Topic 6- Management Implications

Identify three ideas that are new to me from each of the readings-
The four habits of highly effective librarians
* Implement an instant messaging service for users to assist with questions or problems.
* Library wide wikis to assist with problem solving and encourage relationships.
* Keep discussions and decisions in-house to prevent wasting time.

Effective time management for teachers
* Have structured and unstructured work- this may require a timetable with timers, bells or buzzers. I use this effectively with students – why not use the same processes on ourselves!
* Quality and Quantity- It’s better to do a job once, properly than have to do it continuously or have to come back to amend something done at an earlier time.
* Planning to plan at home means work time is less valued. Sometimes we need to stop procrastinating and putting thing off because we know we can do it later and get stuck in and do it now.

Effective time management for teachers
* Requirement and importance of structured time.
* Identify and create boundaries that are achievable and realistic.
* List or chunk time to ensure quality use o timeframes.

One thing I could do right now that would make me more productive-
Plan specific time to complete tasks and break these times into brackets that are planned out to ensure personal accountability. Additionally, implementing technology and programs that may initially take time to set up but will streamline my practices and ensure a more sufficient paper trail and documentation.

Part 2
What advanced skills do they have in these areas.
When I look at the advanced skills senior peers have in setting and negotiating priorities, they are always well organised and aware of a deadline and when items are required. If there is a strong understanding f what is required to complete a task and when it is needing to be completed the task is often produced in the correct timeframe and to a high standard.

Gillman, T. (2007). The four habits of highly effective librarians, (Chronicle Careers). The Chronicle of Higher Education, May 23.

Sanders, R. (2004). Chapter 13: Conflict Resolution. In Australian library supervision and management (2nd ed. pp. 127-132). Wagga Wagga, NSW: Centre for Information Studies.

Time Management Success. (2013). Effective time management for teachers. Retrieved from


Topic 5

The possibilities that arise due to collaboration between teachers and TL are extensive and can include-

– They can work in conjunction to create units of work

– To create engaging and positive learning environments,

– To further students technological understandings

– To improve student guided inquiry

– To improve information literacy outcomes

– To save time by creating units of work to ensure a whole school approach to learning and curriculum development


– To encourage students to use books and spent time in the library

– To model research skills, in a holistic, consistent ways between, a variety of teachers. 


Assessment Task 3- Blog 2

The role of the Teacher Librarian with regard to implementing a Guided Inquiry approach.

 It is the role of the Teacher Librarian to educate and guide students to become active learners, with effective processes and good metacognition, to support quality learning. ‘Guided Inquiry is planned, targeted, supervised intervention throughout the inquiry process’ (Kuhlthau, 2010. p.20). It describes the idea of students being presented with a situation, aided by a educator and supported while they develop their own knowledge through questioning and research. The Teacher Librarian can successfully achieve learning outcomes through an implemented Guided Inquiry (GI) process. Furthermore, a GI approach will educate students with the skills to become accomplished, independent learners and members of society. Students need to learn to be forward thinking, to question information critically, to become active citizens. GI instruction provides students with the capabilities and competencies to rise to challenges in an increasing changing technological world.

 The process of GI is carefully designed and structured. Students are supervised closely and are provided with intervention by a facilitator to aid in guiding student learning. GI units should be planned specifically around the curriculum hence developing a strong understanding and deep knowledge of a specific unit. Carefully supported and planned GI should result in independent learners (Kuhlthau & Todd, n.d.). With a constructivist approach to learning, GI has origins based in the Information Search Process (Kuhlthau, 2010). Utilising a wide variety of resources, inquiry learning follows seven scaffolded principals:

  1. Initiation- an engaging idea or question is put forward to students.
  2. Selection- students analyse their current knowledge and what they need to know.
  3. Exploration- students develop their own questions, build their knowledge further and analyse their findings.
  4. Formulation- develop questions and becoming aware of their own perspectives.
  5. Collection- assemble information that further develops their focus area.
  6. Presentation- sharing findings with others.
  7. Assessment- critical and self-reflection on metacognitive processes.

 Guided Inquired encourages students’ to build a deeper understanding of curriculum content by increasing ability, challenging students through motivating circumstances. This is achieved through active engagement and reflection of both the topic and their own learning experiences (Dewey, 1933). Working collaboratively and social interaction will further develop student learning. Students should be prompted to link new knowledge with pre-existing background knowledge (Piaget, 1970). Additionally, guidance may be needed to encourage students to successfully acquire knowledge. Implementing this new understanding in the correct context will develop higher order thinking skills (Vygotsky, 1978).

GI is so successful because it steps away from a tradition teacher directed learning environment that relies on knowledge being transmitted to students. In its place, GI education steers more towards a constructivist learning style, which further caters for greater social and cultural knowledge acquisition (Piaget, 1970). Furthermore this allows students to ‘gain new confidence, competence, and expertise while acquiring information literacy skills’ (Dow, 2008, p. 339). Allowing students to solve realistic problems will better equip them to be more effective citizens as they grow older. ‘Guided Inquiry is a means by which student inquiry can be facilitated in schools while simultaneously being the vehicle for evidence based practice’ (FitzGerald, 2011). Students will learn from each other in a collaborative group setting and Guided inquiry caters for multiple intelligences resulting in deeper understanding (Gardner, 1993).

In conclusion, it is the role of the Teacher Librarian to demonstrate and re-enforce to students the skills and processes required being able to navigate and react to challenges and in locating information in an environment where technology is continually adapting. A Guided Inquiry approach to learning allows students to successfully achieve these outcomes.



Dow, M.I. (2008). Guided Inquiry: Learning in the 21st Century.  Retrieved from From: portal: Libraries and the AcademyVolume 8, Number 3, July 2008 
pp. 339-340 | 10.1353/pla.0.0010

Dewey, J. (1933). How We Think.  Lexington, MA: Health.

FitzGerald, L. (2011). The twin purposes of Guided Inquiry: guiding student inquiry and evidence based practice. Retrieved from…/assets/…/guidedenquiry.pdf

Gardner, H.(1993). Multiple Intellegences: Theory in Practice. A Reader. New York: Basic Books.

Kuhlthau, C. (2010). Guided Inquiry: School Libraries in the 21st Century. School of Communication and Information, Rutgers The State University of New Jersey, USA . January 2010, Volume 16, Number 1, 17-28

Kuhlthau, C. & Todd, R. (n.d.). Guided Inquiry. Retrieved from

Piaget, J. (1970). The Science of Education and the Psychology of the Child. New York: Orion Press.

 Vygosgky, L.S. (1978). Mind in Society. the Development of Higher Psychological Processes. (ed. be Cole, M., John Steiner, V., Scribner, S. & Souberman, E.). Cambridge, MA: Harvard University Press. 




Topic 4 Reflections

Information Literacy

The term information literacy encompasses a variety of learning skills, models and processes from a variety of educational theorists. As a whole these theories discuss learners and the research processes that they use when exploring a topic. The definitions that are listed are similar in many ways however there is not one specific terminology that encompass what information literacy is. This is due to consistent and rapid adaptations in technology and the areas that we need to be aware of and fluent in using to demonstrate strong information literacy skills.  In summery information literacy refers to the use of a variety of text and resource sources and who we use these skills to establish knowledge to create lifelong critical learners. Most models focus around, preparing, planning, seeking information, utilising the findings, presenting and evaluating.


There are several key areas to information literacy

* The ability to apply problem solving processes.

* Skills and strategies involved in achieving a positive outcome.

* Increased and improved student outcomes

* More effective implementation of curriculum and teaching design.



Teacher librarians can encourage students to transfer information literacy skills into practice by-

*Demonstrating a positive attitude to using information literacy skills

*Brainstorming as a group- teacher directed- Teacher modeled

*Scaffolding and posters to support independent learning and exploration.

*Encouraging students to seed support or guidance when required.

*Encouraging metacognitive thinking both during and at the conclusion of a lesson/unit. 

*Prompts to encourage students to use strategies that have worked successfully for them in the past. 

*Develop a school wide information literacy program and implement this program systematically across the school in a unified manner. 

*Ensure common expectations and understandings with teachers using an information literacy program. 

*Encourage and prompt students to use their prior knowledge and understandings and link new knowledge to what they already know.


Herring, J. (2011). Assumptions, Information Literacy and Transfer in High Schools. Teacher Librarian; Feb2011, Vol. 38 Issue 3, p32-36, 5p Retrieved from


 Kuhlthau, C. (2013). Information Search Process. Retrieved from


ICT. New Zealand. (2011). Information Literacy Models  and  Inquiry Learning Models.  Retrieved from


Topic 3- Further Reflections

I have been considering the following question further- * How are students disadvantaged in schools that exclude the teacher librarian from curriculum development? I think it is vital to note that unless TL are proactive in continuing their own learning and assisting our peers there may be minimal impact in regards to student disadvantage if a TL is not passionate about furthering student standards. Too many schools place a TL on a temporary basis that is incompetent as a class teacher, either as the ‘release’ or ‘library teacher’ because they have ‘less negative impact on the students’ (yes, a school has mentioned this to me in the past). In saying this, if we implement the things that we have learnt as a mainstream class teacher, we could have more positive impact on student learning than just having the influence of the library teacher alone. I’m not solely completing this additional degree to get a job as a librarian, but to be the best teacher possible. I want to be able to provide my students with the opportunities and research knowledge that they will need to survive in an increasingly digital age. I feel that if more teachers were proactive in becoming engaged in their own learning then student disadvantage would continue to decrease.

Pedagogical Initiatives

Topic 3 forum – in your group, share your thoughts on the pedagogical initiatives you have examined. Other points include:

* What is an appropriate role for the teacher librarian in curriculum development?

An appropriate role for a teacher librarian (TL) is that of a facilitator and educator in supporting research and information literacy as we are educating the digital citizens of the future. The TL should be working in conjunction with teachers and stage leaders to provide support and activities that encompass the curriculum. With our knowledge of technology and resources, we can support our peers, whilst ensuring that students are involved in an engaging and stimulating learning experience.

Engaging students in a comprehensive school wide literacy program, encouraging students to use technology, and how to successfully engage with technology will result in students that are better prepared for an ever changing digital age. Encouraging literacy skills is necessary to enable all students learning, both guided and independent.  O’Connell (2013) talks about, ‘an awareness of curriculum’ and as a quality teachers we need to be proactive in meeting learning outcomes despite adjustments to the curriculum. We need to create engaging learning activities, shaped around the curriculum, with guidance taken from the Bloom (‘Educational Origami,’ 2013, para. 2). These activities support constructivist-learning ideals, whilst still allowing for individualised and differentiated learning. At the forefront of curriculum development is a need to prepare and equip students for life. We need to be able to make learning relevant to all students. Ensuring that although we may be teaching from a National or State Curriculum that learning is relevant despite their location, socio-economic background or culture. We need to be creative and imaginative as teachers to inspire our students. It is vital that we make the most of what we have and engage students despite a lack of recourses or technology. Incorporating ‘Values Education’ (2011) and encouraging students to link their learning across all subject areas will further promote development of the curriculum whilst creating citizens for the future.


* What benefits can a school obtain from the active involvement of the teacher librarian in curriculum development?

The school can benefit from the active involvement of the Teachers Librarian in a variety of ways. ‘The changing nature of schools and education has brought a growing demand for a wide range of information resources and for guidance and support in the effective use of these resources within the curriculum,’ an affective TL will benefit the school by supporting this theory (‘Master of Education-Teacher Librarianship,’ 2013, para. 1). Technology integration in lessons, useful access to information resources and effective ways to use these systems should be actively promoted throughout lessons. We are the best qualified to guide this learning and this will benefit both the students and our peer teachers. Development and implementation of information literacy programs will further support learning programs throughout the school.

Creating a whole school approach to teaching a topic or lesson area by engaging all staff and collaborating to produce lessons that are engaging, succinct, well planned will positively influence student learning. Furthermore this streamlining will reduce the amount of work for classroom teachers on an individual basis as they are not required to independently plan all of their lessons. In addition, working as a team to create a resource that is available for the whole year/stage will ensure that all students are given equal opportunities to learn. The school will also benefit because of access to well managed resources that enrich learning throughout. The TL has a role of a leader in understanding and implementing Information Technologies and managing a multitude of relevant resources. It is vital that we use our extensive professional knowledge to its full benefit.


* Should a principal expect that teachers would plan units of work with the teacher librarian?

I don’t think that a principal would always expect the teacher librarian to work collaboratively with their peers to plan units of work. However, there should be a collaborative relationship between the teachers and the TL. This does not mean that it is solely the responsibly of the TL to design and create engaging lessons for students, but to support and direct their colleagues in assisting students to reach curriculum outcomes. It is important that the TL should be considered a partner in planning, creating, implementing and conducting evaluation of the successfulness of a unit. As professionals, if we continually prove that we are invaluable in encouraging student learning and increasing outcomes, our roles will be more likely to be safeguarded.

 * How are students disadvantaged in schools that exclude the teacher librarian from curriculum development?

Students are disadvantaged when a TL is excluded from curriculum development and planning. This will result in an education program that is not cohesive and may be disjointed. Outdated teaching practices may not allow students to construct their own meaning and therefore be less effective. TLs are trained to be proficient in Information Technology. As TL’s our roles are ever changing and adapting we are experts of managing and locating resources. There are many teachers in schools, who once completing their degree have not continued with ongoing learning. We need to ensure that all students have equal chances to learn and become technologically proficient in their learning and research. As professionals, we are guided by state and national standards that continually challenge us and push us to be at the forefront of technological advances and the most effective ways to implement these in our schooling. In schools that do not involve the TL in curriculum development students are at an obvious disadvantage. Additionally, we can cater learning to students as required. An example of this could consist of lesson plans designed around ‘Bloom’ and Gardner’s styled activities. This teaches students research skills, caters for a wide range of learning styles and uses a constructivist learning approach (‘Educational Origami,’ 2013, para. 3).  Further stepping away from teacher directed learning will cater more successfully for learners for the future.



Educational Origami. (2013). Retrieved from 

Master of Education (Teacher Librarianship). (2013). Retrieved from

 O’Connell, J. (2013). Retrieved from

 Values Education for Australian Schooling. (2011). Retrieved from  Education Services Australia





Ways a TL might make their priorities both clear and palatable to the school community

Some important questions need to be established and answered when prioritising, these may include:
– What you want to achieve?
– Who needs to be involved in the process?
– How you are going to achieve it?
– What is a realistic timeframe in achieving these goals?

The TL would make their priorities clear and palatable by working with the school community to discuss what the requirements are for the school. To successfully communicate the priorities of the Teacher Librarian within schools the following could take place-
* Delegate time to achieve goals and have goals clearly displayed in a positive working environment. This will ensure that the goals aren’t out of sight and out of mind.

* If a plan of attack is made, in conjunction with peers and supervisors and is supportive of all included, it is more likely that the TL will be given the assistance that is required to help implement any changes. Once the priorities have been decided upon, a mission statement and plan of attack should be made.

* Set achievable goals- Break down priorities into achievable goals and time frames. Creating a checklist that clearly states the outcomes the TL is planning on achieving and indicates to guide the process to ensure the outcome is achieved.

* Having a mentor or supervisor to guide and aide in implementing the plan will ensure that we are accountable. Additionally, critically reflecting to ensure that the requirements and priorities are met and how we have been achieving these priorities will allow us to operate more effectively in the future. This may come in the form of:
– Informal meetings on a weekly or fortnightly basis to maintain that the implementation time frame is kept on track.
– Formal meetings with the supervisor or mentor to maintain progress and accountability whilst providing support and guidance as required.
– Communication with peers, the school community in general and mentors by email, blog, school website, personal interaction, assembly announcements and general conversation.
– Annual or bi-annual reports to be made available for general viewing to make people aware of the current changes being undertaken within the school.

* Additionally, surveys to ensure satisfaction from peers and ways things they would change to improve productiveness or process. Collaboration with peers is a key priority in maintaining and encouraging positive student learning outcomes and relationships with peers is vital in maintaining effective teaching practices and links to the curriculum.

* Consult affiliate groups or programs and use the support and guidance that they offer. We don’t always have to re-invent the wheel, but we can make it our own. Ensuring we are up to date with state and government websites (e.g. ALIA). Also, maintaining communication with our peers, may provide us with ideas or guidance from those who have experienced simular problems that will aide us in achieving our goals more effectively.