Thank you for sharing these readings Jennie. I really enjoyed them.
I like these positive case examples of how a teacher librarian can collaborate with classroom teachers and can shed some light on a topic that classroom teachers might not have the time or opportunity to look into. This is my inspiration for doing this course and to help and assist classroom teachers to make education more meaningful to students in these changing times.
I liked the Goodnough Science project. We can see TLs leading through collaborative projects and imparting their s[pecialisation on a particular area and you will see teachers embrace this and benefit from the experience and expertise of a Teacher Librarian. It gave me lots of ideas to think about what sort of projects I could work on with teachers to improve the learning experience for teachers and students.
I am also not a wikipedia hater. These articles Polk, Johnston & Evans (2015) and Mitchell (2015) showed how Wikipedia could be used in the classroom. At my previous school we had a strict ‘no wikipedia’ policy. I did not agree with this and often told students to use wikipedia as a starting point for their research, but not to refer to it. But feel times are changing and we have to embrace the notion that students do use wikipedia so the best advice is to show them how to use it wiesly. Some good advice and findings in these articles.
I liked these articles and would love the opportunity at a staff meeting to present these to our staff. They would be positively received and this is how a teacher librarian can show leadership through collaboration. Thanks again.
Goodnough, K. (2005). Fostering teacher learning through collaborative inquiry. Clearing House, 79(2), 88-92.
Mitchell, P. (2015, July 12). Information literacy lessons from Wikipedia . Retrieved from http://www.slideshare.net/pru_mitchell/citation-needed-information-literacy-lessons-from-wikipedia
Polk, T., Johnston, M. & Evers, S. (2015). Wikipedia use in research: Perceptions in secondary schools. Tech Trends: Linking Research & Practice to Improve Learning. 59(3), 92-102. doi: 10.1007/s11528-015-0858-6