This is my Task 1 post for Connected Courses Unit 1: ‘Why we need a why’ which will be added to the collection here.
Why do I teach?
Well, for starters, most people wouldn’t think that I do teach.
“What do you teach?”
“Well, actually, I’m a teacher librarian”.
“Oh, so you’re in the library”.
(Here we go again…)”Well, I’m not always in the library. And although I’m not a classroom teacher, I am a teacher but my role is very diverse”.
“So you take library lessons…”
(Ugh! Library lessons….) “No, I’m lucky to be able to support teaching and learning in a lot of different ways. I teach skills – information literacy skills, digital skills, critical thinking skills -”
“Aha… “(blank face)
Me thinking: Forget it.
So even before I answer the question “Why do I teach”, I should preface this with a deconstruction of ‘teaching’. Why does it have to be limited to teaching ‘subjects’ – content? Why does it have to be based on specific disciplines? Surely it’s not all about standing at the front of the classroom and commanding authority, of pouring information into students, and covering curriculum. Why are you not considered a teacher unless you are swamped with marking, exhausted by writing reports? Truly, it seems that being deflated by these things is what proves you’re a ‘real teacher’.
What about learning itself? What about the skills in between the subject content? Collaborating with teachers and co-teaching – filling in each others’ gaps? Having the time to think about authentic differentiation? Thinking about thinking. Playing around with social media platforms and authentic audience, encouraging peer feedback, asking the hard questions about the credibility of online information – isn’t all this teaching?
I used to teach English, German and French, and some Russian, and in the last 8 years I changed my teaching role to that of teacher librarian – school librarian or library media specialist in some countries. It seems that the role is so elusive that it’s not consistently defined.
So, why do I teach? What I love about being a teacher librarian is that there is so much freedom in the role, and so many opportunities to learn, to share learning, and to explore different ways of sharing ideas and information. I realise that I love teaching when I have the opportunity to keep learning especially from others, and when I’m a part of students’ learning. And although I’m very busy because I’m coming from so many different directions, I don’t have the weariness of subject teachers under the pressure of an ever expanding curriculum and brain numbing paper work (my impression only). I get to relate to students of all year levels regardless of their subject choices and I am privileged to be able to focus on learning itself while supporting teachers and students.
When my first born son was in preschool he was a questioning force to be reckoned with. His passion for learning was so wonderful to behold, and such a contrast to much of the disengagement I’d seen in teenagers at school, that I started thinking about how I could preserve his sense of wonder and thirst for learning. There is no simple answer to this, and although Montessori helped in the preschool and very early primary school years, going back into mainstream education as a very bright child was not the most positive experience, and almost damaging in some ways – certainly in a personal and social sense. A primary school psychologist told him to ‘dumb down’ so that he would fit in, and I’m sure he is not alone in following that inevitable path to becoming a less switched on student so that he didn’t stand out. I don’t like to think about how unhappy he must have been. In later secondary years, and also in early tertiary (he is now in second year Masters), the passion to learn came not from school/University but recreational time, and my perception is that he kept himself ‘sane’ by following personal interests – thanks to the internet. Interestingly, his Arts degree (Politics and Psychology) morphed into a Masters Degree in Urban Planning – his formal education finally matching his personal interests.
So back to the question: Why I teach?
I think that people who love teaching love learning. I love being in the business of learning – my own learning; supporting the learning of students, supporting teachers in their role as learning facilitators. Being in the company of people sharing ideas, creativity, and debate. My role in supporting teaching and learning is very fulfilling. Usually I have the satisfaction of knowing that I’m essential to the classroom teaching going on in the school. Occasionally I’m disheartened by teachers who tell me they have everything they need in order to teach their subject, thank you very much. The teachers I see engaging students are the ones who love learning and are always looking for new ways to teach.
I think that learning is not always easy, and that lifelong learning really needs to be taught, or rather, practised. The learning process should be the focus at least as much as the content, if not more. The process should be made transparent to enable shared metacognition. I’m concerned that we are failing our students in terms of teaching them how to learn. Some are better at working this out for themselves than others. Without this support, many students will lose their self confidence and turn away from learning. I hope to play a small role in preventing this from happening in my school. My hope is that I help students to embrace learning, to learn from and with others, to never be afraid to admit they’re lost or confused, to learn the resilience and discipline they will need to keep learning in their careers and in life.
— Tania Sheko (@taniatorikova) September 17, 2014
Twitter url: https://twitter.com/taniatorikova/status/512044226155397120
Photo source: Jesse Stommel
The only answer to the best questions is another question – Michael Wesch expressed this in his article Anti-teaching: confronting the crisis of significance (2008).
Michael goes on to say ‘Great questions are rarely asked by students in an education system facing a crisis of significance. Much more common are administrative questions: “How long does this paper need to be?” “Is attendance mandatory?” Or the worst (and most common) of all: “What do we need to know for this test?”
Assuming that we all agree that the above-mentioned questions are a symptom of an education system that has failed our students, what kinds of questions should we ask to propel us into a direction which engages students in learning that is not aimed at marks?
When marks are the most important goal of education, it follows that there is a right and wrong answer, or at least the answer teachers favour – which is the best way to stand in the way of genuine questioning and meaningful learning.
As a teacher librarian, one of my roles is to support students in the research process. What I don’t think works is presenting the research process as formulaic, a process that is sure to work if you follow the given prompts. Research is more like the behaviour of a detective uncovering truths when following clues. It is a thinking and reasoning path which leads anywhere and everywhere. There is no single path.
Today I was helping several students who were researching an ‘Old Boy’ who fought and died in the First World War. As one of the tasks within the Civics and Citizenship curriculum, students are given a list of questions to answer about the veteran: What is his name? his rank? When was he born? Where was he buried? and other questions. Sometimes there is no easy way to find the answers to these questions; you have to persevere and think about piecing together what you have found, making connections and intelligent guesses.
What kind of questions did these students ask me?
“I’m finding conflicting information – what should I do?” “What is the right answer?” What do you think I should write?”
The learning here is not just about the veterans and the war, it is also about the nature of research, it is about the critical process in discovering information. It’s about developing the confidence to make conclusions based on the collected data, and it’s about understanding what you need to find out, and finding the language to express your uncertainty when you ask for help.
I’m completely comfortable admitting I don’t know the right answers with certainty. I usually tell the students that I trust their instincts and that they’re heading in the right direction, that there are many questions that lead the research. In preparing our students for tertiary study, we need to remind them that research will always be difficult, and that it’s okay to feel confused and disheartened when facing a great unknown. Learning is process; let’s not forget the process.
Connected Courses : Active co-learning in higher education – jumping in from the secondary school sector
This is the tweet from Howard Rheingold that grabbed my attention.
— Howard Rheingold (@hrheingold) September 6, 2014
It looked worthwhile. I investigated. I’ve been looking for the right sort of professional development, something interactive and engaging with community. Lately I find that I learn best by connecting with others rather than from traditional lecture style sessions. The one day conference isn’t doing it for me any more. The blogging network also appeals to me, and I’ve been running dry with my professional blog. Time to refuel.
The goal for Connected Courses is to build an inclusive and expansive network of teachers and students, and provide educational offerings that make high quality, meaningful, and socially connected learning available to everyone. The go-at-your-own-pace collaborative course is free and open to all.
Connected Courses is a collaborative network of faculty in higher education developing online, open courses that embody the principles of connected learning and the values of the open web.
Our goal is to build an inclusive and expansive network of teachers, students, and educational offerings that makes high quality, meaningful, and socially connected learning available to everyone.
Our Course on Connected Courses
For Fall 2014, our major focus is on running a course for developing and teaching connected courses. The course is designed and taught by faculty from diverse institutions, some of whom are the folks behind successful connected courses such as FemTechNet, ds106, phonar, and the National Writing Project CLMOOC. You can find the syllabus here, and the people involved here.
The videos address issues I’ve been thinking about: what if our education system is working because it’s been designed for a world that no longer exists? It’s something I’ve been thinking about a lot lately – are we preparing our students for their future world of tertiary studies and work? I’m in – I can use all the help I can get in making sense of how to move forward in a rapidly changing world.
I asked Howard Rheingold if I could join Connected Courses even though it was designed for higher education people, and was happy when he said ‘why not?’
— Howard Rheingold (@hrheingold) September 7, 2014
I’m excited to be learning with the vision:
A world where all young people have access to participatory, interest-driven learning that connects to educational, civic, and career opportunities.
The Alliance supports the expansion and influence of a network of educators, experts, and youth-serving organizations mobilizing new technology in the service of equity, access and opportunity for all young people.
I’m excited by the leadership line-up and I believe in connected learning environments:
Connected learning environments link learning in school, home and community because learners achieve best when their learning is reinforced and supported in multiple settings. Online platforms can make learning resources abundant, accessible and visible across all learner settings;
in peer supported participation for learning:
Connected learning thrives in a socially meaningful and knowledge-rich ecology of ongoing participation, self-expression and recognition. In their everyday exchanges with peers and friends, young people fluidly contribute, share and give feedback. Powered with possibilities made available by today’s social media, this peer culture can produce learning that’s engaging and powerful;
in interest-powered learning:
Interests foster the drive to gain knowledge and expertise. Research has repeatedly shown that when the topic is personally interesting and relevant, learners achieve much higher-order learning outcomes. Connected learning views interests and passions that are developed in a social context as essential elements;
in production-centred learning:
Connected learning prizes the learning that comes from actively producing, creating, experimenting and designing because it promotes skills and dispositions for lifelong learning and for making meaningful contributions to today’s rapidly changing work and social conditions;
in shared purpose in learning:
Today’s social media and web-based communities provide unprecedented opportunities for caring adults, teachers, parents, learners and their peers to share interests and contribute to a common purpose. The potential of cross-generational learning and connection unfolds when centered on common goals;
in the importance of academically oriented learning:
Connected learning recognizes the importance of academic success for intellectual growth and as an avenue towards economic and political opportunity. When academic studies and institutions draw from and connect to young people’s peer culture, communities and interest-driven pursuits, learners flourish and realize their true potential.
And the icing on the cake is that this is going to be a guilt-free learning zone, so that being busy and missing things will not be a problem.
— #ConnectedLearning (@TheCLAlliance) September 6, 2014
As we collectively kick-off Connected Courses I officially declare this a guilt-free learning zone. What a relief to know that even though you might have missed a couple weeks of Connected Courses (or you never even heard about it until mid-October) you can still jump in and your participation is welcome. What a relief to know that you can customize and calibrate your “take-away” from this experience based on what matters to you. What a relief to know that even if you would rather lurk-to-learn, you are still a valued member of our community of co-learners. (Mia Zamora’s post)
Will you join me?
The most dangerous behaviour for librarians of any sort (public, school, technicians, teacher librarians) is to sit in their library and not go anywhere. Actually, I would say the same for teachers in their classrooms. Staying ‘home’ in a time of change in education and economic life can lead to redundancy. Going out to visit libraries has been on our agenda recently for several reasons – mainly to take a look at innovative spaces and their functions and to enter into discussion about what we have in common with public and tertiary librarians, specifically the support of crucial literacies for young people.
Recently our library team enjoyed visits to several libraries – the very new Library at the Dock (in the Docklands precinct of Melbourne), 3 libraries at the University of Melbourne, and the University College Library (University of Melbourne). Apart from the sheer pleasure of seeing beautifully designed new library and community spaces, we loved the conversations and connection with librarians. Taking a look at how similar institutions do things differently is without doubt the most fantastic way to spark conversation which leads to evaluation and review of the way we currently do things with a view to an improved future.
The Library at the Dock
Library at The Dock is a three-storey building, 55.3 metres long by 18.1 metres wide, and is made from engineered timber and reclaimed hardwood.
Read about the building’s sustainability features (PDF, 600kb).
As well as a traditional library collection, the library and community centre offers an interactive learning environment and a state-of-the-art digital collection, multi-purpose community spaces and a performance venue that holds 120 people. Connections to Docklands’ rich maritime and Aboriginal heritage is embraced and celebrated with facilities to support local historical research and educational experiences.
This is a beautifully designed library in a fantastic location with gorgeous views. From what we observed, people living and working in the precinct happily use the library and its spaces in a variety of ways. I’m surprised that this exemplary project was funded, to be honest.
The Melbourne University libraries
The first library we visited on the Melbourne University campus was the newly refurbished Giblin Eunson Library. The first port of call was the newly redesigned library and IT help desk. Whereas the old desk was a traditional design where the desk formed a barrier between the librarian and the client, with the computer facing away from the student, the new desk was an irregular shape with the person on duty standing beside the student client and working through solutions with both people looking at the computer screen.
My topic today is Art as a subject in schools. I wonder if we sometimes underestimate or misunderstand the role of Art in a student’s learning. It’s so much more than making pretty pictures. Art personifies learning through a transparent process of deep exploration and problem solving – with an end product to show for it. Just as with literature, the end product can be unpacked to reveal the influences which were part of the creative process. Fortunately this is not a purely scientific process but one which invites the exploration and interpretation of the viewer. Art is a model for problem solving in other areas of learning. We should hold onto Art, and not be fooled into thinking that it is less valuable than subjects which are associated with occupational success. We need Art.
I visited a year 9 class today to see the students happily working on large representations of themselves based on their exploration of the unit ‘Home and Place’. My part in this project was the collaboration with Mihaela Brysha, Head of Art, in resourcing the project in our library website (Libguides). I’m including the project brief:
This unit explores ideas about belonging and is designed to question our relationship and interaction with:
- Pop culture
- Cultural beliefs,
- Personal histories
- The natural world
The aim of the exploration is to make and visually interpret personal statements about what home and place means to you and how it shapes personal and cultural identity.
Australian artists Patricia Piccinini, Fiona Hall, Gordon Bennett, and Howard Arkley address some of these ideas from very different perspectives, influences, art forms, aesthetics, materials and techniques. The study of their ideas and studio art practice as well as interpretation and analysis of their artwork aims to provide stimuli for the exploration of ideas, content and techniques for practical explorations.
The online resources were a starting point for further research into these artists:
The art of Gordon Bennett strikes a chord with many of our students whose families come from different countries. Bennett’s art depicts the cultural tension between his ties to his Indigenous roots and his association with Western culture.
I loved the size of these art works, their bold colours and strokes, delicate details, diverse imagery and visual storytelling. I loved the energy and focused activity in the classroom, the productive interaction between students and teacher. I took photos.
I’m looking forward to the hanging of these in the art show. Well done, boys, and well done, Mihaela.