As we return to begin Semester 2 of this MEd(TL) journey, I’ve had an opportunity to reflect on the learning that happened in Semester 1… and I say “happened” because it describes how I feel when I think about the first two subjects that I completed for this course – from the point of view of delivery, the learning “happened” to me rather than having a sense of participating in it or nurturing/developing the knowledge transfer process. The nature of Distance Education in this MEd(TL) model is that it is a bit like a MOOC (and I know what a MOOC is like – from the point of view of a participant)… too many people participating in it so the forums become chaotic dumping grounds and the assessment train must move relentlessly forward.

There is no sense of it being a personal learning journey – more like a cattle truck – so I found myself in need of a side stream in this fast flowing river… rather than just allow myself to be swept ahead by the fast flowing bustle of a large student cohort, and stressed by the busy-ness of the university’s online forum model.

My solution came in the form of what is essentially a Study Group – a “tribe” to collaborate with and nurture each other’s learning, and support each other in the challenges that are inevitable when trying to juggle life and study while working in teaching positions of varying levels of responsibility. It didn’t take us long to find each other and establish a closed group on Facebook – amongst a couple of other groups trying to achieve the same model of support.

The nature of the learning, in a Masters of Education focusing on Teacher Librarianship, is partly to learn about the complicated circumstance of the job in schools. Essentially it is a role that needs a Master Builder because its description relies on the input of school executive and requires a great deal of self knowledge and just plain “chutzpah”! Establishing a high quality PLN (Professional Learning Network) becomes a survival tool of the highest importance. Teacher Librarianship is about innovation and change – get rid of the Fixed Mindset and open up to new challenges, new collaborations, new connections – ever TL needs a support network.

While the MEd(TL) is an industry accredited course to cover all library circumstances, my employer, the NSW Department of Education, has a Library Policy which states that each school’s Teacher Librarian is:

• involved in the provision of the information-related resources integral to the planning, implementation and evaluation of the curriculum of the school

and also

• Teacher-librarians provide students with opportunities to develop information skills and to use these skills competently and with confidence for lifelong learning.

This semester has also coincided with the introduction of the Professional Development Framework for NSW DoE teachers and identifying the challenges of self-empowerment to fulfil the policy roles stated has already identified some obstacles faced in the role of the Teacher Librarian.

In first semester, in my last assignment for ETL401: Introduction to Teacher Librarianship, the feedback provided included a criticism of my reflection on the learning in the course because I included a focus on how I have applied the learning to the role I am actually undertaking in my school. Frankly I find that a disrespectful criticism since being able to apply the learning to my role is 100% the reason for me facing the challenge of an MEd(TL) by Distance Education. As teachers we are constantly admonished that the learning should be applicable to the needs of our students… and that will continue to be my focus for the remainder of this course. This is not mere academic pursuit for me… I know that teaching is my passion… and getting better at it is my job.

 

Open source image located at: https://pixabay.com/p-156961/?no_redirect