Bec in the library

"I have always imagined that paradise will be a kind of library." — Jorge Luis Borges

The ‘polished’ Part C May 22, 2011

As I write this synthesis, I am experiencing one of the most powerful emotional responses in my personal learning journey to date: one of such complete frustration and annoyance that I find it extremely difficult to analyse where I have come from and where I want and need to go from here.

Each week during this semester gave me impetus to try new things, ask questions, shift my centre of understanding and balance further towards a more wholistic and complete view of how I could be a positive, empowering, exciting TL.

However, my learning has been completely recursive; each time I make a leap forward in understanding, an a’ha! moment, it leads me down a path of negativity before pushing through onto the the next exciting discovery and possibility by posting on, or reading the forums or using the blog as a sounding board.

After receiving cognitive coaching (Costa & Garmston, 1999) from a colleague, I am finally able to order my thoughts into coherency, based around my a’ha! moments.

A’ha! moment #1

The concept of libraries for a post literate society kick-started my journey in a way I never expected. The reading came from a different CSU M.ETL subject but served to highlight the educational landscape I was about to enter as a TL.

A’ha! moment #2

The whole of 401 Topic 2! Purcell’s (2010) summary of our role scared, excited and empowered me. Up until this point, my initial impressions, admittedly, were centred around relief and excitement at being part of teaching and learning whilst never having to write another report. These complacent ideas were soon squashed as I began to read and understand the vast nature of the TL role. I began to feel extremely disheartened. My sense of injustice of how a TL was supposed to be everything to everyone was overpowering. I was also completely flabbergasted that teachers didn’t know how to best utilise the knowledge and expertise of our TL. This taught me a very important lesson in advocacy that has burned its place into my professional soul – if a TL wants to support, extend and complement the curriculum, don’t expect anyone else to know that you can do it!

Lamb & Johnson’s (2008) focus on teaching and learning and how it is what separates us from the clerical staff was exciting. However, the depth of knowledge about information and technological literacy needed for this job floored me. This showed my total and utter misunderstanding of what the role of TL actually is. As I explored the notion of information literacy further, I moved from a place of certainty and excitement to frustration.

A’ha! moment #3

Valenza’s (2010) manifesto and vodcast – the passion and the power! Her monologue about the possibilities of quality information literacy instruction, especially that which incorporated web 2.0 tools, was incredibly appealing. Even though I didn’t blog about this point of my learning journey, I felt energised and ready to take our well resourced but decidedly 20th century library steaming into the 21st century. I immediately started several projects utlising Valenza’s ideas and saw positive results from the beginning.

A’ha! moment #4

As someone who always wants to be in the thick of every decision, activity, meeting and experience, being involved in the process of benchmarking IL in our school was pivotal to my learning. I was in turns shocked, thrilled and disappointed in the journey being undertaken. It was such a massive project and one that could so easily get lost and shelved, as it actually did previously. As the process continued, and the roadblocks become more apparent, I realised what an uphill battle TLs face when stressing the importance of IL  – the absolute core of what we do and who we are. I felt distressed and completely deflated.

I saw the desperate need to put into practice the rhetoric but the reality is so far from that I lost hope.

However, through the process of writing this synthesis, I am beginning to look forward with positivity and hope. There are people in my school who care passionately about the pivotal role of the TL and they are in the positions of power to make it a reality. It will just be a slow and steady race, one that would involve all stakeholders, one that will be mandated by the administration.

I never claim to have all the answers or to be the one with the necessary experience or knowledge but what I do have is the passion, the enthusiasm, the time and the willingness to fight for what I believe is important in 21st century education. I am not burnt by repeated “no’s” from the administration, I embrace the challenge of collaboration. I will be responsible for advocacy through informed learning.

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