I'm finding it harder to keep this up to date than I am at keeping up to date with my readings.
I'm not really sure how I will be able to reflect on my growth at the end of this subject because I am so confused at the moment and everything is such a jumble I am not sure I am making any real progress.
Henri, J. 2005, 'Understanding the information literate school Community', in The Information literate school community 2, J Henri and M Asselin (eds.), Centre for Information Studies, Charles Sturt University, Australia, pp.135-145.
As I reflected on the schools I have worked in while I was reading this I found it interesting that none of the schools could be described as information literate schools.
I think it would be possible though for my current school to work at building a learning community as they are part way there already and they are very open to change as is reflected in the way that they appear to be leading all of the other schools in the area in technology.
I believe that they are already operating within the 6 actions that Watkins and Marsick (1993) suggest. However, even though the principal encourages collaboration and team learning there is still a number of staff who are reluctant to fully collaborate in all areas and try to be better than their colleagues in many areas.
I guess with these actions already occurring within the school it should make it a fairly easy transition to becoming an information literate community.
Unfortunately this is where things get a bit tricky because library lessons are seen as an add on to the classroom by the teachers and not fully integrated into the classroom curriculum. The school also has fixed-length timetables which are not conducive to change according to Rosenholtz (1989). He also goes on to suggest that Characteristics of information literate schools include: emphasis on policy development, authentic process-driven assessment, integrated and flexible curriculum, and a strong role for specialists such as the curriculum coordinator and the teacher librarian.
I'm not really sure how any NSW school can have process driven assessment when the whole focus in schools is on the NAPLAN results, especially now that all schools are rated against each other.
I love the way that Henri has given suggestions for how the TL can be a catalyst for change. Mind you at the moment while I am doing this study, working in the library and running my family, I'm not really sure that I have the energy to try and make those changes within my school which I guess is like many other schools, extremely busy and reluctant to add too many more new things to their already busy schedules.
Oh well it's food for thought and gives me something to aim for.
I'm not really sure how I will be able to reflect on my growth at the end of this subject because I am so confused at the moment and everything is such a jumble I am not sure I am making any real progress.
Henri, J. 2005, 'Understanding the information literate school Community', in The Information literate school community 2, J Henri and M Asselin (eds.), Centre for Information Studies, Charles Sturt University, Australia, pp.135-145.
As I reflected on the schools I have worked in while I was reading this I found it interesting that none of the schools could be described as information literate schools.
I think it would be possible though for my current school to work at building a learning community as they are part way there already and they are very open to change as is reflected in the way that they appear to be leading all of the other schools in the area in technology.
I believe that they are already operating within the 6 actions that Watkins and Marsick (1993) suggest. However, even though the principal encourages collaboration and team learning there is still a number of staff who are reluctant to fully collaborate in all areas and try to be better than their colleagues in many areas.
I guess with these actions already occurring within the school it should make it a fairly easy transition to becoming an information literate community.
Unfortunately this is where things get a bit tricky because library lessons are seen as an add on to the classroom by the teachers and not fully integrated into the classroom curriculum. The school also has fixed-length timetables which are not conducive to change according to Rosenholtz (1989). He also goes on to suggest that Characteristics of information literate schools include: emphasis on policy development, authentic process-driven assessment, integrated and flexible curriculum, and a strong role for specialists such as the curriculum coordinator and the teacher librarian.
I'm not really sure how any NSW school can have process driven assessment when the whole focus in schools is on the NAPLAN results, especially now that all schools are rated against each other.
I love the way that Henri has given suggestions for how the TL can be a catalyst for change. Mind you at the moment while I am doing this study, working in the library and running my family, I'm not really sure that I have the energy to try and make those changes within my school which I guess is like many other schools, extremely busy and reluctant to add too many more new things to their already busy schedules.
Oh well it's food for thought and gives me something to aim for.
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