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Enhancing the Teaching Identity of School Librarians Through Developing a Reading Program with Philippine Literature in English (PLE) As Subject Content

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Enhancing the Teaching Identity of School Librarians Through Developing a Reading Program with Philippine Literature in English (PLE) As Subject Content Enhancing the Teaching Identity of School Librarians Through Developing a Reading Program with Philippine Literature in English (PLE) as Subject Content Paper Presentation For: Regional Conference on School Librarianship on "Directions for the Future of School Libraries" Sponsors: Philippine Association of School Librarians, Inc. (PASLI) in cooperation with Ateneo de Manila University-Rizal Library, Ateneo High School Educational Media Center, Private Secondary School Administrators Association of the Philippines (PRISSAAP) and the International Association of School Librarianship (IASL) Venue: Bacolod Pavillion Hotel, Bacolod City, Negros Occidental, Philippines April 26-27, 2012 By Roderick B. Ramos De La Salle University-Manila [email protected] INTRODUCTION “A librarian has to cope with traditional viewpoints of other practitioners about his profession which does not exclude main clientele of his time.” During orientation, a 35 year-old college student of DLSU-Manila asks, “Mr. Ramos, what do you do as a librarian?” The clientele, actually inquire on what else do you offer as someone who is serving each of them for 40 hours a week. They tend to ask for more than what they ordinarily witness from day to day in schools. It is expected that what they know about librarians are simply based on their own generalizations brought about by each encounter with school librarians. But what could possibly transform one into a fulfilled and productive school librarian who is being looked up to in the digital age? This paper presents primarily experience-based inputs with programs and activities that would enable school librarians to achieve a good image as managers of an indispensable venue of learners‟ acquisition for knowledge and pleasure as well. Also, this paper attempts to assist 1 school librarians in the discovery as well as pioneering the New School Library Organization for Global Philippines. Directions for the Future of School Libraries allows participants to bring out more creativity as they evaluate and apply tools, methods, and techniques in becoming more fruitful and getting clientele‟s approval in the workplace. These tools, methods and techniques discussed spontaneously as the lecturer encourages everyone to relate discoveries and insights, which will consequently, be related to office predicaments. In enhancing productivity among school librarians of the future, the lecturer will talk on: Enhancing the Teaching Identity of School Librarians Through Developing a Reading Program with Philippine Literature in English (PLE) as Subject Content This, primarily, focuses on raising the librarian‟s teaching identity and on introducing a reading prototype model program utilizing Philippine Literature in English (PLE) as content- based teaching portfolio of school librarians. PURPOSE There is a need to enhance the teaching identity of school librarians for the future. What does this mean? For example, Under 3.2 Commitment for Standards of Professional Excellence for Teacher Librarians, Australian Library and Information Association (ALIA) and Australian School Library Association (ASLA), excellent teacher librarians foster a reading culture through the active promotion of literature. (Retrieved on January 2, 2012, from http://www.asla.org.au/policy/standards.htm) The role of fostering a reading culture through the active promotion of literature must go beyond what four professors, four universities and four interviews imparted in the You Tube video entitled: Literature Librarians and Faculty Partnering for Academic Success. (Retrieved on January 8, 2012, from http://www.youtube.com/watch?v=icxmYxHyDxw). In this video from the ACRL Literatures in 2 English Section (LES), four professors discuss how working with literature librarians has enhanced their teaching and research. LES created the video to raise the awareness among university faculty, administrators, and students of the many benefits of the literature librarian- teaching faculty collaboration. Moreover, the commitment involves a mental and practical shift away from the role of expert and toward the role of teacher or facilitator, and, that, library professional should always be sensitive to the “teachable moment,” in which he or she may help customers to become more competent and confident in their own ability to learn (The Teaching Library, Washington State Library IL Project). Despite of the school librarians‟ activeness and involvement as information professionals, the teaching role, outside instruction in library and information skills, necessitates a more active teaching of literature to children and young adults. Specifically, the classroom is not the only place where students learn and study. A library is vital for helping students increase their knowledge and understanding, and to achieve their academic goals. The librarian is very essential in the collaboration between the library and schoolteachers in activities that promote reading. Librarians and schoolteachers work as partners in developing students' curiosity and a lifelong love of reading (Vandersteen, 2011). With exploitation of multimedia technology, by bringing together an IL model assigning the use of Philippine Literature in English (PLE) for third and fourth year high schools and applying some pedagogic strategies, teacher identity on and off campus may be developed further, making a significant impact on curriculum and instruction. 3 METHODOLOGY Teaching and the Literature School Librarian Teaching literature enhances professional identity and definitely will answer two major issues discussed in literature and at professional conferences and/or workshops namely, (1) stereotype of the librarian (Balling, Henrichsen & Skouvig, 2008); and (2) the librarian‟s preparation for instruction (Saunders, 2002). The literature highlights the disparity between school librarians‟ image potentials and the extent of their teaching involvement. The librarian- faculty collaboration becomes possible due to the following reasons: (1) librarians‟ involvement in curriculum-building; (2) library resources are becoming limitless; (3) increase incentives for greater participation in school programs; and, (4) teachers and administrators consult school librarians consistently. According to Forrest (2005), librarians‟ ethical directives point toward a collaborative effort in providing support for students outside the classroom. This can extend to external communities and partnerships with educational institutions and public organizations that surely benefit from the librarian‟s expertise. Teaching Literature entails effective teaching of a core of knowledge complementing the librarian‟s technical expertise and other professional competencies. In the case of teaching Philippine Literature in English (PLE), school librarians will have to be cognizant of specific (1) canons of literature and (2) teaching styles in order for them to confidently facilitate learning groups for local literary appreciation. Canon and Philippine Literature in English (PLE) According to Montealegre (1991), the choice of the literary selections must be based on those included in the canon for Philippine literature prepared by Gruenberg (1985) and Critics‟ canon (1987). 4 Gruenberg, in her dissertation, primarily intended to establish a perceived canon of Philippine literature. The lack of an explicit canon in Philippine literature prompted her to undertake such a study. She underscored the importance of having “some valid criteria or standards for choosing the important Filipino writers and works for a comprehensive, relevant and manifold Philippine literature course.” Gruenberg explained that canons are important insofar as they “clarify the nature of literary and aesthetic value; they explore multiple forms and functions of literary evaluation in relation to the conditions in which they are responsive.” Table 1 shows PLE writers and the literary works in the canon established by Gruenberg. Table 1 Canon of PLE Established by Gruenberg Writers Novel SS P Essay Play Literary Selection Aida Rivera-Ford 1 The Chieftest Mourner (SS) Alberto Florentino 1 The World is an Apple (Play) Alfredo Q. Gonzalez 1 The Will of the River (E) Arturo Rotor 1 Zita (SS) Bienvenido Lumbera 1 The Day the Dancers Came (SS) Bienvenido Santos 1 Scent of Apples (SS) Carlos P. Romulo 1 Carmen Guerrero- Nakpil 1 Cirilo Bautista 1 Edilberto Tiempo 1 To Be Free (N) Emmanuel Torres 1 F. Sionil Jose 1 Federico Licsi Espino 1 Francisco Arcellana 1 Divide by Two (SS) 1 What is an Educated Filipino? Francisco Benitez (E) Gilda Cordero- Visitation of the Gods (SS) Fernando 1 Faith, Love, Time & Gregorio Brillantes 1 Dr. Lazaro (SS) Myths of the Filipino Horacio de la Costa 1 Businessman (E) Jesus Balmori 1 My Nipa Hut (P) 5 Jesus Peralta 1 Jose Garcia Villa 1 Footnote To Youth (SS) Juan C. Laya 1 Kerima Polotan- The Hand of the Enemy (N) Tuvera 1 1 1 Leon Ma. Guerrero 1 What are Filipinos Like? (E) How My Brother Leon Brought Home a Wife (SS) Manuel Arguilla 1 Rice (SS) Mar Puatu 1 Marcelino Agana, Jr. 1 New Yorker in Tondo (Play) Maximo Ramos 1 N.V.M. Gonzales 1 1 The Bamboo Dancers (N) Four Values in Filipino Drama Nicanor Tiongson (E) May Day Eve (SS) Portrait of the Artist as Filipino (Play) Three Generations (SS) What Signifies Filipino Expatriates (E) The Woman Who Had Two Nick Joaquin 1 1 1 1 Navels (N) Ophelia Dimalanta 1 Montage (P) Paz Marquez Benitez 1 Dead Stars (SS) R. Zulueta da Acosta 1 Like the Molave (P) Raul Manglapus 1 The Miseducation of the Renato Constantino
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