Tania Sheko’s English wiki
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This is my attempt to become more ICT savy.
Found out what a Wiki is:
Wiki is a piece of server software that allows users to freely create and edit Web page content using any Web browser. Wiki supports hyperlinks and has a simple text syntax for creating new pages and crosslinks between internal pages on the fly.
Wiki is unusual among group communication mechanisms in that it allows the organization of contributions to be edited in addition to the content itself.
Like many simple concepts, "open editing" has some profound and subtle effects on Wiki usage. Allowing everyday users to create and edit any page in a Web site is exciting in that it encourages democratic use of the Web and promotes content composition by nontechnical users.
Sunday, June 21, 2009
Thursday, June 11, 2009
The Journey So Far
I began my studies of Teacher Librarianship with very little understanding of what a teacher librarian was. At my previous school, I had come into contact with our excellent Head of Information Studies - Helen, who had a great passion for information literacy (IL). My old school was attempting to introduce a constructivist approach to learning. I knew Helen saw IL as a key component of this but I must admit that I did not really know what IL was.
On entering the course my perceptions about the role of the teacher librarian (TL) focused on a love of literature, use of information communication technology (ICT), the collaborative nature of the role and what I termed ‘student centred learning’ (Hi!, March 7). It is developing an understanding of ‘student centred learning’ that has been central to my developing understanding of the role of the teacher librarian. Much of my discovery about the role of the TL has also been bound up with my quest to discover why my previous school had become so stuck in its endeavour to change the way its students learned.
My initial readings of Skilbeck and Frith (2001) were exciting. I recognised the constructivist model that Loreto had been trying to implement. Skrzeczynski, (1999), was also an eye opener. Here was a school working collaboratively with their TL, to create student centred learning - in the last century!
Readings for my first assignment helped me understand the role of the TL and the situation at my old school more clearly. I was particularly excited by Henri’s (2005pp1 -4) description of an information literate community and the role of the TL within this community. Key learnings included the role of the TL as a leader and an agent for change and the need for the TL to see the teachers as the primary client group. He described the characteristics of a stuck school and I recognised my old school. But why, with such a strong, articulate TL had they gone wrong? The answer was provided by Haycock (1999), who describes the essential role of the principal in creating an information literate community. Henri discusses the need to create credibility in your role as a TL and to foster a strong relationship with the principal (Henri, p12), but it is clear to me that you can do all these things but if the principal still won’t 'come on board' your impact as a TL will be limited.
Another key point on my journey was reading Campbell, Flageolle, Griffith and Wojcik (2008) on resource based learning (RBL). Having gone to school in the eighties, I had no experience of RBL. This article clearly explained what it looked like and I could see how I could facilitate this type of learning as a TL. My forum readings confirmed that my ignorance is not unique (Ehmann, 2009) and I found this reassuring. I think it is important as a TL, never to forget, that the wider teaching community may not understand terms such as ‘resource based learning’ and even ‘information literacy’ and we must not alienate our clients with terminology that was once just as foreign to us as it is now to them.
My readings on IL models finally put everything in place. I realised that this was the ‘backbone’ that was missing at my old school and it is the teaching of IL that is, for me, the most exciting thing about being a librarian. I responded to Kuhlthau’s model particularly (IL, May 20). I believe her description of the affective domain and the uncertainty principal is very important (Kuhlthau, 2008), because, if we as TL’s can explain to students that feelings of unease are normal they are more likely to continue with their task. I also found her descriptions of the zones of intervention to be very helpful. Knowing when to help a student and when to leave them alone is an essential skill. This time it was discovering points of disagreement with forum posts that sparked ideas. Pugliese, (2009) said she felt Kuhlthau’s Stage 2 'Topic selection' suggests tasks which are essentially free-wheeling research tasks’. Ultimately I disagreed, but reading the forum made me examine my own understanding of the model more closely.
I found the other course I was doing “Collection Management’ to be much more of a struggle than Teacher Librarianship, due mostly I think to my inexperience in library work. However I was able to put what I had learned from both courses together when I looked closely at Hughes Hassell and Mancell ( 2005). A light went on when I realized that the learner centered collection that they advocate goes hand in hand with the teaching strategies we are learning in ETL 401. I could see how the dual role of the TL could be unified by an overarching goal to empower students and make them the drivers of their learning.
I know I have a long way to go. As I continue my study, I suspect I will find the Librarianship side of the role more challenging than the teaching side. I also think my inexperience with ICT will provide challenges. But the chance to work in a field that has the potential to have such a positive impact keeps me motivated.
On entering the course my perceptions about the role of the teacher librarian (TL) focused on a love of literature, use of information communication technology (ICT), the collaborative nature of the role and what I termed ‘student centred learning’ (Hi!, March 7). It is developing an understanding of ‘student centred learning’ that has been central to my developing understanding of the role of the teacher librarian. Much of my discovery about the role of the TL has also been bound up with my quest to discover why my previous school had become so stuck in its endeavour to change the way its students learned.
My initial readings of Skilbeck and Frith (2001) were exciting. I recognised the constructivist model that Loreto had been trying to implement. Skrzeczynski, (1999), was also an eye opener. Here was a school working collaboratively with their TL, to create student centred learning - in the last century!
Readings for my first assignment helped me understand the role of the TL and the situation at my old school more clearly. I was particularly excited by Henri’s (2005pp1 -4) description of an information literate community and the role of the TL within this community. Key learnings included the role of the TL as a leader and an agent for change and the need for the TL to see the teachers as the primary client group. He described the characteristics of a stuck school and I recognised my old school. But why, with such a strong, articulate TL had they gone wrong? The answer was provided by Haycock (1999), who describes the essential role of the principal in creating an information literate community. Henri discusses the need to create credibility in your role as a TL and to foster a strong relationship with the principal (Henri, p12), but it is clear to me that you can do all these things but if the principal still won’t 'come on board' your impact as a TL will be limited.
Another key point on my journey was reading Campbell, Flageolle, Griffith and Wojcik (2008) on resource based learning (RBL). Having gone to school in the eighties, I had no experience of RBL. This article clearly explained what it looked like and I could see how I could facilitate this type of learning as a TL. My forum readings confirmed that my ignorance is not unique (Ehmann, 2009) and I found this reassuring. I think it is important as a TL, never to forget, that the wider teaching community may not understand terms such as ‘resource based learning’ and even ‘information literacy’ and we must not alienate our clients with terminology that was once just as foreign to us as it is now to them.
My readings on IL models finally put everything in place. I realised that this was the ‘backbone’ that was missing at my old school and it is the teaching of IL that is, for me, the most exciting thing about being a librarian. I responded to Kuhlthau’s model particularly (IL, May 20). I believe her description of the affective domain and the uncertainty principal is very important (Kuhlthau, 2008), because, if we as TL’s can explain to students that feelings of unease are normal they are more likely to continue with their task. I also found her descriptions of the zones of intervention to be very helpful. Knowing when to help a student and when to leave them alone is an essential skill. This time it was discovering points of disagreement with forum posts that sparked ideas. Pugliese, (2009) said she felt Kuhlthau’s Stage 2 'Topic selection' suggests tasks which are essentially free-wheeling research tasks’. Ultimately I disagreed, but reading the forum made me examine my own understanding of the model more closely.
I found the other course I was doing “Collection Management’ to be much more of a struggle than Teacher Librarianship, due mostly I think to my inexperience in library work. However I was able to put what I had learned from both courses together when I looked closely at Hughes Hassell and Mancell ( 2005). A light went on when I realized that the learner centered collection that they advocate goes hand in hand with the teaching strategies we are learning in ETL 401. I could see how the dual role of the TL could be unified by an overarching goal to empower students and make them the drivers of their learning.
I know I have a long way to go. As I continue my study, I suspect I will find the Librarianship side of the role more challenging than the teaching side. I also think my inexperience with ICT will provide challenges. But the chance to work in a field that has the potential to have such a positive impact keeps me motivated.
Saturday, May 23, 2009
I finished the draft of my collection development policy about a week ago. This was an assignment I have been dreading. One of the posts on the forum suggested looking at "Collection Management for Youth" in regards to goals for the collection, and this switched a light bulb on for me. I could see how my growing passion for IL could be mirrored in the library management side of the job.
Collection Management for Youth is all about developing a user centred collection which goes hand in hand with information literacy - simple when you see it, but hay I'm only a beginner!
Still working on ETL 401 assignment. Trying to be critical of the different information skills models. I wish I had some experience as a TL as I know this would place me in a much better position to see what works and what doesn't first hand. I got a video explaining the Big 6, which was very helpful.
Revisiting the "standards of excellence" is interesting. When I looked at them for my assignment on Information Literate Communities, I found them overwhelming, but I was looking at them as a role description, seeing them as something to aim for is more inspiring and achievable. What keeps standing out for me is the leadership role that people like Henri (2005)and Oberg and the standards document expect of TL's. I find this exciting but I also wonder about the general status of TL's. Working as a Head of Department I did not accomplish half the work expected of a TL. I started to wonder if Heads of Information Services must be payed more than a normal HOD. I was shocked when talking to Helen HIS at Santa Sabina, to hear that if you are running a library in a DET school, you are only payed as a normal teacher. The time management skills in 7 Habits of Highly Effective People are definately going to come in handy!
Collection Management for Youth is all about developing a user centred collection which goes hand in hand with information literacy - simple when you see it, but hay I'm only a beginner!
Still working on ETL 401 assignment. Trying to be critical of the different information skills models. I wish I had some experience as a TL as I know this would place me in a much better position to see what works and what doesn't first hand. I got a video explaining the Big 6, which was very helpful.
Revisiting the "standards of excellence" is interesting. When I looked at them for my assignment on Information Literate Communities, I found them overwhelming, but I was looking at them as a role description, seeing them as something to aim for is more inspiring and achievable. What keeps standing out for me is the leadership role that people like Henri (2005)and Oberg and the standards document expect of TL's. I find this exciting but I also wonder about the general status of TL's. Working as a Head of Department I did not accomplish half the work expected of a TL. I started to wonder if Heads of Information Services must be payed more than a normal HOD. I was shocked when talking to Helen HIS at Santa Sabina, to hear that if you are running a library in a DET school, you are only payed as a normal teacher. The time management skills in 7 Habits of Highly Effective People are definately going to come in handy!
Wednesday, May 20, 2009
IL
Very excited about Carol Kulthau's work. I think the way she incorporates feelings into the model is spot on. It is our feelings that get in the way of learning, and our feelings that spur us on to new learning discoveries. I will definitely use her work as a TL (when I hopefully get a job).
The fact that her Information Search Process is based on empirical study and psychological theory (Kulthau 2004) gives her model a depth that the other processes don't have. When I read it I thought 'wow this is how I learn.' It reminded me of Maria Montessori's work. She also came up with her theory by observing learners - in her case young children.
Why didn't my old principal champion Information Literacy models like this?
The fact that her Information Search Process is based on empirical study and psychological theory (Kulthau 2004) gives her model a depth that the other processes don't have. When I read it I thought 'wow this is how I learn.' It reminded me of Maria Montessori's work. She also came up with her theory by observing learners - in her case young children.
Why didn't my old principal champion Information Literacy models like this?
Monday, April 27, 2009
Constructing my own learning - forums, blogs and readings
Have just been reading the 401 forum. One of the posts talks about the blog and the forums being a part of a constructivist learning/teaching construct. I must admit I had not even thought of it this way. I have found the forums very useful, and they have absolutely helped me to construct my understanding of the course material.
I don't feel the same way about the blog though. I have always found reflective writing a bit of an artificial process and I must say that when I have asked my own students to create a log, the material they hand in is not really reflective of their learning.
Is it that the interaction is what is important to me and my students? I do miss tutorials, where you could have a face to face conversation with people about the topics.
I have enjoyed reading the chat room for assignment 1, but could not get involved because of the time it was on.
All this tells me that for me interaction and conversation are important elements in my learning - I suspect this is true for my pupils as well.
Reading the article by Campbel et al 2008 on RBL was also an eye opener for me. So this is what resource based learning looks like! Very inspiring, although I know how long it takes to prepare lessons like that. It is also good to have an insight into the work of teachers in different subject areas, as I am sure that this will help in my work as a TL. It is easier to collaborate when you know where someone is coming from. I agree with Jennifer in her post for the subforum (March 19th) in her enthusiasm for RBL. She said that she is often inspired by one really great resource which will get her looking for more. I know this has been true of my work in Drama. I hope it will be true of my work as a teacher librarian, when I don't know the subject as well.
Todd's (2008) article on collaboration was interesting. The point that collaboration is successful if the planning stage is thorough, is important and something I want to remember. Also his point that the main motivation for the TL needs to be improving outcomes for students rather than improving the TL's standing in the school. Being honest with myself I know that this will be something I will need to keep reminding myself about.
I don't feel the same way about the blog though. I have always found reflective writing a bit of an artificial process and I must say that when I have asked my own students to create a log, the material they hand in is not really reflective of their learning.
Is it that the interaction is what is important to me and my students? I do miss tutorials, where you could have a face to face conversation with people about the topics.
I have enjoyed reading the chat room for assignment 1, but could not get involved because of the time it was on.
All this tells me that for me interaction and conversation are important elements in my learning - I suspect this is true for my pupils as well.
Reading the article by Campbel et al 2008 on RBL was also an eye opener for me. So this is what resource based learning looks like! Very inspiring, although I know how long it takes to prepare lessons like that. It is also good to have an insight into the work of teachers in different subject areas, as I am sure that this will help in my work as a TL. It is easier to collaborate when you know where someone is coming from. I agree with Jennifer in her post for the subforum (March 19th) in her enthusiasm for RBL. She said that she is often inspired by one really great resource which will get her looking for more. I know this has been true of my work in Drama. I hope it will be true of my work as a teacher librarian, when I don't know the subject as well.
Todd's (2008) article on collaboration was interesting. The point that collaboration is successful if the planning stage is thorough, is important and something I want to remember. Also his point that the main motivation for the TL needs to be improving outcomes for students rather than improving the TL's standing in the school. Being honest with myself I know that this will be something I will need to keep reminding myself about.
Wednesday, April 15, 2009
first info skills essay almost done
I am finished my rough draft of my 'scholarly paper' for ETL 504. Way over the word limit as usual.
I have really enjoyed this topic. Information Literacy is, I think, really important and having come from a school where there was an attempt to introduce IL that (in my opinion) has not been successful, it has been really interesting to analyse why. I could only address one problem in my essay, and so I chose one I could substantiate and back up, but the situation was a lot more complex.
There was a great TL at our school, with a lot of experience, passion and credibility and yet she was unable to get the school to adopt a real commitment to Information Literacy(IL). On speaking to her, she said that the principal, did not really understand what IL was and despite the TL giving talks about it and the principal paying lip service to it, she never really supported its implementation.
It seems to me that you can be a great TL, but if the Principal does not really support you, you are a bit lost.
The whole concept of an information literate community is an exciting one. I particularly responded to Henri's (2005) arguments that the TL place their emphasis on teaching the teachers. I think this is the only way that IL will spread through the school. This would require a very supportive Principal who understands the TL's role and IL. I'm not sure that many of these Principals exist.
On another topic - I am dreading the assignment on collection management. This part of librarianship is such a new world to me, I feel like I am all at sea. I definitely feel behind the eight ball as I am not a librarian and I don't even work in a school at the moment. I am in contact with two librarians from different schools, but definitely feel like a bit of a pain when I ring. However they have been very helpful and I do feel like I am learning so much.
I have really enjoyed this topic. Information Literacy is, I think, really important and having come from a school where there was an attempt to introduce IL that (in my opinion) has not been successful, it has been really interesting to analyse why. I could only address one problem in my essay, and so I chose one I could substantiate and back up, but the situation was a lot more complex.
There was a great TL at our school, with a lot of experience, passion and credibility and yet she was unable to get the school to adopt a real commitment to Information Literacy(IL). On speaking to her, she said that the principal, did not really understand what IL was and despite the TL giving talks about it and the principal paying lip service to it, she never really supported its implementation.
It seems to me that you can be a great TL, but if the Principal does not really support you, you are a bit lost.
The whole concept of an information literate community is an exciting one. I particularly responded to Henri's (2005) arguments that the TL place their emphasis on teaching the teachers. I think this is the only way that IL will spread through the school. This would require a very supportive Principal who understands the TL's role and IL. I'm not sure that many of these Principals exist.
On another topic - I am dreading the assignment on collection management. This part of librarianship is such a new world to me, I feel like I am all at sea. I definitely feel behind the eight ball as I am not a librarian and I don't even work in a school at the moment. I am in contact with two librarians from different schools, but definitely feel like a bit of a pain when I ring. However they have been very helpful and I do feel like I am learning so much.
Wednesday, April 1, 2009
First Assignment Finished
Just finished my first assignment. What a struggle. I thought it would be quite easy, but found that doing this style of essay is very different from an English or Drama Essay, where you can go off on your own tangent.
Have learned a lot though. At first I was excited about the Drama Resources I found - its hard to let go of being a Drama teacher. But I found a great 'selection tool' for online resources - "Intute", discovered that Data Bases of Teacher resources and information for secondary schools exist and feel more confident about searching for information. I must say though that if a chemistry teacher came to me, I'd still feel daunted at the idea of finding resources for them!
I have actually learned more about what a 'constructivist framework' for education is. At my last school that's what they were striving for - not sure they achieved it though.
The material about selection criteria was interesting, in that I know if I was selecting, I would be inclined to select on an ad-hock basis, so having a criteria is a good idea.
What I have realised is what a huge job being a teacher librarian is. If you want to do it properly, it seems its best to be in a big department where people can specialise in different areas. In the school I visited, for example, they have one librarian that focuses on cataloguing and the department has about 6 people. Thus the Head Teacher Librarian can focus on increasing Information Literacy, which is her passion. This is where I would like to be, but it seems a long road ahead. Just the idea of learning how to catalogue fills me with trepidation.
Its hard starting from scratch when I have been a Head of Department and have been studying my subject area since I was 12!
Have learned a lot though. At first I was excited about the Drama Resources I found - its hard to let go of being a Drama teacher. But I found a great 'selection tool' for online resources - "Intute", discovered that Data Bases of Teacher resources and information for secondary schools exist and feel more confident about searching for information. I must say though that if a chemistry teacher came to me, I'd still feel daunted at the idea of finding resources for them!
I have actually learned more about what a 'constructivist framework' for education is. At my last school that's what they were striving for - not sure they achieved it though.
The material about selection criteria was interesting, in that I know if I was selecting, I would be inclined to select on an ad-hock basis, so having a criteria is a good idea.
What I have realised is what a huge job being a teacher librarian is. If you want to do it properly, it seems its best to be in a big department where people can specialise in different areas. In the school I visited, for example, they have one librarian that focuses on cataloguing and the department has about 6 people. Thus the Head Teacher Librarian can focus on increasing Information Literacy, which is her passion. This is where I would like to be, but it seems a long road ahead. Just the idea of learning how to catalogue fills me with trepidation.
Its hard starting from scratch when I have been a Head of Department and have been studying my subject area since I was 12!
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