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Harris, R. (2010). Evaluating
Internet research resources.
Friday, 8 August 2014
Websites - Identifying, searching for and evaluating information sources
Reference Material
Should we abandon the idea of reference material altogether?
Or should the term be kept only for non-borrowable print resources in the
library?
I’m not sure if we should abandon the idea of reference
material altogether. It depends on the actual resource, the school community
and the context. Working in a primary
school library I have been asked by students if they could borrow reference
material and have usually had to say no. I did however have a Tibetan student just this
week ask me if he could borrow a picture dictionary and take it home
to help with learning English. It was an easy decision to say yes as the
resource was not overly expensive or difficult to replace if need be and he
would be unlikely to sit and read it during library time. In the past some reference materials were very
expensive and difficult to replace such as a collection of traditional encyclopedias. New online
versions have devalued those outdated physical versions. But what do we do with
the old now? You can hardly allow students to lug volumes of encyclopedias home
for borrowing, but having said that in the last two years they haven’t been
touched at school and we are wondering what to do.
My school is currently trialling an online encyclopedia and
the students are excited and navigating the information successfully. The benefits
of the online version far outweigh the older physical version. All students
have access 24/7. Our visually impaired student has access to enlarged( text),
special needs students have varying
reading levels and our English as a second language students EALD are are able to translate information into most
languages.
Information is all about providing equal access at any time
or place and traditional models of using reference material don’t fit this any more. Maybe it is time to loosen
up a little!
Thursday, 17 July 2014
ETL 501 Forum 1 Blooms Taxonomy
Comment
on the table activity, the new explanations of Bloom's Taxonomy and how
these have been applied using technology.
The table activity was difficult as deeper and more critical
thinking was required for higher order tasks. The tasks that developed and
applied the understanding and knowledge were simpler to complete. I think some
of the higher order thinking taxonomies are often neglected in school education
because they do require more thought and planning and are challenging to teach
and for students to learn. I must be honest and say that I didn’t know that
Blooms had been updated and being a visual learner I needed to see both side by
side. I found the following image on Apps 4 Stages ,which shows the difference between the
two . http://apps4stages.wikispaces.com/Blooms+Taxon
It makes sense to use vocabulary and actions that very
young students and EALD (English as an Additional Language or Dialect) students
more readily understand. I am
amazed when I see young students and those
with a second language from the video in ‘More Than English’ speaking so well and
demonstrating their understandings about a concept using BLOOMs. I particularly
love the Bloom’s Ball activity.
The younger that students learn these terms and work
in this way the more they will become second nature. They must be immersed in
the language of the taxonomies from an early age (k -2). Higher order activities are the most difficult aspects for teachers to devise
learning activities for and also for students to achieve. Technology enhances
Blooms and provides so many new avenues for investigating and applying
knowledge.
Friday, 30 May 2014
Assignment 2 Reflective Critical Analysis
The role of the teacher
librarian is often confused by teachers and administrators and until I
commenced my study of the masters course I too was misinformed. ETL 504
– Teacher Librarian as Leader has changed my thinking and has extended my
knowledge and understanding of the role of a Teacher Librarian and has opened
doors to possibilities and opportunities. This shift in mindset has already
unleashed my potential and started the essential conversations with colleagues
regarding the vision and possibilities for the future of the library.(Orridge
,2009). It is beginning to imprint in the mind of school leaders and staff as I
begin to gather my team and promote my ideals and beliefs. Sinek, (2009) states
“
People don’t buy what you do. They buy why you do it!” My potential for leading from the middle
through shared leadership has already grown.
My initial view of not seeing myself as a leader was also due to the
fact that I had difficulty defining my leadership capacity. My predisposed idea
of leadership had always been from the traditionally structured, organisational
and hierarchical perspective. At school, I viewed leaders as being the
Principal, and executive, positions that reinforce and promoted a sense of
power (Collay, 2011 ;Youngs, 2009). The
readings within this subject have highlighted the many aspects of leadership
that I did not realise. The Transformative leadership models appear more
effective when working in teams (Kotter, n.d), as distributed leadership capacities
empower and support staff. I have begun to move away from
servant and instructional leadership style to a transformative model. I am
ensuring that I take on a more proactive role rather than a more traditional
support role. Teacher librarians must lead learning and avoid reinforcing the
role of resource provider.
This assignment in particular has highlighted the importance of becoming
professionally visible and credible and the need to promote my role of Teacher
Librarian as leader, the expertise of library staff and the library as a
learning hub for the school community (Sergiovanni, 1984). I feel that the
conversation has at least begun and am aware that I face challenges ahead with affecting
change. It will be my role to change the mind set of others regarding the teacher
librarians role. I am already facing initiative fatigue, passive resistance and
opposing views to technology but am able to identify these as a normal part of
the process and work gradually at changing others perceptions. (Reeves, 2009).
Through participation in study, professional development and developing
learning networks I can continue to develop the professionalism, credibility
and accountability of the Teacher Librarian’s role within the school community.
I am placed in a position to support staff to develop their skills through
professional development.
Through a creation of a shared library vision and strategic plan I hope
to make other staff members feel a sense of ownership that allows them to
actively participate in creating positive change. The readings have highlighted
the importance of having a well written vision statement which supports and
complements the schools overall mission and vision (JISC Infonet, 2012). Additional
to the vision statement is the importance of a library strategic plan which
aligns itself with the schools overall strategic direction. A strategic plan
sets the library’s future direction and details how this can be achieved. I
have developed a better understanding of how a library strategic plan can
demonstrate an image of professionalism, credibility and accountability.
The readings detail the processes of Environmental scanning, STEEP, SWOT
and SMART. These have provided helpful guidelines of how these tools can be
utilised to implement change and strategic planning in a systematic and
effective way. (Halfpintofwisdom, 2011; Olsen, 2008).They have allowed me to
see the important step of preliminary analysis and the manageability of all
aspects when broken down into smaller chunks which become clearer and more readily overcome. I have increased my confidence to develop and
refine the strategic direction of the school library to meet the needs of the learning
community in a constantly changing environment.
Another of my enlightened moments whilst completing this assignment has
been the value in the critical reflection process. I have struggled with this
component but I am finally starting to get it after four subjects. I am taking
this skill with me wherever I go and applying it to the real life contexts
whether it be BYOD, politics or inequity. I have increased my use of this
practice at school with my students and with my own children. They are engaging
in these conversations and deeper thinking which is reflected in the questions
they are asking.
Overall, the major impact on me is the idea of leading from the middle
and how a teacher librarian can effectively engage in leadership within the
school community (Haycock, 2010). Effective leadership combines personal ideals,
beliefs and qualities that draw others in to your vision.(Braxton,2013 ). It
promotes collaboration and a desire to move collectively into the future.
As a Teacher Librarian, I have ample opportunity for leadership and will
continue to display and develop those skills across a wide range of activities
within the school community. It will be necessary for me to work slowly on
changing attitudes and proving effective
leadership in supporting change. I feel my confidence has grown and I
now have a clearer understanding, direction and knowledge base which will
contribute to further developing my skills and expertise as a Teacher
Librarian.
Reference List
Braxton, B.(2013). 500 Hats. The teacher librarian in the 21st
century. Retrieved from: http://500hats.edublogs.org/author/barbara288/
Clark, L
(2014a). ETL 504 Teacher Librarian as Leader. Topic Three. Leadership
for Learning. Forum Post. Charles Sturt University.
Collay, Michelle (2011). Everyday Teacher Leadership
: Taking Action Where You Are. Retrieved from http://www.eblib.com
Ebook
Halfpintofwisdom,
(2011). Strategic Planning for School Libraries. Slideshare.net.
Retrieved from: http://www.slideshare.net/halfpintofwisdom/strategic-planning-for-libraries
Haycock,
S. (2010). Leadership from the Middle: Building Influence for change. In
Coatney, S. (Ed.). The many faces of school library leadership. (pp. 1-12)
Santa Barbara, Calif.: Libraries Unlimited.
JISC
infoNet, (2012). Defining and articulating your vision, mission and values.
JISC infoNet. Retrieved from http://www.jiscinfonet.ac.uk/infokits/mission-vision-values/
Kotter,
J. (n.d). Kotter International – Innovative Strategy Implementation Professionals.
Retrieved from: http://www.kotterinternational.com/our-principles/changesteps
Olsen, E.
(2008a). SWOT Analysis: How to perform one for your organisation. On
Strategy HQ. Retrieved from: https://www.youtube.com/watch?v=GNXYI10Po6A&list=PLF47BA7BC6BDA46B1
Olsen, E.
(2008b). How to set SMART goals. On Strategy HQ. Retrieved from: https://www.youtube.com/watch?v=uThBb3kGf4k&list=PLF47BA7BC6BDA46B1#t=15
Orridge,
M. (2009). 75 ways to help sustain organisational transformation. Change
leadership
developing a change-adept organisation (pp. 35-52). Farnham,
England: Ashgate Publishing Group.
Reeves, D
(2009) Leading
Change in Your School : How to Conquer Myths, Build Commitment, and Get
Results. Association for School Curriculum Development, Alexandria.
Sergiovanni,
T.J. (1984). Leadership and Excellence in Schooling. Educational Leadership,
February, 4-13. Retrieved from, http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198402_sergiovanni.pdf
Worldbank,
(n.d). Strategic Planning: a 10 step guide. Retrieved from: http://siteresources.worldbank.org/INTAFRREGTOPTEIA/Resources/mosaica_10_steps.pdf
Youngs,
H. (2009). (Un)Critical times: Situating distributed leadership in the field. Journal
of Educational Administration and History, 41(4), 377-389. Retrieved from: http://www.tandfonline.com.ezproxy.csu.edu.au/doi/pdf/10.1080/00220620903211588
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