capable at all aspects of the job but to recognise and maximise your strengths. I would also add that it is important to know who you can ask if you need help with certain parts of the job. For example, I would identify my strengths as teaching, literacy and literature, anticipating and meeting library users’ needs, organisation and people skills. The area in which I am merely capable is technology and I would seek to develop relationships with staff members in the school whom I could call on to assist with technology if necessary. The second point Collins suggests is to pursue your passion, as passion is a hallmark of great leadership: “the passion for one aspect of the field will generate the intense enthusiasm to invigorate and inspire students and to keep oneself energized.” For me this would be reading, literature and the pursuit of learning. Reflecting on these two points reassures me that yes, I do want this job and yes, I would more than manage it, I would be great at it!

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

 

Hello Arthur February 19, 2012

Filed under: Libraries,Role of TL,Teacher Librarianship,Technology — penszen @ 9:36 pm

About to embark on ETL504, tonight I read the introduction to our textbook, Arthur Winzenried’s Visionary Leaders for Information (2010). Despite the monochromatic 80’s-textbook-style cover, it promises to be a thought-provoking read. First up, Fullan’s idea of the ‘moral purpose’ of the library (p. 7), to differentiate it from simply an IT centre, which many think is all we need now that technology brings information to the masses (by the masses). Winzenried quotes Hughes (p. 7), saying that it is impossible to teach without consciously or unconsciously imparting morals. I remember something like this in a reading by Estes and Vasquez-Levy (2001). They talked about values in education, saying that simply by giving time and attention to a topic you are ascribing importance and value to the subject and to learning itself. The teacher librarian’s role is essential as an intermediary between the user and the information, not least because we bring that value to the process. Winzenried describes how productivity fell in some sectors after their libraries were removed, saying, “Despite all the technology, people at the ‘coal face’ still needed some interpretation, collection or management of the information they needed in order to work efficiently” (p. 14).

It is a relief to feel reassured by the ‘experts’ that the teacher librarian’s role is a worthy one, to back up my own instinct. I am also delighted that Arthur seems to have no time for name changes. Library it is and library it may remain.

Estes, T.H. & Vasquez-Levy, D. (2001). Literature as a source of information and values. Phi Delta Kappan, 82(7), 507-511. Available from http://web.ebscohost.com.ezproxy.csu.edu.au/ehost/pdfviewer/pdfviewer?sid=5c2d9454-b2a4-4bd2-b2de-52fe4e74ddd9%40sessionmgr13&vid=4&hid=17

Winzenried, A. (2010). Visionary leaders for information, Wagga Wagga, NSW: Centre for
Information Studies, Charles Sturt University.

 

Multicultural literature – a definition August 17, 2011

Filed under: Teacher Librarianship — penszen @ 6:59 pm

In this reading, Cai describes three possible interpretations of multicultural literature:
1. multicultural literature includes literature from all cultures, with no distinction between the dominant and other cultures.
2. multicultural literature includes only literature from cultures which are marginalised – without the elements of power structure and struggle the term multicultural loses its meaning.
3. multicultural literature should focus only on “people of colour”, whose voices have typically been absent from literature.

While always celebrating the multicultural nature of Australia and bandying the word about a lot, I had never really thought about how the term ‘multicultural’ might actually be defined. I’ve always thought of the ‘culture’ part as only ethnic (not just indicated by skin colour/visible differences though – Russian folktales definitely count!). The inclusion of sexual orientation/disability/the elderly etc is new to me and while I agree there are ‘cultures’ associated with some of these, I would probably list them separately in my selection criteria otherwise they may be overlooked by people like me who have never thought about how broad ‘multicultural’ might be. Upon reflection, I think if you have a multicultural library, it means the literature of the dominant culture is there as a given PLUS literature from other cultures. Otherwise it is monocultural (dominant culture only).

As a Teacher Librarian, I think the first priority is to know the diversity of your clientele and cater to that, then as much as possible include representations of other cultures and groups to allow library users to see the diversity possible in the wider world.

Cai, M. (2002). Defining multicultural literature. In Multicultural literature for children and young adults : reflections on critical issues (pp. 3-8). Westport, Conn. : Greenwood Press.

 

What is ‘children’s literature’? Is it different to children’s ‘literature’? July 30, 2011

Filed under: Literature,Reading for pleasure,Teacher Librarianship — penszen @ 3:34 pm

As part of my subject Literature in Education, we are debating the definition of ‘children’s literature’. This is what I had to say on the forum:

“A definition of children’s literature must consider the role children play – as readers and perhaps as selectors – as well as what ‘literature’ is. Just because it is for children, should the quality that is ascribed to ‘literature’ over fiction in general be compromised? Winch (2006) uses longevity and impact as two measures which might separate literature out from other written works. Enid Blyton was not held in my (childhood) primary school library as she was considered poor quality but her works have stood the test of time and are beloved of many children, so according to Winch, they would be included in a collection of children’s literature. She would, however, be left out if literature meant “high literary and artistic standards” as suggested by Sutherland and Arbuthnot (1991, pp.5-7, in MacGregor’s document).
Personally, I loved Enid Blyton and would love to share her with young readers today, so I think my definition would be broad enough to allow relatively populist authors if they did prove to be lastingly successful, though I would draw the line at the Psycho Bum books, beloved of many as they are…”

I was immediately queried over my judgement of Andy Griffith’s Pyscho Bum books so I must hasten to add that though I find them eye-rollingly juvenile, of course I appreciate their value in appealing to children, particularly otherwise reluctant readers.  I would always have them in multiple copies in a library collection. My question is whether ‘literature’ includes ALL material made for or enjoyed by children or whether it indicates a certain literary merit and is therefore somewhat exclusive. What do you think?

Winch, G. (2006). Literacy : reading, writing and children’s literature (3rd ed.). South Melbourne: Oxford University Press.