A 21st Century Teacher-Librarian

What does it mean to be a 21st century teacher-librarian?

I believe that we need to possess or be willing to acquire the knowledge, skills, and attitude to create a learning environment that recognizes and supports the current needs of our students while being prepared to embrace and adapt to the inevitable changes that the future will bring.

What are the characteristics of a 21st century teacher-librarian?

Joyce Valenza’s “A Modest Manifesto” describes characteristics that define a 21st century teacher-librarian. Her wiki and podcast, while initially daunting, provided an opportunity for me to reflect on my own practice and to set goals to ensure that I am providing an engaging environment that meets the needs of my students. One goal that I now have is to “organize the Web for learners” (Valenza, 2009). Creating a blog, wiki, or a pathfinder provides a model for students on the use of Web 2.0 tools as well as providing them with easy access to resources. Another goal is to reconsider what I view as a school library collection. Beyond books, what do I have to offer students to facilitate their learning?

Who are our learners? What are their needs?

“As the first generation to have grown up always having the Internet, new media, and access to many learning opportunities, educators are faced with growing evidence that the traditional methods of teaching and learning are out of sync with current students and find many are disengaged with their school work and more interested in what is happening outside of school” (Asselin & Doiron, 2008). Therefore, we need to explore how we can change in order to engage students. I plan on updating my lessons to ensure that students have opportunities to use a variety of resources and incorporate the use of Web 2.0 tools such as video and podcasts. As a teacher-librarian, I have already started to focus on having students participate in inquiries rather than traditional research projects. Marlene Asselin and Ray Doiron have developed a list of ten characteristics which are common to the “Net Generation” (Asselin & Doiron, 2008). These characteristics give insight into how students prefer to learn, how they view the use of technology, the importance of their social networks, and their willingness to act globally. It is important to provide students access to technology and allow them to take ownership of their learning while they construct meaning and solve problems.


How do we evolve from a traditional library to School Library 2.0?

Evolving from a traditional library to School Library 2.0 involves understanding and creating an environment that changes “from consumption of information to creation of information” (Todd, 2008). Students are more active in their acquisition of knowledge and strive to present their understanding in various ways. It is important then to consider “which Web 2.0 tools are the most useful and which promote learning?” (Naslund & Giustini, 2008). For instance, I think blogs are great ways for students to share their understandings and to have their fellow students further their thinking through discussions and comments about posts but I am not sure how I would best use social networking sites in the classroom or library.

Another consideration for developing School Library 2.0 is being open to non-traditional activities and literature in the library to further learning and to demonstrate to students that the school library is there for them (Friese, 2008). Students engaged in videogames in the library demonstrate how “videogame play supports learning in many complex ways, encourages positive interaction with computers, the use of imagination, problem-solving skills, and enables opportunities for collaborative engagement” (Sanford, 2008). Allowing students to play videogames in the library has shown me the value with regards to shared learning and the development of social skills in students who are usually introverted. As well, asking for student input into the school library collection has led to many discussions about traditional literature and popular culture literature in which text is analyzed critically.

A 21st century teacher-librarian exemplifies the role by being knowledgeable about 21st century learners. We implement the evolution of traditional libraries and challenge ourselves to include new technology such as Web 2.0 tools to engage and support learners as they prepare for their future.

References:

Asselin, Marlene & Doiron, Ray. “Towards a Transformative Pedagogy for School Libraries 2.0.” School Libraries Worldwide. Edmonton: Jul. 2008. Vol. 14, Iss. 2; pg. 1, 18 pgs.


Friese, Elizabeth E. G. “ Popular Culture in the School Library: Enhancing Literacies Traditional and New.” School Libraries Worldwide. Edmonton: Jul. 2008. Vol. 14, Iss. 2; pg. 68, 15 pgs.


Naslund, Jo-Anne & Giustini, Dean. “Towards School Library 2.0: An Introduction to Social Software Tools for Teacher Librarians.” School Libraries Worldwide. Edmonton: Jul. 2008. Vol. 14, Iss. 2; pg. 55, 13 pgs.


Sanford, Kathy. “Videogames in the Library? What is the World Coming To?” School Libraries Worldwide. Edmonton: Jul. 2008. Vol. 14, Iss. 2; pg. 83, 6 pgs.


Todd, Ross. “Youth and their Virtual Networked Worlds: Research Findings and Implications for School Libraries.” School Libraries Worldwide. Edmonton: Jul. 2008. Vol. 14, Iss. 2; pg. 19, 16 pgs.


Valenza, Joyce. “A Modest Manifesto.” (2009) Retrieved from: http://informationfluency.wikispaces.com/You+know+you%27re+a+21st+century+librarian+if+.+.+.