As mentioned in a previous blog post, teacher librarians will become an endangered species if they do not make visible what is invisible; that is, the pedagogical impact of their role on the teaching and learning within a school. Collecting evidence gives a teacher librarian the ability to make the pedagogical impact of their role obvious. In the school context, evidence can then be used to accurately guide the direction of the school library (Bonanno, 2015, p. 17). On a professional level, it assists in identifying areas of personal strength and areas in which professional development goals can be created. Prior to reading Joyce Kasman Valenza’s article Evolving with Evidence: Leveraging New Tools For EBP (2015), I had only considered using digital technologies as a way of displaying and sharing the evidence, as opposed to an efficient way to collect data. Taking advantage of these digital tools can assist busy teacher librarians to work more efficiently, as once a tool is established it can run automatically, with some digital tools also having the ability to analyse data at the click of a button. Valenza’s article also highlights the effectiveness of using digital technologies to capture not only quantitative, but qualitative data. Asking questions, such as “what have you learned about finding information?”, can lead to a richer understanding of less tangible aspects, such as the skill level of students or the culture of the school library (Valenza, 2015, p. 38).

 

When it came to collecting evidence using digital technologies, the only concepts I had prior to reading this article were taking photos or taking screenshots of documents that contained data. As Valenza states, taking photos are still a worthwhile way to collect evidence (Valenza, 2015, p. 42), but if I can supplement this with a myriad of other digital techniques, it will make a portfolio of evidence much more robust. I was already aware of some of the digital tools Valenza described in the article and have utilised them within in my teaching practice, such as Survey Monkey and the Google Workspace suite of programs (Google Docs, Google Sheets, Google Forms). But overall, most of the digital tools listed were new to me. I have analysed a few below that I would see myself using in the library context in the future, and added a few more digital tools that I have used in the past that would provide other avenues for collecting evidence of my practice as a teacher librarian.

From perusing the website, Padlet really stood out to me as a digital tool that I could use in a multitude of ways, both professionally and personally. Valenza suggests using it as an exit ticket system, where students reflect upon their learning at the conclusion of a lesson by answering a metacognitive question, which is a fantastic formative assessment strategy (Valenza, 2015, p. 39). There is also a great website that details 30 creative ways to use Padlet for teachers and students (Renard, 2017), which includes some library-specific strategies, such as using Padlet to create a book wishlist or a library suggestion box for students to request books that they would love to see included in the school’s collection.

My first essay for ETL401 analysed the different attributes of eBooks in comparison to print books, so reading about the digital tools that give teachers and students the ability to interact within eBooks piqued my interests. While researching my essay it was clear that there was a preference amongst current students for print books over eBooks, leading to implications for the teacher librarian to actively promote eBooks to ensure they do not become an invisible, unused resource. Using add-ons such as Curriculet would allow a teacher librarian to assess reading skills by designing prompts to questions through the reading of set texts. It is the perfect way to ensure eBooks are a well-used resource within the school library as well as being an efficient way to collect data on reading skills.

My instant reaction when I analysed thinglink was to use this digital tool as a way to enhance the photographs that I would have already been including in my portfolio of evidence. Thinklink allows the user to create hotspots within a picture. When a user clicks on the hotspot, it provides additional information on a particular aspect within the picture. The format of the hotspot can be text, video or audio. This would be a fantastic tool to demonstrate how each area of the school library is utilised in meeting the schools mission statement. It also allows me as a teacher librarian to demonstrate how I meet the Australian Institute for Teaching and School Leadership’s (AITSL) Australian Professional Standards for Teachers (2011).

 

As a classroom teacher, I have come across other apps that I would consider useful for collecting data:

Kahoot allows a teacher to create personalised quizzes which students can access without an account from an iPad, phone or laptop. The questions and multiple choice answers are displayed on a central display screen (such as a SmartBoard) and students use their devices to answer. They get personal feedback instantly on their screens and group feedback on the main screen. I have used Kahoot quizzes as icebreaker activities at the beginning of a school year and for formative and summative assessment pieces within units of work.

SeeSaw allows students to take photos or videos and annotate their work. This app was created as a way to share work in the classroom with family, but I have also used it as a way to capture student learning for my own records. Valenza discussed how she gets the students to video her library so she is able to gain a glimpse of the library from their point of view (Valenza, 2015, p. 42). SeeSaw could be an alternative way collect this evidence from students.

 

Valenza’s article has opened me up to a myriad of different digital technologies that I had never considered using before. I am excited to explore these apps further, even for my own personal use. From the readings within this module it is clear that I need to ensure that as a teacher librarian, I am conscious in making my pedagogical impact in the school obvious through the constant collection of evidence, which can be made more efficient through the use of digital tools.

 

References:

Australian Institute for Teaching and School Leadership. (2011). Australian Professional Standards for Teachers. AITSL.  https://www.aitsl.edu.au/teach/standards

 

Bonanno, K. (2015). A profession at the tipping point (revisited). Access, 29(1), 14-21.  http://kb.com.au/content/uploads/2015/03/profession-at-tipping-point2.pdf

 

Renard, L. (2017). 30 creative ways to use Padlet for teachers and students. BookWidgets. https://www.bookwidgets.com/blog/2017/08/30-creative-ways-to-use-padlet-for-teachers-and-students

 

Valenza , J. (2015). Evolving with evidence: Leveraging new tools for EBP. Knowledge Quest, 43( 3), 36-43.