Posts Tagged ‘Resources’

ETL507 Final Reflective Portfolio

Part A: Statement of personal philosophy: what do you think makes an effective teacher librarian?

It is my belief that the library is the heart of the school and the work of the teacher librarian can make a significant difference to student achievement. My aim is to encourage students to become enthusiastic readers, critical thinkers and skillful researchers. I am committed to making sure that children have a positive learning experience. I see my role as that of a guide, facilitating independent learning and helping students reach their full potential.

An effective teacher librarian has to meet the changing needs of the library’s users and take into account the ever changing pedagogical and technological landscape therefore I feel among the vital dispositions, skills and attitudes for a teacher librarian is to be reactive, innovative and reflective.

Part B: Critically evaluate your learning during the teacher librarianship course, focusing on three themes.

Theme 1: ICT use in the library

As the information landscape continues to evolve, so does my own learning and development. Interestingly, in my first blog post on this course, where I discussed the role of the teacher librarian, I did not mention Information Communication Technology (ICT) at all   (Riddle, 2014a). I now however understand that its use and integration can be of pivotal importance for a teacher librarian’s practice and as a corollary, children’s learning.

Two readings in my first subject ETL401 particular stressed the importance of being a reflective practitioner who considers the current and future impact of technology and adapting to the changing learning environment (November, 2007, p. 44; O’Connell, 2012, p. 6). This was a significant learning moment as ICT use in the library till this point, was largely limited to using the library catalogue. As I progressed in this subject I developed a particular interest in ICT and in ETL503 (Resourcing the Curriculum), I started to consider the increasing expectations for children to present, assess and share their work in a variety of multimedia formats (Riddle, 2015). In a blog post, I stated that it was vital that teachers and students are provided with the resources to meet these needs (Riddle, 2015). However, at this point, though I agreed with the theory, it was not something that I was doing in practice.

One way I achieved this was creating a Library YouTube channel in an after-school book club.

Landing page for YouTube channel

The idea for this connected my initial readings in this subject, developing understanding, and a statement from a teacher who told me that when discussing with children what they wanted to be when they grew up, one of them said “A YouTuber”. This was the first time she had heard this sort of response. Creating content on YouTube is now a viable career option (Johnson, 2017, p. 61) and I felt there was a need to support the skills associated with creating and uploading content in this way.

Below is the children’s first video

In YouTube Book Club, children became ‘content creators’ by planning, scripting, filming, editing and uploading book related content. I shared this with the school Principal and I then asked him to share it the rest of the school. This practice of sharing is supported by ASLA (Australian School Library Association) standard 2.6 which states that highly accomplished teacher librarians “model the use of ICT to their colleagues” and “work collaboratively with colleagues to improve student learning and engagement” (Australian School Library Association, 2004, p. 9).

Copy of e mail sent to the primary school by the Primary School Principal

The club was a success and the children uploaded five videos. However, the next step would be to ensure regular uploads. When critiquing Arizona State University Youtube page in a blog post, I commented on their lack of recent videos (Riddle, 2016) which can have adverse effects on engagement as people are more likely to unsubscribe to an inactive channel. The same would be true for the library channel. A future project that would be a logical next step would be to create a channel that could incorporate regular videos from the library with information sharing, guides and content created by the children.

A distinguishing feature of Web 2.0 are the principles of active users, interactivity, and user generated content (Schwerdtfeger, 2013, March 17). My Youtube channel is a good example of a platform that embraces these principles (Riddle, 2017). My interest in technology for library instruction led to me to attend a course recently on this very topic and to choose the elective subject INF 506 (Social networking for Information Professionals). The subject content in this elective as well as my experience during my Study Placement, developed my understanding of Web 2.0 tools as not just a teaching tool but as an important method of communication.

Two platforms which I developed as a result of my studies at Charles Sturt University was a library Twitter page and a Pinterest page.

Of particular inspiration to me during the Study Placement was the Marketing and Communications Team at the State Library of Victoria. Their presentation impacted on how I used Twitter in particular. The team used strategic marketing initiatives to celebrate and share what they were doing as well as attracting new visitors. I started having a more formalised structure to my postings and thought more deeply about what and how I would share. The marketing team stressed the importance of sharing across teams in the same institute. The literature highlights the benefits of this collaborative approach, which as discussed in my blog post, (Riddle, 2017) includes the opportunity to extend the reach of content (LePage, 2014) and to contribute towards a sense of community (Ramsey & Vecchione, 2014, p.77). Some examples of this ‘cross-pollination’ can be seen below on my Twitter page. In one example I have written a Tweet @ a member of the Senior Leadership Team, in another retweeted the Secondary School Library tweet and in another included the school’s main Twitter page.

Theme 2: The role of the teacher librarian : Literacy

My first subject on this course ETL401 focused on the many overlapping and interconnected roles of the teacher librarian. I learnt that while the definition of this role can vary, professional standards and policies help to define and set high standards for the position. During some independent reading and research for the assignment, I was particularly interested in a UK government educational strategy document titled “Building an Outstanding Reading School” which connected to my readings on the instructional role of the teacher librarian. The article discussed the importance of celebrating and promoting a culture of reading. This was backed by research which highlighted the significant impact this could have on children’s achievement and development (Clements, 201, p. 3).

This reading in particular coincided with my annual professional development targets and I started thinking in more practical terms about how I could promote reading throughout the school. Our Professional Growth Targets had to be specific, measurable, achievable, relevant and time-bound (SMART) and this helps to measure the impact of changes implemented and gives a specific time frame and sense of accountability. One of my targets was to develop the school’s first ever Book Week. This was done in collaboration with the teachers, SLT (School Leadership Team) and Literacy Coordinator. Activities included a Book Fair, DEAR (Drop Everything and Read) session and a decorate your class door as your favourite book character competition. In this competition all classes decorated their doors as the front cover of a book and the whole school got involved including the school Principal and administration! By the end of the week the whole school looked like a library!

While Book Week was a success I felt I wanted to increase links with the curriculum and to increase academic rigour connected to literacy. The following year, I expanded the activities to include a story writing competition using the platform Children in Years 4 and 5 were given their own accounts. The platform allowed them to write their own stories using images to inspire writing. They could also collaborate with classmates if they wished. Children went through the process of writing and editing to produce their own books.

During my Professional Growth Review at the end of the year I received very positive feedback and Book Week was included as one of my key success for the academic year.

Inspiration for reading also comes from authors themselves. I started to organize regular author visits which have included local and international authors.

Photos below of three international author and illustrators Steve Swinburne, Michael Foreman and Marcus Alexander.

During lessons, we connect to authors in real time by sending them tweets when we are reading their books. Children also take part in ‘author studies’ where we focus on one author for a period of time. Social media is used to promote the library and its activities and to engage with our students. One fun activity we did, was take part in the #extremereading challenge when children tweeted pictures of themselves reading in weird and wonderful places!

The article “Building an Outstanding Reading School” particularly focused on the importance of reading frequently and for pleasure. During my time in the school we introduced after-school parent borrowing to encourage parents to come and borrow a book to read with their child.

It was also a great opportunity to promote the concept of following the child’s interest when it comes to making choices. I feel strongly that children need to find their way to get ‘hooked’ into reading and that while we have a responsibility to expose them to a variety of genres we should never force our choices onto them. Another way I tried to facilitate this was through regular exposure to a variety of texts during read-aloud sessions and to making sure there was sufficient time in the library lesson for not just browsing but also reading. Children today in many schools have such a busy schedule that it could be easy for a book to be checked out and remain in their bags. Having time to read a few pages in a relaxing environment I found was a catalyst for some reluctant readers to be reeled in.

Research has demonstrated the significant influence teacher librarians can have on students’ learning (Bush & Jones, 2013, p. 4) but we need to also be aware that it is difficult to conclusively measure this impact and therefore be cautious in interpreting results which may for example reflect correlation and not causation. Other studies have focused on positive outcomes when the teacher librarian works with staff (Morris, 2007, p. 24; Haycock, 2007, p. 25) and I believe it is perhaps best to see the teacher librarian working at the centre of the school in collaboration with staff and parents to improve student achievement.

My desire to create lifelong readers was put into practice by understanding how students learn. This knowledge is on-going and as a result of my own research and workplace knowledge. These two strands are noted in ASLA Standard 2.1 ‘Understand how students learn’ (p.3). Practical application and reflection is vital in order to grow as a teacher librarian. This involves considering what works and adapting according to technological and pedagogical change and over time differences in how children learn best.

Theme 3: Leadership and management

When I started this course I felt I had a clear idea about the management expectations for a teacher librarian. In a blog post I stated that these centred on managing a budget, sourcing and ordering appropriate materials, timetabling, running inventories, cataloguing, processing and analysing data as well as managing staff and volunteers (Riddle, 2014b). However, the concept of leadership was less tangible to me and was not something I had felt was particularly significant to the role. Indeed, until this point I had not really considered my own leadership capacities in my role as teacher librarian. I think the reason for this, is that the position is not always a formal leadership role within a school hierarchy. Though this can vary globally and from institution to institution, this lack of consensus perhaps impacted on how I initially perceived the role.

In a blog post I stated that through my studies “I gained a greater depth of understanding of the scope of leadership possibilities and was able to reflect on areas where I needed to develop” (Riddle, 2014b). The concept of instructional leadership (Marzano, Waters & McNulty, 2005, p. 18) was of particular interest to me and I felt I could see quite clearly where I could play a more pivotal role in leading elements of teaching and learning across the school. In a blog post I reflected that this could be best achieved by “working in collaboration with a hierarchy of personnel throughout the school” (Riddle, 2014b).

This developed in practical terms when I took over responsibility for coaching children for the Emirates Airline Festival of Literature Readers’ Cup competition.

The role involved working initially with over 200 children. In order to get as many children as possible involved I invited the whole of Year 5 and 6 to take part in an internal heat prior to selecting the children who would compete. This made the process fair, open to everyone and most importantly got more children enthusiastic and excited about reading and the festival. There were then weekly meetings with the two selected teams over a five month period.

The role meant I was collaborating with the children, their parents, the class teachers, SLT and the four other staff members who would be acting as mentors to the children. On a practical level, this meant being highly organised and utilising management skills. On a cognitive level it meant being strategic, planning and prioritising. Most important though was utilising social and emotional leadership qualities. Kotter (2013) stated that efficient leaders need to have a clear vision (para. 8.) so that others are motivated and inspired towards a common goal and shared vision of success. This is also known as transformational leadership (Browning, 2013, p. 14) which focuses on the intrinsic human motivation to succeed (Tedx Talks, 2009, July). Something that indicated to me that the children were intrinsically motivated was that they never once asked me what the prize was until the day of the competition! Similarly, the staff I worked with, and the mentors in particular remained on board throughout the whole process. Their support and shared enthusiasm played a key role in the teams’ success.

The children were competing against over 300 other teams, reached the Finals and were then placed 1st and 2nd. It was a wonderful achievement for the children, school and for me professionally, it was one of my highlights during my time in the school.

I felt this was enabled by the school culture of collaboration and the fact that I had already been in the school for a number of years meant that I had the trust of the children and my colleagues. Most importantly, I strived to create a learning environment where the children felt appreciated and inspired

Me with the Readers’ Cup Teams  for the Emirates Airline Festival of Literature

Library team and children celebrating getting to first and second place

Interview at 20 seconds

Another example of me taking on an instructional leadership style role, leading elements of teaching and learning across the school was when I worked in collaboration with the art teacher to run a Creativity Workshop for teachers. We ran the session four times to cater to all staff. I disseminated information I had learnt from a workshop on creative writing, storytelling and visualization and adapted it to the context of classroom and specialist teachers.

One of my Professional Growth targets was connected to building the capacity within my team. This follows a distributed leadership model which focuses on teams rather than individuals (Harris, 2004 as cited in Harris and Spillane, 2008, p.31). In a blog post, I reflected that this leadership style was present in my school and stated as such, I see myself as part of a “dynamic organization with many moving parts” (Ailshie, 2013, para. 4 as cited in Riddle, 2014b). A major advantage of this structure is that it utilises the expertise present in a team (Ailshie, 2013, para. 9). I was very lucky to work with two talented and hardworking librarian assistants. During the academic year I kept a focus on building on their skills through providing opportunities for team teaching, shared lesson planning, feedback, professional dialogue and external Professional Development opportunities which we attended as a team or they attended solo and took responsibility for disseminating the learning. In my Appraisee Review the comment was made “Kate has a flair for coaching and the development and growth of her team is evident” (Evidenced In Professional Growth review image under Theme 2).

Part C: An evaluation as to the extent to which what you have learned during this course will assist in developing your skills and attitudes as a professional teacher librarian.

From my experience, there is a great deal of variance on how the role of the teacher librarian is perceived and carried out. The ASLA/ALIA teacher librarian professional standards help to set benchmarks and expectations for the role.

The first standard refers to ‘Professional Knowledge’. While I am already a fully qualified teacher and had a solid background in teaching and learning, this course developed my specialist knowledge of information literacy, resources and ICT in particular. Standard 1.1 states that excellent teacher librarians “understand the principles of lifelong learning” (Australian Library Association, 2004, p. 2). Although I previously knew what this concept meant, I feel I now have the skills to enable this to happen. Resourcing the curriculum appropriately, following children’s interests and promoting a culture of reading throughout the school were all ways I attempted to achieve this. Professional knowledge from the course is key to enabling change because theory and research can validate certain decisions rather than relying on a ‘hunch’ that you are making the right judgement. Speaking from a viewpoint that is based on professional understanding and experience is also important in terms of gaining the trust of your colleagues and school community.

ASLA/ALIA Standard 2 is concerned with ‘Professional Practice’ covering the areas of learning environment, learning and teaching, library and information services management and evaluation. New ideas and concepts gained from observation and exposure to theory means I am continually changing and adapting the environment to best meet the children’s needs. This was particularly relevant to my context of working in a very small space which presented certain challenges. My studies and experience at a study visit to Methodist Ladies College Library (MLC) in Melbourne made me think more about having adaptive and flexible spaces. This has impacted, for example, on how I select furniture. I now prioritise furniture that is moveable and can be configured in different arrangements. I think of the potential of a space to enable exploration, collaboration and discovery. The MLC school Principal described the library as an ‘inquiry lab’. This concept has been supported by discussions into maker spacers in school libraries throughout my course. This in turn has enabled me to think more broadly when conceptualizing how best a space can be utilised.

The third ASLA/ALIA Standard concerns ‘Professional Commitment’. I feel this is crucial to being a successful teacher librarian. In particular the desire to want to continue learning by active participation in “education and library professional networks” (3.4). Learning from observation and dialogue with other information professionals has been some of the best professional development I have experienced and something which I would like to continue by creating more opportunities to visit other school libraries. Professional commitment to me also means working in a cycle of reflection and change, remaining open-minded to new ideas and practices. Sometimes this involves taking risks and making mistakes but it is part of the cycle of evolving as a teacher librarian and not remaining static.


Australian School Library Association and Australian Library and Information Association. (2004). Evidence guide for teacher librarians in the highly accomplished career stage. Retrieved from

Australian School Library Association and Australian Library and Information Association. (2004). Library standards of professional excellence for teacher librarians.

Browning, P. (2013). Creating the conditions for transformational change. Australian Education Leader 35(3), 14-17.

Bush, G. & L. J., Jones (2013). Professional dispositions of school librarian. In Dow, M., School libraries matter: views from the research (pp. 1-17). Santa Barbara: Libraries Unlimited.

Clements, J. (2013). Building and outstanding reading school. Six strategies to make reading for pleasure work in your school [Report]. Retrieved from

Haycock, K. (2007). Collaboration: Critical success factors for student learning. School Libraries Worldwide, 13(1), 25-35.

Johnson, M. (2017, April). Making money on YouTube. Videomaker, 31(10), 61+. Retrieved from

Kotter, J.P. (2013, January). Management is (still) not leadership [Web log post]. Retrieved from

LePage, E. (2014, October 29). How to create a social media marketing plan in 6 steps. [Blog post]. Retrieved from

Marzano, R. J., Waters, T., & McNulty, B. A. (2005). Some theories and theorists on leadership. In School leadership that works: From research to results (pp. 13-27). Alexandria, Va.: Association for Supervision and Curriculum Development.

Morris, B.J. (2007). Principal support for collaboration. School Libraries Worldwide, 13(1), 23-24.

November, A. (2007). Space: the final frontier: a leading tech advocate imagines a media center fit for 21st century learning. School Library Journal, 53(5), 44.

O’Connell, J. (2012). So you think they can learn? Scan, 31(2), 6-12. Retrieved from

Riddle, K. (2014a, March 10). My understanding of the role of the teacher librarian in schools. In Kate loves books. Retrieved from

Ramsey, E., & Vecchione, A. (2014). Engaging library users through a social media strategy. Journal of Library Innovation5(2), 71-82.

Riddle, K. (2014b, August 16). Part B: Reflective critical analysis. My own understanding and practice of school leadership in a school library.In Kate loves books. Retrieved from

Riddle, K. (2015, April 7). Annotated resource list for curriculum topic – Ancient Egypt. In Kate loves books. Retrieved from

Riddle, K. (2016, December 16). Arizona State University Youtube and Web 2.0 tools. In Kate loves books. Retrieved from

Riddle, K. (2017, January 22). Evaluative report – Part A. In Kate loves books. Retrieved from

Schwerdtfeger, P. [Patrick Schwerdtfeger]. (2013, March 17). What is Web 2.0? What is social media? What comes next?. Retrieved from

Tedx Talks. (2009, July). The puzzle of motivation. Retrieved from


Annotated resource list for curriculum topic – Ancient Egypt

Part B – Annotated resource list

Selection criteria and aids for the evaluation and selection of resources help to prioritise and make decisions regarding acquiring the most appropriate materials to support the curriculum and the teaching and learning needs specific to the school context.

Hughes-Hassell and Mancall general selection criteria (2005, p. 44) covers considerations regarding intellectual content, physical format and other considerations. The criteria used will depend on what is judged as a more central factor when evaluating a particular resource.

Further general selection criteria of ‘cost’, ‘format’ and ‘controversial material’ have also been included (The State of South Australia, Department of Education and Children’s Services, 2004, p. Appendix). Additionally, other selection criteria have been used where appropriate when related to a particular format such as electronic resources which may have more specific considerations.

Resource 1

Ancient Egypt. (2015). In Encyclopaedia Britannica. Retrieved from

Selection Aid

This professional teacher librarian network provided first hand experience of the resource. While there is a need to be wary of personal bias, this resource is available for a free trial so there is the opportunity to view the platform and content before purchase.

Selection criteria

  • Appropriateness, controversial material, authority

The article in this online reference tool differentiates for three different reading levels and also provides an audio option and video clips which is well suited to auditory and ESL learners. The content aligns closely with the history and ICT strands of the curriculum and provides links to journal articles, images and recommended websites so that information is contextualised and provides multiple perspectives for the learner (Hill, 2012, p. 26). All content is filtered, which minimizes possibilities for controversial material, and the articles are written by well respected authors which are reviewed and regularly updated and therefore a reliable source of information.

Resource 2

Steer, D. (2004). Egyptology: Search for the Tomb of Osiris. Surrey: Templar publishing.

Selection Aid

  • Titlewave (
  • Hanke, D. (2005, February). [Review of the book Egyptology: Search for the Tomb of       Osiris, by Steer, D]. Library Media Connection, 23(5), 83.
  • Wichman, C. (2004, November 1). [Review of the book Egyptology: Search for the Tomb of Osiris, by Steer, D]. School Library Journal, 50(11).

Detailed information is provided regarding publication information, interest and reading level, subjects covered and a publisher description. A balanced perspective is provided by links to full-text reviews from a number of authoritative sources including Library Media Connection and School Library Journal. Further filtering options in Titlewave enable more specific search results such as format, publication date, classification and language.

Selection criteria

  • Treatment, appropriateness and format

The book is in hardback and incorporates pull-out and lift-the-flap features. While this potentially makes the book more prone to damage, it is of very good quality and these elements make the book highly interactive and engaging for children, especially kinaesthetic learners. Content is beautifully presented and illustrated and includes key features of a non-fiction text such as diagrams, charts and labels. Postcards, letters, maps, and reports provide a model for concise writing (“Non Fiction”, n.d., para. 11) and link directly to the English writing objectives regarding presentational and organisational features of texts.

Resource 3

Lend me your literacy (

Selection Aid

  • Twitter (

Twitter can be used for the exchange of thoughts, ideas and recommendations. While it would rarely be a sole section aid and further evaluation would be required, following educationally established tweeters such as @teacherstoolkit can result in more informative and relevant information filtered into notifications.

Selection criteria

  • Cost, usability and appropriateness

Lend me your literacy (LMYL) is an interactive website that allows students to publish their own writing and comment on others within a worldwide audience. The website is child-friendly, simply designed and easy to navigate (Boon, 2008, p. 258). Search capabilities include filters that sort according to year group, genre and topic. Exposure to different text types, writing, evaluation of others’ work and navigating search features on the website, connect directly to the learning outcomes for KS2. There is a yearly subscription fee which is required for each year group. In a growing school this can mean increased costs, however the service does offer good value for money overall and includes additional services such as teacher professional development and parent workshops which help to extend learning opportunities beyond the classroom.

Resource 4

Deary, T. (2006). The Awful Egyptians. London: Scholastic.

Selection Aid

Reputable publisher websites are useful for viewing the full collection of a series and can potentially be cheaper with discounts when ordering in bulk. The resources on the website are targeted to particular age groups and it is quick to place an order. Potential publisher bias means that to ensure cost effectiveness, authority is a crucial selection criteria when purchasing in bulk.

Selection criteria

  • Authority, cost

Terry Deary is a well respected best-selling author of over 270 books (Deary, 2010, para. 1). His Horrible Histories series have sold over twenty five million copies (Unstead, 2003, para. 1) and have received awards and widespread praise for encouraging reluctant readers, especially boys (Unstead, 2003, para. 8). Learner characteristics are often a key driver in the selection process and this follows the constructivist philosophy of teaching and learning (Hughes-Hassell & Mancall, 2005, p. 36). The resource selected is part of a set which include Awesome Egyptians, which clearly complements the topic in addition to twenty one other books in the series which will expand the non-fiction collection in the library with relevant and engaging material that is age-appropriate.

Resource 5

The Children’s University of Manchester. (2012). Ancient Egypt. Retrieved from

Selection Aid

  • Pinterest (

Pinterest is a curation tool that allows users to visually display bookmarked websites connected to a theme. Users can search by key words which can then generate further specialised selections. It is quick and easy to use, though the tool needs to be used with caution as often the context or related content is separated from the bookmarked image (Educause, 2012, para. 4).

Selection criteria

  • Usability, design, authority and content

This is an academic website run by the University of Manchester and so is an authoritative source. The content is specifically designed to complement the National Curriculum for KS2. Although evaluating website design can be subjective in nature, Latham & Poe (2008, p. 259) highlight the importance of simple text, colours and features which do not distract users or require fast Internet connection speed. Indeed, the site is user-friendly, easy to navigate and would be suitable for children to explore by themselves. The website could also be used for whole-class activities as the interactive content and interface (which enables a full screen view) makes the site suitable for use with Interactive Whiteboards (IWB).

Resource 6

The British Museum. (2010). Ancient Egypt. Retrieved from

Selection Aid

  • Pinterest (

Selection criteria

  • Usability, design, authority and content

Inquiry-based learning requires resources that encourage in-depth reading and research. This website is suitable for this purpose and offers an authoritative, informative and comprehensive overview of the topic. The website is not specifically aimed at children though the language is pitched at an accessible level for KS2. The website’s aesthetics appear a bit outdated and the navigation is not as child-friendly in comparison to other websites for children, but the content aligns to KS2 learning objectives and would be suitable for extension work for higher ability students or for developing deeper research skills with teacher or librarian support.

Resource 7

Kids Discover (2014). Ancient Egypt for iPad (Version 2.0) [Mobile application software]. Retrieved from

Selection Aid

The iTunes store enables users to search quickly and locate a wide variety of free and paid for apps. However, the preview feature of the app is not extensive so in this case it was necessary to consult the creator’s website for additional information regrading teacher support material and a preview video (

Selection criteria

  • Usability, design, access and cost

This is an engaging and interactive reading app suitable for KS2 children. The platform is easy to use and navigate and elements of touch, images, videos and sound included will appeal to visual, auditory and kinaesthetic learners (Cantwell, 2013, p. 7). The app is included in Apple’s Volume Purchase Program (VPP) which provides 50% discounts to school. This keeps cost more manageable when purchasing in large quantities. The app can be automatically downloaded on users’ devices using the ‘managed distribution’ model that assigns apps per device. This is suitable for a class set of iPads which are stored and distributed from the library.

Resource 8

Apple (2014) iMovie (Version: 2.1.1) [Mobile application software]. Retrieved from

Selection Aid

Selection criteria

  • Purpose

This app allows users to work collaboratively to create, edit and share their own videos. It directly supports KS2 learning objectives in ICT regarding presenting data and information. The app is intended for use as part of an assessment item at the end of the unit with the students presenting a digital portfolio to include a video presentation of the Ancient Egypt ‘live museum’ performed by students. This resource supports the cross-curricular nature of an inquiry project and the role of the teacher librarian working from this perspective (Mitchell, 2011, p. 13).

Resource 9

Van Vleet, C. (2008). Explore ancient Egypt. Available from

Selection Aid

  • Titlewave (
  • Dombrowski, C. (2008, June 1). [Review of the book Explore ancient Egypt, by Van Vleet, C]. School Library Journal.

Selection criteria

  • Access, cost, usability

Titlewave enables the integration of ebooks into the library catalogue to include bibliographic details and allows direct access for patrons to check out books via their student/teacher login through Destiny Follett. The ebook is priced at 29 USD and includes unlimited and simultaneous access in addition to being accessible on multiple platforms (including Apple, Android, Kindle and Nook) so represents good value for money. The ebook supports searching, highlighting text, dictionary, text-to-speech (computer only) and limited copy/paste and printing options. These features are additional criteria to consider in addition to print resources that need to be examined when evaluating them for inclusion into the library collection (Feighan, 2012). Benefits for the inclusion of ebooks into the library collection include 24/7 and remote access, (Foley, 2012, p. 11) an appealing format for some users and the fact physical space is not needed for storage of these materials.

Resource 10

Doeden, M. (2014). Tools and treasures of Ancient Egypt. Available from

Selection Aid

  • Titlewave (
  • Mueller, M. (2014, April). [Review of the book Tools and treasures of Ancient Egypt, by   Mueller, M]. School Library Journal, 60(4), 106.

Titlewave displays full text reviews from journals, education magazines and awards in their resource search result. The benefit of these sources as opposed to crowdsourcing reviews (e.g. is that they often provide more authoritative and reliable information written from an educational perspective and with the school library in mind.

Selection criteria

  • Content, appropriateness, cost

Though not recommended for in-depth research, this ebook serves as a good introduction to the topic as well as a specific focus on life in Ancient Egypt (Mueller, 2014, para. 1). As in Resource 9, this ebook covers unlimited and simultaneous access. Deciding between single or simultaneous access models is dependent on the needs of users (Morris & Sibert, 2010, p. 109) and in the case of a school with 5 classes per year group it is the most appropriate and cost effective option.



Ancient Egypt. (2015). In Encyclopaedia Britannica. Retrieved from

Apple (2014) iMovie (Version: 2.1.1) [Mobile application software]. Retrieved from

Boon, L. (2008). “I want it all and I want it now!” : the changing face of school libraries. In J. R. Kennedy, L.Vardaman & G.B. McCabe (Eds.), Our new public, a changing clientele : bewildering issues or new challenges for managing libraries (pp. 173-177). Westport : Libraries Unlimited.

Cantwell, K. ( 2013 ). Living appily ever after in the library. Connections, 86 (1), 6-7. Retrieved from

Carrington, B. & Gamble, N. (2004). Egyptology: teacher notes [PDF file]. Retrieved from

Deary, T. (2010). Home. In Terry Deary. Retrieved from

Deary, T. (2007). Awesome Egyptians. London: Scholastic

Deary, T. (2006). The Awful Egyptians. London: Scholastic.

Educause. (2012). 7 things you should know about social content curation [PDF file]. Retrieved from

Feighan, D (2012, July 30). eBook selection criteria [Blog post]. In Bibiliothekia. Retrieved April 2, 2015, from

Foley, C. (2012). eBooks for leisure and learning. Scan, 31(4) 6-14.

Hanke, D. (2005, February). [Review of the book Egyptology: Search for the Tomb of Osiris, by Steer, D]. Library Media Connection, 23(5), 83.

Hill, R. (2012). All Aboard! Implementing common core offers school librarians an opportunity to take the lead. School Library Journal, (58)4, 26-30. Retrieved from

Hughes-Hassell, S. & Mancall, J. (2005). Collection Management for Youth : Responding to the needs of learners. Retrieved from

Johnson, P. (2009).  Developing Collections. In Fundamentals of collection development and management. Chicago: American Library Association.

Kids Discover (2014). Ancient Egypt for iPad (Version 2.0) [Mobile application software]. Retrieved from

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