Really struggling with assignment 2. Had a nightmare about the mark for assignment 1 which I think was my subconscious telling me to get myself a bit more organised with assignment 2. Have selected my 3 standards from ALIA/ASLA. This was pretty easy. I planned to highlight all the ones that really jumped out at me as the ones that were really about student learning outcomes, and then cull from the ones highlighted. It turned out that I only highlighted 3!! Am still deciding if this is a good or bad thing. All are realted on some level to student outcomes, but to me 1.1, 1.2 and 2.2 jumped out.
1.1 - knowledge of principles of lifelong learning - what more canI say about this? Tchrs and TLs should be teaching chn how to be learners, and this carries through for their lifetime. An obvious choice
1.2 - learning and teaching across curriculum areas - involves knowledge about pedagogy, developmental backgrounds, resourcing. Another standout choice
2.2 - collaboratively planning and resourcing programmes relating to IL and literature outcomes - the esssence of the TL role appears to be collaboration. Collaboration leads to well developed stimulating ans meaningfull tasks. Once again, chooling this outcome was a no-brainer.
NOW I wonder whether these outcomes will still remain the standout ones as I work through Part 2 of the assignment a bit more.
All I have to do now is choose the 3 information skills models. There are some I really like but there is no much literature on them. Do I stick with these ones or go with the other ones that have more literature to read up about them. I am guessing I will have to go with the latter. Fingers crossed that I choose wisely :)
Tuesday, April 27, 2010
Monday, April 12, 2010
Assignment 1 complete. Phew!
Finally assignment 1 is done and dusted. Not sure of how well it will be marked, but am looking forward to constructive feedback. Now time to be a mum for a little while before hitting the books again.
Thursday, April 1, 2010
So overwhelmed
I have been reading fairly consistently, but am still struggling to get through all that needs to be read. Holidays are here and more time for reading (?)- although I am dealing with my daughter singing her Hannah Montana songs on her new microphone and amp (birthday pressie a week ago - possibly not the cleverest purchase I have made) and my son needing entertaining/cuddles - so possibly it is going to be harder than ever to get through everything.
Am really struggling with Assignment 1. How much of a definition on ILSC should I include? Am I describing or critically analysing the TL role? Am I making sure possible solutions to obstacles are supported by literature. But the BIGGEST challenge I am finding is with the referencing.
Anyhow, much has come from my readings. Firstly, I am wondering if it is just me, but most descriptions if ILSC seem to be more relevant to a high school than a primary school. Perphaps there are many elements that cross over, but the first few years of schooling and the final years would (and should) be apporached very differently by TLs.
I am bogged down in just how much variety there is in the TL role. I had thought there was a greater emhpasis on literacy before starting, but have realised that this isn't actually so. The role is more about teaching processes and skills. I wonder how many schools are utilising their TLs to the max. We certainly aren't at HS. I admit that I did see library lessons as RFF - and yes I am hanging my head in shame now. How am I going to overcome this when I actually start working in a TL role?
Am going to finish my airy-fairy mumblings here as I really want to get back to Assignment 1. Panic is starting to set in. Back in the old days ie when studying to be a teacher, I ALWAYS used to leave assignments to the last minute and thrived under pressure. This is not the case now - working four days a week and having two darling little children certainly changes things!
Wish me luck :)
Am really struggling with Assignment 1. How much of a definition on ILSC should I include? Am I describing or critically analysing the TL role? Am I making sure possible solutions to obstacles are supported by literature. But the BIGGEST challenge I am finding is with the referencing.
Anyhow, much has come from my readings. Firstly, I am wondering if it is just me, but most descriptions if ILSC seem to be more relevant to a high school than a primary school. Perphaps there are many elements that cross over, but the first few years of schooling and the final years would (and should) be apporached very differently by TLs.
I am bogged down in just how much variety there is in the TL role. I had thought there was a greater emhpasis on literacy before starting, but have realised that this isn't actually so. The role is more about teaching processes and skills. I wonder how many schools are utilising their TLs to the max. We certainly aren't at HS. I admit that I did see library lessons as RFF - and yes I am hanging my head in shame now. How am I going to overcome this when I actually start working in a TL role?
Am going to finish my airy-fairy mumblings here as I really want to get back to Assignment 1. Panic is starting to set in. Back in the old days ie when studying to be a teacher, I ALWAYS used to leave assignments to the last minute and thrived under pressure. This is not the case now - working four days a week and having two darling little children certainly changes things!
Wish me luck :)
Poor misguided me - a year ago :)
Was daydreaming during our staff meeting, as can often be the case. Then I noticed the T/L sitting at one of the tables. It made me smile and cringe at the same time to think about my views a year ago - I'd foolishly thought that when I became a T/L I wouldn't need to attend staff meetings unless they were related to literacy!!! To me that was a big plus of the T/L role. Not sure where I got that idea from. Our T/L is generally a part of all meetings, although I can recall instances where I enviously watched her going about her business fulfilling her 'resourcing' duties while the rest of us had to sit through more and more meetings about the school-wide pedagogy.
How ill-informed I was!
How ill-informed I was!
Wednesday, March 24, 2010
School Library Association QLD - reading
http://www.slaq.org.au/advocacy/school_library_management/rbl.htm
Have found this article very beneficial. Should I have to do a professional reading when I am a TL I think that I will draw from this. In fact I think this may be a great thing to study up on when (if?) I have an onterview for a TL position.
Things I love about this article:
It gives a great idea of the role of the TL but it is v. succinct
It outlines the benefits to everyone:-
teachers - work load is lightened as TL assists in planning and preparation as well as assessment
principals - development of lifelong learners, optimum use of strengths of tchrs and TLs
parents - awareness of their chn as developing skills to be lifelong learners
students - more interesting and stimulating lessons, more individual attention and more catering for learning styles
I also like the research strategy outlined - very simple but seemingly effective
Once again I am wondering if the TL is going to become a thing of the past. The article makes great reading and sheds a lot of light on TL role for me. BUT I can imagine a great number of classroom tchrs who would say that they are capable of planning/implementing RBL in their own classrooms without the need for TL cooperation other than organising resources. I can literally name a dozen off the top of my head who I currently work with. When I do work as a TL I can see now that a lot of time has to go into self-promotion. This is something I am not terribly good at. I can see that I am going to have to learn to sing my own praises, because let's face it no-one else will do it for the TL.
Ramblings now need to comne to an end. Wonder if this post will make sense to me down the track?!?!?!?!?!
Have found this article very beneficial. Should I have to do a professional reading when I am a TL I think that I will draw from this. In fact I think this may be a great thing to study up on when (if?) I have an onterview for a TL position.
Things I love about this article:
It gives a great idea of the role of the TL but it is v. succinct
It outlines the benefits to everyone:-
teachers - work load is lightened as TL assists in planning and preparation as well as assessment
principals - development of lifelong learners, optimum use of strengths of tchrs and TLs
parents - awareness of their chn as developing skills to be lifelong learners
students - more interesting and stimulating lessons, more individual attention and more catering for learning styles
I also like the research strategy outlined - very simple but seemingly effective
Once again I am wondering if the TL is going to become a thing of the past. The article makes great reading and sheds a lot of light on TL role for me. BUT I can imagine a great number of classroom tchrs who would say that they are capable of planning/implementing RBL in their own classrooms without the need for TL cooperation other than organising resources. I can literally name a dozen off the top of my head who I currently work with. When I do work as a TL I can see now that a lot of time has to go into self-promotion. This is something I am not terribly good at. I can see that I am going to have to learn to sing my own praises, because let's face it no-one else will do it for the TL.
Ramblings now need to comne to an end. Wonder if this post will make sense to me down the track?!?!?!?!?!
Tuesday, March 23, 2010
Skrzeczynski - great article
Read the article by Skrzeczynski as part of our readings. LOVED IT :)
It was essentially a case study of OLR - a school in Kenmore, Queensland. I would love to go to this school and actually spend a week there seeing everything in action.
The article was a real 'how to' for teacher librarians -
how to organise the physical space of the library
how to timetable the classes
how to teach information literacy ie giving an information skills model that they find successful
It gives details about the scope and sequence of computeers throughout the school and how computer use is maximised.
A grat resource for the future
It was essentially a case study of OLR - a school in Kenmore, Queensland. I would love to go to this school and actually spend a week there seeing everything in action.
The article was a real 'how to' for teacher librarians -
how to organise the physical space of the library
how to timetable the classes
how to teach information literacy ie giving an information skills model that they find successful
It gives details about the scope and sequence of computeers throughout the school and how computer use is maximised.
A grat resource for the future
Monday, March 15, 2010
de Bono article
http://www.smh.com.au/national/schools-must-teach-thinking-20100313-q53b.html
Read the article about de Bono in SMH. Some was really relevant to my thoughts at this time.
No idea how to attach the article to my blog which is a shame casue it really is interesting.
He discusses how the 'education revolution' at it is being touted, is really just the same old thing. I love the part where he says that in England they teach their children all about the Battle of Hastings and the War of the Roses but not about how to get a mortgage or go to the corner shop.
Am so in agreement with him. I am really concerned about NAPLAN and the effect it is going to have on education. Parents are competitive enough nowadays without having to add in formal nationwide testing from a really young age. Do parents really thing that scoring high in Year 3 or 5 is going to set their child up for life? How many times have you heard of the school dux who has gone on to have an 'ordinary' job? Was at a party recently when this was being discussed. One lady there was telling me about a family she knew that had a bright daughter, and her parents decided quite early on that she was going to be a lawyer. Sure enough she went on and did her law degree, and excelled at her studies. On the day of her graduation, after the family celebration, she handed her degree to her parents apparently saying "Here's the law degree you wanted. Now I'm off to do what I want". She went back to uni and studied nursing. She has now finished that and is loving her career as a nurse.
My point is that there is going to be even more pressure on children from such an early age. Education will essentially become about teaching to the test (as it already is in many schools). How is this going to benefit childrenin the long run? Teaching life skills, problem solving etc is what needs to be taught, but is really neglected. These skills can't be tested in Year 3 and as such are not valued by parents.
As a parent I don't care how my two precious little people go in formal testing. I am with de Bono on developing life skills. This is what will ultimately make them a happy and successful person. NB by successful I mean that doing well in their chosen career, whatever that mighe be.
As a future TL I am afraid that the role will become redundant because it is already not valued by principals and will become even less so. TLs will end up teaching library skills in an information age that is more reliant on technology than books.
Read the article about de Bono in SMH. Some was really relevant to my thoughts at this time.
No idea how to attach the article to my blog which is a shame casue it really is interesting.
He discusses how the 'education revolution' at it is being touted, is really just the same old thing. I love the part where he says that in England they teach their children all about the Battle of Hastings and the War of the Roses but not about how to get a mortgage or go to the corner shop.
Am so in agreement with him. I am really concerned about NAPLAN and the effect it is going to have on education. Parents are competitive enough nowadays without having to add in formal nationwide testing from a really young age. Do parents really thing that scoring high in Year 3 or 5 is going to set their child up for life? How many times have you heard of the school dux who has gone on to have an 'ordinary' job? Was at a party recently when this was being discussed. One lady there was telling me about a family she knew that had a bright daughter, and her parents decided quite early on that she was going to be a lawyer. Sure enough she went on and did her law degree, and excelled at her studies. On the day of her graduation, after the family celebration, she handed her degree to her parents apparently saying "Here's the law degree you wanted. Now I'm off to do what I want". She went back to uni and studied nursing. She has now finished that and is loving her career as a nurse.
My point is that there is going to be even more pressure on children from such an early age. Education will essentially become about teaching to the test (as it already is in many schools). How is this going to benefit childrenin the long run? Teaching life skills, problem solving etc is what needs to be taught, but is really neglected. These skills can't be tested in Year 3 and as such are not valued by parents.
As a parent I don't care how my two precious little people go in formal testing. I am with de Bono on developing life skills. This is what will ultimately make them a happy and successful person. NB by successful I mean that doing well in their chosen career, whatever that mighe be.
As a future TL I am afraid that the role will become redundant because it is already not valued by principals and will become even less so. TLs will end up teaching library skills in an information age that is more reliant on technology than books.
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