Task C: 742 words
There has been a running theme through my learning, and that is a movement from simplicity, or vagueness, to complexity and clarity regarding the role of the TL. My previous views were formed largely by my experience of many casual employment days in the library of one school. My first blog entry (Kokic, 2011) shows that initially my opinion of the TL was one who instils a passion for reading in children, team teaches, and handle books. I was limited by what was observable, and even then it was only cursory observation.
Purcell’s article soon enlightened me that the TL had to balance the roles of leader, instructional partner, information specialist, teacher, and program administrator (2010, p. 31). I was then perplexed by how a TL was to juggle these roles effectively. Bonnano’s (2011) insights on prioritising were helpful (Kokic, 2011, blogspot). My first subforum entry (Kokic, 2011) relates to the time-management techniques I learnt (“Time Management Success”, 2009) where I particularly found the 80/20 rule beneficial. Purcell (2010) was helpful too: TLs cannot possibly get to every student in the school, and so investing in teaching the teachers information and technology skills is smart use of time.
Originally, I also thought that TLs provided assistance for students to create their own work, avoid plagiarism and steer away from questionable sites. This course has taught me that the TL’s role is much more involved, particularly regarding IL. I concur with Herring (2007), that the key role of the TL is to develop information literate students. Furthermore, I now feel I am aware of this issue to the depth required by doing this course. My views on the value and necessity of IL as a lifelong goal (Candy, in Langford, 1998) (Kuhlthau, in Langford, 1998) are strengths of my learning.
An issue I encountered regularly in the literature, of which I had no knowledge, is the question of the future of school libraries and their educational value (Hay & Todd, 2010, p.30). A big theme was pro-activity (Kokic, 2011, blogpost) through collaboration, team teaching, seeking teachers out and finding out what they need, communicating regularly with the principal and being passionate about the principal’s vision for the school. These are some of the things I have learnt about being a great TL and staying relevant. But they are also the things necessary to “justify” the TL’s existence. At first, this seriously concerned me. However, by the end of the course, I realised that if we are doing these things and producing our best work, then our work and skills will speak for themselves and make a difference, particularly to student achievement (Todd, 2003).
Another strong theme in the literature is adaptability to change. Herring (2007, p.40) and Purcell (2010, p.33) agree that TLs will continue to be relevant if they are willing to adapt to change, particularly in information and technology.
Earlier this year I saw the benefits of ‘Inquiry Learning’ as my own children worked on their school assignments with interest and vigour. Now having studied the theory, I am convinced of its benefits (Kokic, 2011, blogspot) particularly through Kuhlthau’s work on Inquiry Learning (2003) and Guided Inquiry (Kuhlthau, Caspari & Maniotes, 2007). Having only taught casually for several years, I knew little about it, to my detriment. It is important to keep up with professional literature and pedagogy regardless of employment choices. Specifically, constructivism (Kokic, 2011, subforum post) which allows students to reflect more on their own learning and may make them more engaged in learning (Carnell & Lodge, in Herring, 2007, p. 28). Spence’s (2005) argument, that the vast sum of information sources can only be effectively harnessed when driven by a constructivist pedagogy, was helpful (p. 136).
I was always a believer in collaboration, but my knowledge has expanded, particularly regarding the difference between genuine collaboration and contrived collegiality (Kokic, 2011, subforum post) The latter is an environment limited to anecdotes, assisting only when asked and circulating existing ideas without challenging or extending them. Most importantly, I have grasped the importance of the relationship between collaboration and student achievement, and collaboration and IL (Montiel-Overall, 2005, p.24).
Finally, it was very reassuring to learn about the supportive and collegial TL communities that exists through online professional networks, from which one can offer and receive support, ideas and resources. Immediately I think of the enormous contributions of Joyce Valenza (2011) of which I am already a beneficiary.
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