Reflection- Constructivist Learning and the Australian Curriculum.

 This has been an interesting introduction to what I hope to achieve as a Teacher Librarian. My years as a literacy coach have taught me that collaborative learning and essential 'big picture' questions are vital for depth of understanding and successful student-centred learning. 
In my career in the teaching profession I have attended excellent professional development that looks at formative assessment, reciprocal teaching strategies and Understanding by Design. All of these have incorporated the essence of what it work means to use constructivist learning in the classroom in one way or another. I have written effective units of work for English that look at overarching 'essential questions', created collaborative classroom environments that encourage independent learning and I have been met with resistance.  Resistance from my colleagues because it is seen as 'extra work', resistance from administration who want to prepare students for standardised tests that improve whole-school data. The focus on data as summative rather than formative assessment in disheartening to say the least.

And yet, I still have faith.
What I admire about the TL course is the focus of the changing dynamic of the library, and by extension, the school environment. The Australian Curriculum English now has Literacy, Language and Literature as standards, so the shift of outdated curriculum must occur. As teacher librarians, we need to encourage our students to be literate in a variety of ways, not just the ability to read and understand a narrative, but to be literate in the information that they access. To be digitally and critically literate. To make connections and synthesise new information. Literacy underpins the role of a teacher librarian. The increasingly globalised learning environment needs to embrace the idea of 'connectivism' (O'Connor 2013) and collaborative learning. Students need to take into consideration the diversity of backgrounds of their fellow learners who may be across the street or across the sea.

Constructivist theory has its place within the 21st century library in that students have to work together to make connections, to ask critical questions and to problem solve. The Teacher Librarian is a facilitator of this PBL, creating an environment that is conducive to independent learning, where thinking is valued and sought after. The PBL framework teaches students 'how to think' not 'what to think'  and encourages a variety of strategies to achieve the desired outcome. Inquiry-based learning lends itself to Blooms Digital Taxonomy (http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy) which encourages higher-order thinking that begins with remembering, and ends with evaluation.

The Teacher Librarian should act as a guide, so that students know where to access the information they need, and also give them a framework to understand that information. According to the Australian Curriculum, at Year 8, students should be able to 'Use comprehension strategies to interpret and evaluate texts by reflecting on the validity of content and the credibility of sources, including finding evidence in the text for the author’s point of view'(ACELY1734) (http://www.australiancurriculum.edu.au/Year8)
This achievement standard is a skill that is to be embraced within the 21st century library 
and embedded as best practice within the teaching and learning environment. Teacher Librarians should be promoting comprehension strategies in their own  It encourages self-directed learning and real understanding, working towards the solution to a challenge, a problem or the completion of a project. It teaches them to demonstrate their thinking, to be critical of sources, as well evaluating what new information they have encountered. 

How does the Teacher Librarian fit in to the area of curriculum? English needs to select texts that fit the Australian Curriculum recommendations of Sustainability, Asia and Indigenous Australia-Teacher Librarian as Literature consultant. Students need to gather information selectively, and develop a contention on a given topic. This applies to many subject areas.    The Teacher Librarian facilitates and demonstrates which tools are relevant, and what skills are needed to be successfully curious. 

Today was a strange day, where all of my reading for this course started to make sense. I had an interview at a school for the role of English/Media/Teacher Librarian. I discussed the challenges of a 21st Century Library, the role of information and the vital part a library plays in the culture of a school. I discussed the importance of a vibrant, dynamic and flexible learning environment to encourage reluctant students. I sung the praises of ongoing assessment for learning, and how it empowers students in their own learning. I talked about critical thinking, collaborative research and its' benefits in the curriculum.  

I got the job. 


References

http://www.australiancurriculum.edu.au/Year8

http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy

O'Connell, Judy (2013). Teacher Librarian and the Curriculum ETL401 Topic 3. Retrieved December 8 from Charles Sturt University website http://interact.csu.edu.au/portal/site/ETL401_201390_W_D/page/a3afdfbd-24b3-4afd-007d-af2bb1dfabb4

Valenza, Joyce (2010).  A Revised Manifesto on School Library Journal.
http://blogs.slj.com/neverendingsearch/2010/12/03/a-revised-manifesto/

Introductory entry

Ah, Sunday night report-writing/exam-marking/lesson-planning, nothing new in the life of this English teacher!
Looking forward to sharing my learning journey, and fulfilling my dreams of becoming a teacher librarian.

Dani