Research and the teacher librarian

This semester has been valuable learning about the process of conducting research to investigate issues of professional importance.  Initially I found this subject difficult to negotiate between the research about the topic being investigated and the topic of research.

Working through the assessment tasks and the process of defining and redefining the research question has been useful in understanding how to pinpoint the central focus of the problem and as a reminder of how students feel when they are endeavouring to pose their own questions in research tasks in class.

The idea of beginning with the data you wish to find out to work backwards to the question was a helpful strategy offered by the lecturer.  Visualising gathering data also helped decide between quantitative and qualitative research designs, as the anticipated data was largely in the form of verbal opinions, further supporting the refinement of the research question.

This course has also been useful in increasing my understanding of action research being undertaken at school thus improving my effectiveness in my role. The unique place of the TL allows for a different perspective in looking at topic ideas to improve professional practice.  Looking at collaboration and the research behind factors enhancing or inhibiting collaboration and developing models for effective collaborative teaching practice has been interesting and has led to some useful discoveries to inform my professional practice.

Reflection on creating pathfinder

Taking the pathfinders from the assessment and adding the task for students would also help ensure the pathfinder is used by students and would assist students who miss lessons. The Food Tech example is great and adds authenticity to the students' learning experiences, as well as allowing students to learn at their pace and reread sections as required. It also meets students in a place they are comfortable with and models the finished product of the task.

It is important to remember that you are the TL not the teacher so collaboration is important to ensure the teachers requirements and wishes are met. I think it also encourages team teaching throughout the whole process as creating the pathfinder/ website is quite exciting and I found I was excited to be able to see students' reactions. Certainly a template is important as the process was time consuming.

The future of the TL role

Fragmentation in school environments, including isolation of teachers and TLs, and separating the curriculum into discrete units, inhibits innovation and change. TL role needs to be dynamic, flexible and collaborative, aligned to classroom programs and underpinned by the school vision. Continual reflection on school outcomes is required to ensure effectiveness.
Henri (1999) believes that an ongoing partnership between the TL and Principal is necessary to achieve information literacy throughout the school. This partnership needs to focus on common goals and shared vision. Covey (1990) argues that shared vision should guide decision making and future goals.
Barnier school sought to define the school vision, starting with questioning staff, parents and students. Responses to these questions were used to develop the vision statement which has been used as a reference point for teaching and learning programs. As part of this the library has become an important support to classroom programs. Collaborative team teaching culture has been fostered and supported by changes to meeting schedules to facilitate collaboration and joint planning of programs. ICT skills are taught via explicit instruction in collaborative lessons to promote information literacy. Students have access to self-directed learning when certain ICT skills are mastered and the library and librarian are key elements in the schools gifted and talented program.

Source: Gibbs, R. (2003) Reframing the role of the teacher-librarian: The case for collaboration and flexibility Scan 22(3) 4-7.

Information services to staff and students

Activity – factors to take into account before offering information service

1.       Teacher needs – curriculum, teaching style
2.       When are needs required and can this be delivered
3.       Availability of information sources?? what can the library offer in this area.

Valenza suggests using wikis to create pathfinders as they allow easy linking and uploading of documents, can be attractively presented, are collaborative documents which can be shared and jointly created.

Pathfinders Valenza says “can suggest keywords and tags and call numbers. They can suggest books and journals to browse. They link researchers to critical readings and websites and blogs and wikis and portals and databases. They suggest strategies for searching and for documentation”.

To answer reference questions, the TL must conduct a reference interview to clarify what information the client needs, to what depth and extent is required.

Digital reference interviews could be possible where the reference interview is not conducted face-to-face but via digital technology eg email, SMS or social networking. This would allow greater flexibility in scheduling interviews for staff and students and meets needs of providing information as required, as does the concept of networked school community and online access to school catalogues and reference information. Also useful for assisting staff who may not be able to coordinate free lessons for meetings.

Information services to students

School information service role of TL

1.       Identify and respond to client information needs
2.       Instruct students in information literacy, specialist information tools and resources to meet needs
3.       Ensure the library is resourced with current and relevant print and digital resources
4.       Model best practice and assist students and teachers in ethical use of information resources, copyright laws
5.       Provide a welcoming learning environment

Roles adapted from The School Library Association South Australia (SLASA) and ALIA & ASLA. (2001). Learning for the future: Developing information services in schools, (2nd ed.), NSW: Curriculum Corporation, pp. 34 & 35

Student Information needs

The community profile document is a useful way to get a clear picture of the library’s client and their needs, so that these can be effectively catered for. As the school demographic, curriculum and technology will change over time it is important to regularly review this profile to ensure the needs are continually being met and future changes being planned for.

The TL should work to ensure all students have effective information literacy skills which are key skills required for the 21^st century. Students need to be able to find relevant information and evaluate the effectiveness of this information and their information search strategies.

A range of models exist which can be used or adapted to best meet the needs of the school community.

Examples of such models include: the Big 6 (Eisenberg and Berkowitz), the PLUS model (Herring), Information Search Process (Kuhlthau), Guided Inquiry (Kuhlthau and Todd). The TL must decide which is the most suitable for the school situation and work to collaborative with teachers to embed this process into the school curriculum.

The TL can also incorporate information literacy strategies into the reference interview or when students are accessing information. Asking students to clarify the search question as a concept map or list of questions or keywords is suggested to provide information literacy support to provide clear search terms.

Methods to provide instant reminders could be

1.       Posters or small handouts near catalogue workstations
2.       Listing on library webpage or popup when commencing search online
3.       Podcasts or short youtube videos for students to listen to whilst undertaking a search that can guide through the process