As I reflect upon my previous blog entries, particularly of those from ETL401, I have to say that my understanding of the role of the teacher librarian has only expanded. Teacher librarians are not limited to working within the confines of a physical library space. In the changing education environment, we must maintain relevance and in doing so, make our roles indispensable. We have to make our presence felt in the teaching community, for we are not limited to curating a collection. This subject, Literature across the curriculum, has also informed my practice as a teacher in the English classroom. In my role as a literacy coach, I have advocated for a move away from the 'class novel' in order to truly differentiate in the English classroom. The research that I have undertaken in this subject only supports this view, that to encourage a love of reading and sound reading comprehension skills, programs such as Literature Circles (Daniels, 2014) are more beneficial to our students. In the secondary school setting, old habits die hard, and I am stuck in a school with an old-fashioned curriculum (and library) so progress is slow. This subject has allowed me explore the idea that we need to accommodate for the diverse student population, not limiting ourselves to 'the canon' or what is popular. We have to ensure 'that the collection
that we curate broadens their horizons beyond what series has just been made
into a film franchise, or that matches their lunchbox. (Dafoulis 1/8/2014) I now have the confidence to include texts that meet the demands of the Australian curriculum, but also those that introduce students to characters that represent our whole community, not just those that fit a particular archetype. The importance of including 'literature from a wide range of time periods, races, classes, genres, perspectives and themes' (Beach, 2011) cannot be overlooked. This subject has strengthened my view that a teacher librarian needs to be a fervent collegiate collaborator, to advise teachers of strategies for sound information literacy skills, as well as team teaching where appropriate. At times in my current school setting, I get frustrated with the pace at which any curriculum modifications occur, but I must remember that ‘Educational change arrives slowly’
(Ballew, 2014) so I want to do all that I can to steer that change in the right
direction.' (Dafoulis, 10/2/2014)
I am newly inspired by the likes of Stephen Krashen, and the thought that silent, sustained reading does not need to be assessed, nor does what the student is reading actually matter. (Krashen, 2011) Students are subject to enough standardised testing in the school year, with On Demand (in Victoria) as well as the NAPLAN assessments in Years 7 and 9. A teacher's judgement and ongoing formative assessment to check for critical thinking and comprehension skills is far more valuable to students' learning outcomes. I just have to convince my colleagues, and the administration that this is the case. Slowly, but surely, I am still 'dreaming big' about the difference the library can make on student success, not just in the realm of English, but in all subject areas.
Ballew, L.M. (2014) The Value of School Librarian Support in the Digital World, Knowledge Quest, 42 (3) 64-68
Beach, R.,
Appleman, D., Hynds, S., & Wilhelm, J. (2011). Teaching Literature to
Adolescents
Dafoulis, D (2014, August 8) {Online forum comment} Retrieved From
http://interact.csu.edu.au/portal/site/ETL402_201460_W_D/page/5b6fcbed-6026-4233-8047-f2919d65b1aa
Dafoulis, D (2014 February 2) Introduction to Teacher Librarianship : A reflection. Retrieved from: http://mintjulepmusing.blogspot.com.au/2014/02/introduction-to-teacher-librarianship.html#more
Daniels, Harvey
(1994). Literature Circles: Voice and Choice in Book Clubs and Reading Groups.
Krashen,
Stephen D. (2011). Free Voluntary Reading. Retrieved from http://www.eblib.com
