Module 9: Summarizing and Discussing Phase 2 Topics and Interests
The topics that we explored in Phase 2 were plentiful and really impressed upon me one important realization: collaboration and building professional learning networks to further my own professional development is the key to a successful SLLC program.
21st-century learning is focused very heavily upon inquiry - it only makes sense that a teacher's professional journey reflects this type of learning as well. Further engagement in professional development is something that I will continue to work on, from active Twitter usage to connecting on a more local level with PLN's. As I will be returning to a TTOC position after my temporary contract, it would be to my benefit to connect with other teacher librarians within my district to help myself grow as a professional. Like I've mentioned in previous posts, having lived in China the past three years has made me feel very disconnected from the larger global community, so I am eager to connect with colleagues who can help me further my professional learning.
Collaboration is also a key element in building a successful professional practice. There are many stakeholders who are important in the success of the SLLC, from teachers, parents, students, and administrators, and it is the teacher librarian's responsibility to engage each group in the advocacy and development of the SLLC. It is important to remember that the role of the teacher librarian is varied and vast, and being a collaborator and curriculum leader remains an integral part of their job (Scheirer, 2000). Teachers need to be encouraged to collaborate with the teacher librarian in order to further enrich student learning, but really, it's up to the teacher librarian to take that first step to invite teachers to collaborate. I can foresee this as being a challenge for me, as I am not a naturally outgoing person, so my shyness at approaching people will definitely be cumbersome, but it is a necessary obstacle to overcome.
Keeping on top of our own professional learning will only serve to benefit our school community, as what we learn can be brought back and shared, developed, and implemented within our own libraries and classrooms. For LLED462, I was asked to create a digital toolkit of resources for one of the modules - a simple post describing what I collected is a great start to building the resources necessary for collaboration. This toolkit will only grow bigger as I delve deeper into the world of online educational tools, and hopefully one day I will amass a solid collection to share with teachers at my future school. At the end of the day, my main goal is helping to develop a passion for learning and literacy through inquiry and creativity in the SLLC.
References:
Scheirer, B. (2000, March). The changing role of the teacher-librarian in the twenty-first century. University of Saskatchewan. Retrieved from https://etad.usask.ca/802papers/scheirer/scheirer.htm
The topics that we explored in Phase 2 were plentiful and really impressed upon me one important realization: collaboration and building professional learning networks to further my own professional development is the key to a successful SLLC program.
21st-century learning is focused very heavily upon inquiry - it only makes sense that a teacher's professional journey reflects this type of learning as well. Further engagement in professional development is something that I will continue to work on, from active Twitter usage to connecting on a more local level with PLN's. As I will be returning to a TTOC position after my temporary contract, it would be to my benefit to connect with other teacher librarians within my district to help myself grow as a professional. Like I've mentioned in previous posts, having lived in China the past three years has made me feel very disconnected from the larger global community, so I am eager to connect with colleagues who can help me further my professional learning.
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Keeping on top of our own professional learning will only serve to benefit our school community, as what we learn can be brought back and shared, developed, and implemented within our own libraries and classrooms. For LLED462, I was asked to create a digital toolkit of resources for one of the modules - a simple post describing what I collected is a great start to building the resources necessary for collaboration. This toolkit will only grow bigger as I delve deeper into the world of online educational tools, and hopefully one day I will amass a solid collection to share with teachers at my future school. At the end of the day, my main goal is helping to develop a passion for learning and literacy through inquiry and creativity in the SLLC.
References:
Scheirer, B. (2000, March). The changing role of the teacher-librarian in the twenty-first century. University of Saskatchewan. Retrieved from https://etad.usask.ca/802papers/scheirer/scheirer.htm
I think you and I were on the same wavelength with our reflections, Rachel! I agree that developing relationships and engaging in an ongoing inquiry project about how to develop your pedagogy as a teacher librarian are two important things that will grow your practice. I've also run into the issue of being on the introverted side and realizing I need to step out of my comfort zone to work on collaboration. I am optimistic that we'll both find our own ways to work with other teachers at our schools. At this time, I am starting with teachers who are enthusiastic to work in the library with me and I'm hoping to branch out to others over the course of the year.
ReplyDeleteA good overview of your new awareness and key aspects of learning over the last 4 months. Your identification of the importance of connecting with others in a PLN, of sharing our learning using social networks, of personalizing our inquiry and finding relevant communities and networks was all well done. Your plans for the future sound very good and your overlap with other courses in the T-L diploma is very useful. Overall, a good look back to help inform and guide your next steps.
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