Academic journal article School Libraries Worldwide

Certifying Celebrity in the School Library: Self-Regulated Learning in Practice

Academic journal article School Libraries Worldwide

Certifying Celebrity in the School Library: Self-Regulated Learning in Practice

Article excerpt


Countries around the world recognize quality educators' skills and talents (or "celebrity") in different ways. Teachers' formal recognition includes programs in which students, colleagues, and citizens in surrounding communities nominate teachers for honorary awards. Some examples of such programs include the National Teacher Award in South Africa, the Roll of Honour Award given to educators demonstrating outstanding service in the Jamaican Teachers' Association, and the Global Teacher Prize awarded to nominated teachers every year internationally.

Other programs enlist educators to demonstrate their teaching mastery by submitting evidence and engaging in reflective professional practice. Australian teachers apply for certification as Highly Accomplished and Lead Teachers to the Australian Institute for Teaching and School Leadership (AITSL, 2014). The certification process laid out by AITSL (2012) includes three stages with extensive assessment, evidence, and a site visit with direct observation. Teachers in the United States can apply for National Board Certification (NBC) from the National Board for Professional Teaching Standards (NBPTS) in 25 areas from preK-12 (NBPTS, 2014). An NBPTS news release from the end of 2014 reported that over 150,000 teachers across the U.S. are certified. The process for NBC includes multiple stages and is quite rigorous like the process in Australia. NBC applicants submit reflections, student work, and videotaped lessons of their teaching to show their mastery as educators.

Both the NBPTS and AITSL standards highlight inherent aspects of teacher librarianship. Firstly, teacher librarians are often experienced educators, as their degrees are generally earned at the Masters level. Teacher librarians Jenny Uther and Margo Pickworth, both certified as Highly Accomplished in Australia, noted the emphasis of the AITSL standards on collaboration and information and communication technology (2014). Uther and Pickworth (2014) also made a connection between these standards and the professional standards for teacher librarianship in Australia as developed by the Australian Library and Information Association and the Australian School Library Association (2004). Applicants for NBC in the United States demonstrate their teaching mastery of Five Core Propositions relating broadly to professional practices and applications of teaching and learning. As with the AITSL standards, there are strong connections for teacher librarians and the NBC propositions. For example, proposition 3 states: "Teachers are responsible for managing and monitoring student learning" (NBPTS, 2002, p. 13). This focus on managing and monitoring student learning relates to the role of the teacher librarianship in promoting information literacy skills, developing a robust collection of resources, and engaging the students to master their own learning skills. In this paper, we consider the role of the teacher librarian as related to this proposition using definitions of selfregulated learning. Our research examined how two groups of teacher librarians in the U.S., one with NBC and one without, applied self-regulating learning strategies in their teaching and to investigate differences between the two groups.

In this study investigated how National Board Certified Teacher Librarians (NBCTLs) and non-National Board Certified Teacher Librarians (non-NBCTLs) differ in their interpretation and practice of SRL in the school library. Two research questions guided this study, examining:

1. How do NBCTLs and non-NBCTLs interpret and apply metacognitive strategies in their teaching?

2. What are the similarities and differences between the two groups?

Review of Literature

Self-regulated learning (SRL) is the ability to plan, monitor, and evaluate one's own learning processes. Van den Boom, Paas, and van Merrienboer (2007) assert "there is a broad consensus that SRL comprises many aspects related to students' learning, such as goal setting, using effective strategies to organize learning, monitoring, performance, self-awareness, motivation and holding positive beliefs about capabilities" (p. …

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