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Sound Pedagogy in the Overwhelming World of EdTech

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Sound Pedagogy in the Overwhelming World of EdTech

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Google can bring you back 1,000,000 answers; a librarian can give you back the right one- Neil Gaiman

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Google can bring you back 1,000,000 answers; a librarian can give you back the right one- Neil Gaiman

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While collaboration and teaching are of course at the core of our professions, one of our most important roles is to provide a friendly, welcoming space for students and teachers. Many students consider the library to be a safe, neutral haven where they can simply relax and read what they like, not what they have to. Therefore, we need to create opportunities that encourage children to question, to explore, to investigate, to collaborate, to persevere, to mentor, to explain, to listen, to discuss, to debate, to decide, to be confident, to have a can-do attitude, to manage their time, to take risks, to cope with pressure, failure and adversity, to be flexible, to be resilient, to be committed, to take responsibility, to be independent- in short, to develop those attributes and interpersonal skills that are going to be the key to their futures" (Braxton, 2015). The library is also "a place where students can derive knowledge and cultivate ideas without being judged or assessed on their academic merit. It is the place where finding out and thinking are more powerful than assessment, and that in turn redefines what we mean by “successful learning" (White, 2015). In that sense, teacher-librarians have to be able to connect with students and staff in a more casual manner, as well have some spatial awareness of how the set up of the room will be most conducive to learning and exploring.

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http://partners.hpedsb.on.ca/booksandbeyond/wp-content/uploads/image/Super%20Librarian.gif

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"Teachers, instructional partners, information specialists, and program administrators" (Cooper & Bray, 2011).

Not keepers of books! Also, note that the role of "teacher" comes first... In many ways, we want to "teach more and librarian less" (Braxton, 2015) because so many parts of the "librarian" aspects of our jobs can be taken care of with technology (cataloging, processing) so now we are freed up to use our information-seeking skills, literacy and teaching backgrounds and curriculum knowledge to make an impact on student learning!

References:

Braxton, Barbara. (2015). The Seer's Hat. 500 Hats: The Teacher-Librarian in the 21st Century. Retrieved from https://500hats.edublogs.org/

Cooper, O. P., & Bray, M. (2011). School library media specialist-teacher collaboration: Characteristics, challenges, opportunities. TechTrends, 55(4), 45-55.

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Because teacher-librarians are in a central role in the school (able to to work with various departments and grade levels), we have great opportunities to lead professional development. "Teacher-librarians have a whole-school view and model lifelong learning for their staff and students" (Branch-Mueller et al., 2013, p. 231). Again, TLs have the flexibility to work with teachers on a more informal, day to day basis for that "just in time" Pro D that can be so valuable in encouraging teachers to try something new.

Branch-Mueller, J., DeGroot, J, Salerno, K. (Eds.) (2013). Becoming and Being: Reflections on Teacher-Librarianship. Teacher-Librarian by Distance Learning, University of Alberta. Edmonton: AB. Retrieved from: https://sites.google.com/a/ualberta.ca/becoming-and-being/home/e-book

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Of course, time is limited for both teachers and teacher-librarians, especially in elementary fixed schedules. However, I've found that even small things can go a long way in both enriching the students' learning experience and establishing a collaborative relationship, such as dropping in on a project within the teacher's actual classroom or offering to teach bibliography skills (and mark the products!)

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Teacher-librarian, having the unique opportunity to work with everyone in the school, have the ability to make connections between colleagues, resources and students in order to ensure best practice and best learning. Gone are the days of the quiet, reclusive, "shushy" librarian; 21st century TLs reach out to everyone in order to make the library the academic and social learning hub of the school. After all, "in the end, school library media is at its heart a people business" (Cooper & Bray, 2011).

References:

Cooper, O. P., & Bray, M. (2011). School library media specialist-teacher collaboration: Characteristics, challenges, opportunities. TechTrends, 55(4), 45-55.

Image courtesy of: http://libraryconnect.elsevier.com/sites/default/files/LC_SocialLibrarian_infographic.png

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There have been numerous studies that demonstrate the benefits of inquiry-based learning, including increased student engagement and achievement and a more authentic learning experience. It also Because inquiry-based learning requires a lot of time and effort to implement, collaboration (between all members of the school community) is crucial for its success. Teacher-librarians' experience and skills in the research process are a key part of teaching students to become "inquirers," while their knowledge of the curriculum can assist the teacher in focusing on the learning outcomes.

Alberta Learning and Teaching Resources Branch. (2004). Focus on Inquiry: A Teacher’s Guide to Implementing Inquiry-based Learning. The Crown in Right of Alberta. Edmonton: AB.

White, Senga. (2015). Teacher/Librarian Collaboration – From a Teacher’s Perspective. Senga's Space. Retrieved from http://sengawhite.nz/2012/08/15/teacherlibrarian-collaboration-from-a-teachers-perspective/

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As a teacher-librarian, I am an organizer and collector by nature... and have also become a hunter-gatherer in order to find the best resources for both students and staff. In that sense, teacher-librarians need to provide access to quality professional resources for their staff and have them readily available for use, whether it's literature, magazines, articles or teaching kits.

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What can your 21st century Teacher-Librarian Do For You?

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What can your 21st century Teacher-Librarian Do For You?