Closing synthesis of reflections on my learning journey

Through my readings and my internet research for this subject, I have increased my knowledge and my awareness of the availability of networks with other colleagues and professional organizations that can provide support,resources and the benefits of others’ experiences. A significant change for me on this learning journey, is the use technology to create my blog, to communicate more openly with fellow students on the forums and with colleagues in the wider professional community on OZTL –net. I have not been in the habit of using these formats to communicate openly with my peers, so I have felt self-conscious and hesitant to do so. Having had my studies interrupted by my overseas trip to New York, I felt as if I was always behind everyone else and therefore I didn’t contribute to the forums until later. I had intended to also refer to my contributions to the Forums on Topics 4 and Topic 6 in this synthesis, however I have just discovered that my posts were unsuccessful and I will be unable to rectify the problem before the deadline for this assignment. However, I will make it my personal goal for semester two to participate more pro –actively on the forms and on OZTL –net.

More reflections: the TL and information literacy

Prior to my studies in this course, I was unaware of the term “information literacy” and the use of “information processes’ as a framework for the development of these skills.Having read a range of literature on these topics,the processes I experienced myself whilst preparing my assignments,have given me greater insight into the value of these concepts and models in the role of the TL. The rapid advances in technological developments have significantly affected the role of the TL since my earlier experiences in primary school libraries. My perception of my role as a TL has been extended to incorporate instructional programs that foster information literacy and I have found many resources for my portfolio that can assist me to implement them across the curriculum.
I have broadened my outlook to view the bigger picture of the whole school focus. From this perspective I can see the need for the TL to initiate collaborative planning, teaching and evaluation of units of work based on curriculum and information literacy outcomes. This also makes it more important for the TL to participate on key committees that implement curriculum policies and play a leadership role in fostering collaborative partnerships with the Principal, teachers and senior administrators.
Having reached this point in my learning journey,I now feel apprehensive about how I could achieve the broad range of professional goals that I now have for myself, as a teacher librarian. The readings of the last modules on management, conflict resolution (Sanders, 2004) and “the habits of highly effective people(Covey,1990) and teacher librarians.(Gilman, 2007) have given me some practical strategies that I value and that will use to facilitate my personal development into a “highly effective teacher librarian”.

More relections on the role of the teacher librarian

My readings regarding the studies of Todd, Kulthau & OELMA (2004) and Hay (2004, 2005) provided me with evidence of how school libraries and teacher librarians (Library media specialists) support students’ learning. "Evidence shows that an effective school library program managed by a dually qualified, fulltime teacher –librarian contributes significantly to student learning."(Hay, 2004.) This evidence can be used to promote the role of TL in schools and the wider education community. In the current situation in Victoria, where some schools are no longer employing teacher librarians it is imperative that we cease the opportunities to do so. It is also necessary for TL’s to assess student learning outcomes that are achieved through school library programs and collaborative teaching activities. The assessment data can be used to evaluate the success of the programs and to improve and plan innovative programs for the future. It can also be used as evidence of the TL and the school libraries contributions to the school community.
I noted two interesting inclusions in the IFLA/ UNESCO (2002) list of “Duties of the Teacher Librarian” was “to contribute to the mission goals of the whole school including evaluation procedures and to develop and implement those of the school library” and under the “Skills of a School Library Staff” it lists “knowledge and skills in the fields of management and marketing”. My experiences and my observations have demonstrated to me there is a need for TL”s to ‘market’ their own school library achievements and their profession.

A critical synthesis of my reflections on the role of theTeacher Librarian

As s student, I came to this Teacher librarianship course with a background of various work experiences as a primary school teacher, a teacher librarian and as a sales and marketing consultant in the educational publishing industry in Victoria. I have worked as a teacher librarian in two primary schools in the 1980’s and in more recent years I have worked in a large Secondary college library (1400students) as a member of a team of six library staff, including three teacher librarians. I am currently working part-time in another primary school as a ‘Literacy / Numeracy Support teacher with the Year 5/6 students and teachers. This school does not have a teacher librarian, it employs a library technician to run the library and a part time teacher to teach ICT skills. My long term personal goal has been to become qualified as a teacher librarian and to secure on going work in a school library.
I have included this outline of my experiences so that the reader can appreciate the perspective that I am coming from and the gaps in my knowledge in teacher librarianship.