It's been a while since I posted - SHAME!! been spending far too much time procrastinating, watching garbage TV, playing Free Cell, reading Forums, etc and not enough time actually ruminating on what I should have.
Well here's tonight - hope I can keep it up.

ETL401

Thoughts so far are that the constructivist teaching being advocated with research-based learning is really what we've all been trying to do, more or less, for our entire teaching lives. Of course we didn't have the jargon or the buzz-words, but we've always been aware that if a child could find out for his or herself, then the learning process would have been so much more effective and effecient in the long term. We've had to juggle that with political and popularist concepts of "what the kids should KNOW" pressuring us to achieve imperically measured results at 'tests' that often have very little to do with good pedagogy.

So - the problem?

We know what should happen but the population as a whole - particularly as told what to think by the sensationalist, gutter, tabloid press - want results! - but results that they do not have to think about or analyse - results that tell them so that they can passively accept it, that this child came first, that that child came last, their child came in the middle and, "Ya shoulda made sure that Johnny got better marks and came near the top - what sorta tescha are ya anyway? Uhh?"

What do we need to do?

Obviously collaborative planning and preparation of units and learning is the answer. Collaborative teams should include all teachers presenting the unit along with any necessary support teachers/personel depending upon the makeup of the classes involved but also the Teacher/Librarian whose role as the resourse advisor ideally positions them to aid in the structure of the learning process ( and in the process also allows them better to move towards the ideal of the Collaborative Access Environment which will make our libraries/resource centres far more relevent in the 21st century.

It does mean that the Teacher Librarian/Information Specialist (NB preferable to Media Specialist) needs to be prepared for any planning meeting by searching out appropriate and accessible (in this "Blocked Site" environment) electronic, digital, print, audio, graphic, etc resources.

What are the implications of this?

Primary Librarians need to be supported in attempting not to be seen as acheap and convenient tool to provide RRF. Secondary school Teacher/Librarians need to break down the apathy and 'sidelining' of "the library" as a convenient place to take the kids when you have to catch up on exam marking to send down a hastily thrown together 'book box about Indigenous Australians with no guidance as to what about Indigenous Australians is to be discussed.

This probably requires, initially, Teacher/Librarians to sacrifice themselves in order to demonstrate to busy, stressed, inwardly-looking classroom teachers that they can provide them with text, in a variety of modes and genres, that can help the students learn. Also that they have suggestions of possible ways of encouraging and enthusing the students to undertake the reaseach which will have them achieve the desired outcomes with less stress and more empowerment.

So HOW!!

Principals, executive and other powers that be within the school community need really to be brought on side.

Librarians are by popular and received, cliched tradition, retiring, non-pushy people. This is not the reality but the perception and is, of course, such a generalisation that it retains no validity - EXCEPT IN THE MIND OF OTHERS.

Librarians need to show and promote their product to the school community.

And what is the product?

1. A Teacher/Librarian is a Teacher/Librarian; not a Librarian/Teacher. We are primarily and initially teachers. On the whole we are competent, effective and experienced teachers - then we are Librarians.
We have the teaching skills which allows us to discuss pedagogy an an equal level with the classroom teacher - I would maintain at a higher level as we are currently observing, from a position of knowledge, experience and empathy whilst the classroom teacher is also wrapped up in the day to day function of the classroom.
2. We have the technical skills and networks that helps us to track down and access the resources that may be of use in the classroom.
3. We have, no matter what we think, the time to undertake this as we are not constantly on tenterhooks about what Johnny (remember him and his mum from "So - the problem") seems to be thinking of doing to Sandra's hair.
4. We know what's there and how to get it.
5. Most importantly, we can guide students nore effectively through research strategy, ethical considerations and the reflective process - for the same reasons as #3. above