Reflection on a model library collection.

Dreaming big, but making small changes in the real world. 

I think that in the research that I have conducted, I have been very critical of the current library I work in, to the point where I have created, or ‘dreamt’ a school that is the antithesis of my current school. I am having a progressive meltdown of sorts, thinking of ways to get my late-adapting administration to bring our students up to speed with the 21^st Century in current educational practices, and information spaces.  These things are difficult  when “the technology available is out-dated and slow, due to budget restraints-our security door is just a prop- the unit broke years ago, and it costs more than our annual budget to replace!” (Dafoulis, 2014) I have subsequently immersed myself in digital expansion solutions, rebelling against the luddites that I have found myself amongst. The amount of ‘e-solutions’ that I have discovered over the course of this unit is astounding; one only needs to read my reference list in the submitted assignment to see this.

As I planned for this model collection, I thought about what should be nurtured in young learners, like critical thinking, and authentic experiences. That the collaborative, inquisitive year seven students should not lose that sense of wonder as they get drilled with content and rote learning until all of the fun is drained from any educational setting. What initially, and still appeals to me professionally is that “a school library is a non-commercial enterprise. It only seeks to assist and engage the patrons” (Dafoulis, 2014) One of the reasons why I think that the library is an important learning space is that it is the richest concentration of information in a school setting, where Information Literacy is promoted and supported by the Teacher Librarian or Information Specialist. This “transformational process in which the learner needs to find, understand, evaluate and use information to create for personal, social or global purposes.” (Abilock, 2004 p.1)  will hopefully transform the students approach to learning and gathering information as well.

My decision to choose bring your own device (BYOD) in the model library setting was one that I had come to from observation of my students, as well as several university visits. “Under the BYOD system, classroom digital devices would not only be purchased by the school district; students would also have the option to use their own smartphones and tablet computers to complete class projects or access learning resources while at school.” (Concordia, 2014) Whilst there is still a place for computer laboratories, I think to keep children connected, the library should ‘speak their language’ with digitally curated spaces online, accessible from any device that students are comfortable with. This also eliminates a large portion of school budget spending, which allows greater flexibility to acquire more items for the collection.

Funding this space has been an interesting exercise, probably designed with a particular ideology in mind. I think that artists and journalists should be paid for their work, and that copyright law should be adhered to so that these individuals are paid for their services accordingly. I discovered that I am in strong opposition to censorship, and while there should be limitations on some borrowers, a good library knows its users, and a sound collection management policy should be all a library needs to guide its acquisitions.  Writing a policy document for my current place of employment will be a challenge, but one can only try.

My new priorities in my current workspace are to create a better dialogue between curriculum leaders and myself at my school so that the non-fiction collection can be strengthened. At present, “junior classes (year 7 and 8) all have to use a tablet as a replacement for all textbooks.” (Dafoulis, 2014) so I can see a willingness to transition some aspects to digital text. However, I happen to have a principal that wants to see the resource centre remain a print-rich environment, which poses no problem as far as I can see, so long as the print resources are relevant and balanced.  I want to revitalise the collection, and the learning space itself, creating an environment that is conducive to collaboration and inquiry. Through my frequent visits to universities and other independent (read-better funded) schools, I have gained insight into several possibilities that can be achieved through small changes. Baby steps Dani, baby steps. 

References:

Abilock, D (2004) Information literacy: an overview of design, process and outcomes.            http://www.noodletools.com/debbie/literacies/information/1over/infolit1.html

Concordia University (2014) Retrieved from:

http://education.cu-portland.edu/blog/tech-ed/what-is-byod-bring-your-own-device-and-why-should-teachers-care/

http://www.slideshare.net/Bibliothekia/the-school-library-as-contemporary-learning-environment

Dafoulis, D (2014, March 21^st ) Online forum comment. Retrieved from:

http://interact.csu.edu.au/portal/site/ETL503_201430_W_D

Dafoulis, D (2014, March 25^th )Online forum comment. Retrieved from:

http://interact.csu.edu.au/portal/site/ETL503_201430_W_D

Dafoulis, D (2014, July 16^th) Online forum comment. Retrieved from:

http://interact.csu.edu.au/portal/site/ETL503_201430_W_D

Poor neglected blog.

Life gets in the way so very often. After a long hiatus, I am back, thinking hat on, with a purpose and a promise to be more involved in my blog and my studies. It's amazing how much has changed since I have begun my Masters, especially my perception of the role of the Teacher Librarian, and what it takes to make a good library.

Learning on the job, in a library that has only had well-meaning teaching staff manage it has been terribly daunting and exciting at once. I think what fascinates me is what is selected to spend budgets on, and what is neglected.

How am I going to be a good leader in this context? The dusty, dated library needs an overhaul-maybe data is the key?

Literacy is the other hat I wear at my school, so combining the two should prove fruitful. Softlink found that schools' NAPLAN data increased when there was adequate funding for libraries and library specialists. (Softlink, 2013)

I need to convince the school I work in that greater capital needs to be spent on the upkeep of the library environment- mission brown, wood panelling and green laminex of the eighties is hardly retro-chic. The place is crying out for a makeover- sure I can be 'frugal and flexible' (http://eduscapes.com/sms/administration/budget.html)
 with acquiring resources for the collection, but a brand new library is beyond my budget!  This once state-of-the-art technical school of the eighties has been allowed to languish in the face of constant education budget cuts-I need to make my role, and the space that I work in, an irreplaceable, valued part of the school community.