Learning Log 3 Teacher Librarians as Educational Leaders

https://padlet.com/emom247/8svloelocmlixmif  

Learning LOG #3

Teacher Librarians as Educational Leaders 

I choose to display how a TL can support collaboration through use of Padlet. I enjoyed this free platform because I found it intuitive and easy to mange with editing right in the box,use of visuals, drag and drop and uploading abilities. Please click above.

In my investigation I found the collaboration models helpful as an infographic  framework  in recognition of the progressive states of collaboration and with the various  possible collaborative stakeholders in and out of school including  public librarians.

"Separately, both school and public librarians have something valuable to offer. Therefore by combining knowledge, experiences, and resources, librarians provide students with a broader learning foundation and more effective services" (Jones, 2004). Click here for more ;The collaborative relationship between teacher librarians and public librarians and how this connection benefits students learning in the community library. Students also benefit by having a place to go outside out school hours to receive learning help and use of  public free technology they may not have at home.

Utilizing collaboration  frameworks and models from CSL-Leading Learning document, BCTLA,ALA and BC ED  six collaboration profile levels  allows me to focus in on where I'm I in these models and make goals going forward as well as being empathetic towards whom I'm collaborating with and their level, needs and relationship closeness . I really appreciated the BCED profiles as I could see where I fit generally and how I can strive to advance my comfort level.

Being understanding of possible barriers  is key to forming respectful relationships based on trust and reciprocity.  Being aware of barriers such as cultural/language differences, personality styles ; introverted and extroverts, communication style such as analytical,intuitive, functional and personal are essential understandings for the TL to consider. Knowing myself and communication style will help to relate to others and smooth the communication towards collaboration.For more read Forbes :which-of-these-4-communication-styles-are-you? For example, My principal said she would love for me to get  the casa teachers together to talk about the Movement Matters lessons. I soon found out that I needed to take into account their many other duties after school after having informal conversations before I decided on a date that worked to get everybody together. I plan to then follow through with an email and then verbal reminder.

TL's will be more successful through relationship which means being aware of possible barriers with different personalities interaction styles, preferred modes of communications text,email,in person,phone relationships, observation of body language and knowing when and how to approach to make a connection/offer of partnership because sometimes teachers may see us as adding to their workload instead of helping.

   Lack of top down support from administration is a great barrier. Administration has the influence to create a culture of networking which the TL is a valued part of the schools success. Does the principal  support and attend SLLC committee meetings? Does the principal encourage teachers to reach out to the TL to lessen their load, to co teach and create a partnership etc.?

BEGIN at your comfort level and keep advancing: 

 By TL's putting in effort to collaborate, starting small, where you are at your comfort level and advancing as confidence grows is key as educational leaders. By gaining growing confidence I envision a greater outreach beyond the walls of the SLLC so the TL is seen as in integral part of school culture who makes  positive connections within the school and community.

 "The TL wear many hats so I see collaboration as a root within all these roles with both students and teacher individual needs and overall school goals being the objective. "Teacher librarians may adopt multiple roles, such as problem solvers, complementary promoters of reading engagement, supporters of students with high literacy needs, curriculum and literacy leaders, and contemporary literature advisors. In many cases, teacher librarians are keen to be responsive to both school and teacher needs."(Megan 2019)

TL's are the ignition for the domino effect as partnerships grow in and out of school and groups are formed as in profile 6 in BC ED collaboration model. OUR ROLE AS TEACHER LIBRARIANS IS TO HELP STUDENTS ACCESS UTILIZE AND LEARN USING BEST RESOURCES,STRATEGIES AND PRACTICES FOR THEIR INQUIRY/PURPOSE. We are not an island to ourselves within the SLLC and research has shown students learning improves in all areas when we can effectively  reach out to create collaboration partnerships and networks that are grown over time to facilitate ongoing  sustained collaborative support to meet students learning needs. 

To be educational leaders also means we are professionally connecting  by becoming members of library associations such CSL,BCTLA and my local GTVLA (Greater Victoria  library Association) includes links to above associations here:Librarians resources,  As well as initiating and leading your SLLC committee starting with a common vision and mission statement, keeping up to date reading journals, sign up for  regular e- blogs and articles such as School Library Journal,   TL's can also create their own PLN ;joining TL"s on twitter, LM_NET etc and continually evaluating new media and weeding out outdated resources.(CRAP)

Below is an example of a PLN that meets different needs such as staff room,portfolio,filling cabinet and newspaper.(Flickr). I personally use Blogger and have twitter but rarely use it and I joined the LM_NET and occasionally read the threads when interested and receive regular e news/ blog posts from the SLLC field.

USE of CONCERNED BASED ADAPTION MODEL: Helps facilitate a respectful professional relationship

The CBAM model of expression of concern indicates the feelings and questions that a teacher would have based on their level of concern and the behavioral chart is the physical expression of where they are at. By understanding this a TL  can be more effective in meeting their needs and  pro vacating teachers towards a more engaged partnership going beyond co operation, co ordination and informative but to co teaching,sharing and reflecting/evaluating together. 

CLICK HERE; for EXPRESSION and BEHAVIORAL INDICATORS of the Concerns based Adaption Model

Typical Expressions of Concern about an Innovation/ Table 3.

Stage of Concern	Expression of Concern
6. Refocusing	I have some ideas about something that would work even better.
5. Collaboration	How can I relate what I am doing to what others are doing?
4. Consequence	How is my use affecting learners? How can I refine it to have more impact?
3. Management	I seem to be spending all my time getting materials ready.
2. Personal	How will using it affect me?
1. Informational	I would like to know more about it.
0. Awareness	I am not concerned about it.

 

Knowing a teachers stage of concern in the CBAM model below when interacting is effective for meeting their need and hopefully advancing their engagement from ME to IT to US!. 

What does partnership look like?

 Ideally; the TL collaborates throughout the  BCTLA  cycle of preparation, action and reflection but anywhere along the learning process is a good start.

Click here for examples from  Surrey Teacher Librarian's Association (BCTLA). (December 17, 2019). "What can collaboration with a teacher-librarian look like?".Meeting your colleagues where they are at any stage is a positive start. Ask teachers; "How can I help you?" 

As teacher Trevor Mackenzie states TL's have the opportunity to champion best teaching/learning processes such as inquiry based and help teachers by doing the groundwork to facilitate it. Click here:classroom-inquirys-secret-weapon-the-teacher-librarian.The goal is for colleagues to see TL's as useful team players who can lessen their load for 21st century learning and create higher level learning/questioning towards critical and information literacy.  By TL's being aware of curriculum mapping they can approach teachers at the appropriate time in suggesting possible resources and strategies and possible partnerships in action and/or reflection.

I posted this  ALA scaffolded breakdown of what instructional partnerships can look like as a guideline of the many forms and levels of involvement that a TL can have.Starting with a simple conversation in forming cooperation to coordinating a mutually agreed upon co planning goal requiring more communication over a longer time. Then to several levels of collaboration  where both are seen as equals to follow through the whole cycle to reflection/evaluation being honest about the whole process in order to improve upon it together. I feel that its important a s a TL we actively listen to what they need and address that first then depending on  the relationship can suggest  a greater partnership but not push it.  

standards.aasl.org

CHARATERISTICS OF GOOD COLLABORATORS: 

The 11 characteristics of effective collaborators gleaned from the Merga study are listed below, link here: Collaborate with Teacher librarian. These 11 are a template for TL's to evaluate how they measure up and what they might neglect.

 Good collaborations include but are not limited to these 11 characteristics:

1. Respectful communication
2. Goal setting
3. Timely and regular planning
4. Open and flexible mind‐sets
5. Student‐centered approaches with student benefit as the shared goal
6. Valuing of the expertise and perspectives of others
7. Advocacy for what each member can offer the collaboration
8. Generosity
9. Commitment to meeting both the group and individual needs of students
10. Willingness to evaluate the collaborative and provide supportive critical feedback
11. Safety to articulate concerns and issues without irrevocably damaging the collaborative relationship

I felt that 6 and 7 characteristics are very important as collaboration partnership is a constructionist endeavor in which all persons should be valued through their ideas/ say and  unique contribution towards 5 characteristic which is the common vision of enhancing students learning together. This  is a useful list for all collaborative members to share and reflect on personally.

Remembering that to enhance students learning through collaborative efforts, "social factors superseded environmental recommendations" such as "mutual goals,open minded,flexible,student centered approach, evaluating at end."(Merga) Having the best furniture, resources and tools is not enough. Its key to remember that a shiny new resource/tool is only useful when utilized broadly in a collaborative meaningful and purposeful way that benefits students learning and advances the vision of the SLLC with a teacher librarian at the helm.

Resources:

Librarians - Elementary Library Website. Elibrary.sd61.bc.ca. (2020). Retrieved 13 October 2020, from https://elibrary.sd61.bc.ca/staff-resources/library-learning-commons/.

Usaid.gov. (2020). Retrieved 11 October 2020, from https://www.usaid.gov/sites/default/files/documents/1865/Roberts.pdf.

Keltner. (2020). Scholarworks.uni.edu. Retrieved 11 October 2020, from https://scholarworks.uni.edu/cgi/viewcontent.cgi?article=1033&context=grp.

Murphy, M. (2020). Which Of These 4 Communication Styles Are You?. Forbes. Retrieved 11 October 2020, from https://www.forbes.com/sites/markmurphy/2015/08/06/which-of-these-4-communication-styles-are-you/#79b84b323adb.

Merga, M.K.(2019).Collaborating With Teacher Librarians to Support Adolescents’ Literacy and Literature Learning Links to an external site.Journal of Adolescent & Adult Literacy,63(1),65–72.

Canadian Library Association. (2014). Leading learning: Standards of practice for school library learning commons in Canada.Links to an external site.  Ottawa: ON (p.17) see Fostering Literacies to Empower Life-Long Learners

MacKenzie, Trevor. (March 18, 2019). "Classroom inquiry's secret weapon: the teacher-librarian." Canadian School Libraries Journal.  Retrieved from: https://journal.canadianschoollibraries.ca/classroom-inquirys-secret-weapon-the-teacher-librarian/