Tag: APA

ETL503- Assessment 2 Part B

The subject ETL503 has confirmed my understanding that the role and nature of the school library collection, and the Teacher Librarian (TL), is continually changing to reflect the current needs of the community (Kasalu & Ojiambo, 2012, p. 25-26) to prepare students for the future (International Federation of Library Associations and Institutions [IFLA], 2015, p. 19). This course has confirmed that TLs cannot operate effectively in a vacuum, or hope to develop a ‘living useful policy’ (Saponaro & Evans, 2019, p. 54) or a community-focused collection without the input and support of all stakeholders (Biviano, 2021, November 27).

The defining line between a collection development policy (CDP) and collection management policy (CMP) is more complex and nuanced than my response to Discussion Forum 1 (Biviano, 2021, November 27) suggested. Both documents require planned, intentional focus and the support of stakeholders throughout to create a balanced, relevant collection (ALIA, 2015, p. 61; IFLA, 2017, p. 8; Johnson, 2014, p. 221, 279) that supports students now and into the future. In return, both documents can be used to strategically support funding applications, grants, contribute to the development and strengthening of whole school Strategic Improvement Plans (SIP), streamline resource application, approval and rejection and provide accountability and transparency of actions. Additionally, these documents can be utilised within the library to streamline the collection of data and associated reporting to guide future, user-focussed purchases (Johnson, 2014, p. 325) in a changing information landscape, and develop and implement effective deselection criteria to improve circulation and increase user engagement (Disher, 2014, p. 86-87; Saponaro & Evans, 2019, p. 195-196).

The regular review and assessment of CDPs allows for the updating of policies and processes to align with the school and department values, mission statements and visions (IFLA, 2015, p. 23) and ensures continuous monitoring of format and subject availability in the collection to inform future planning and purchasing (ALIA, 2017, p. 66). Regular revision of these documents helps maintain a relevant collection that meets the needs of 21st century learners and supports staff (Kasalu & Ojiambo, 2012, p. 25-26) as curriculum changes continue to come into effect.

I have learned that an increased collaborative effort with local small school libraries and council library services will provide numerous benefits to stakeholders and offer opportunities for cooperative development of the CDP and CMP (Johnson, 2014, p. 385). Additionally, strengthening these relationships, and those with the wider community, will assist in helping to future-proof the library by incorporating new perspectives, offering access to new and different resource formats and sharing the pressure of the ever-increasing TL load.

I have learned a lot about censorship and, although I was aware of intentional censorship, I was unaware of the possibility of unintentional or covert censorship (Moody, 2005, p. 140). While taboo topics of sexuality, religion and disability may have once been considered unsuitable for school libraries, guidelines state that the exclusion of topics based on biased or prejudiced personal attitudes or beliefs is unacceptable (IFLA, 2015, p. 7; Australian Library and Information Association [ALIA], 2017, p. 12). As such, some of these topics have come into focus when selecting resources for the school library. I am aware that not all communities have developed the same social values and some topics continue to remain controversial (Moody, 2005, p. 142), but, as discussed in the forums (Biviano, 2021, January 3) I believe communication, support from the executive and staff and a sound understanding of the school context and community is vital when negotiating such sensitive issues.

The highly collaborative nature of CDPs (IFLA, 2015, p. 8; ALIA, 2017, p. 11; Saponaro & Evans, 2019, p. 56) is something that, in my small school context, has fallen away, leaving a never-ending cycle of stocktake, weeding and accessioning without thought to the appropriateness of the resources provided through donations, standing orders and teacher classroom requests. The completion of key policy and procedure documents, which can then be presented and ratified by school leaders, is the best way to clearly, effectively communicate collection development issues, such as time management, funding and personnel shortages, with busy school leaders. Additionally, these documents provide stakeholders with a better understanding of resource selection and weeding criteria, allowing for greater transparency in the collection (Disher, 2014, p. 37).

Although I seemed to develop an endless list of must-do tasks throughout this unit, my main priorities going forward for the immediate future are:

–          to develop intentional awareness of covert censorship in action and put in practice assessing resources using the basic selection criteria outlined in this blog post (Biviano, 2021, December 4)

–          to develop key policies and procedures in collaboration with school staff and leaders and to use the CDP and CMP as strategic documents in library planning

–          to expand on the collaborative efforts discussed in this blog post (Biviano, 2021, December 27) with school staff and the wider library services community to support the development of digital and physical collections moving forward

–          to encourage staff to become actively involved in collection mapping and evaluation as discussed in Forum 5.1 (Biviano, 2021, January 2) to ensure a better general understanding of the school collection and to communicate a better understanding of the roles and responsibilities of the TL and library collection.

 

 References

Australian Library and Information Association (ALIA). (2017). A manual for developing policies and procedures in Australian school library resource centres. 2nd edition.  https://asla.org.au/resources/Documents/Website%20Documents/Policies/policies-procedures-manual_ed2.pdf

Disher, W. (2014). Crash course in collection development, 2nd edition. ABC-CLIO, LLC.

International Federation of Library Associations and Institutions [IFLA]. (2015). IFLA school library guidelines. 2nd edition.
https://www.ifla.org/wp-content/uploads/2019/05/assets/school-libraries-resource-centers/publications/ifla-school-library-guidelines.pdf

Johnson, P. (2014). Fundamentals of collection development and policies. American Library Association.

Kasalu, S. & Ojiambo, J. B. (2012, 13 Jan). Application of ICTs in collection development in private university libraries in Kenya. Collection Building, 31(1), 23-21. https://doi.org/10.1108/01604951211199155

Moody, K. (2005). Covert censorship in libraries: a discussion paper. Australian Library Journal May 2005, 54(2), 138-147. https://doi.org/10.1080/00049670.2005.10721741

 Saponaro, M. Z., & Evans, G. E. (2019). Collection management basics, 7th edition. ABC-CLIO, LLC.

 

INF506 Module 5- OLJ Task 13: Information trends

OLJ Task 13: Information trends

Watch the video and identify five (5) examples of ‘shifts’ or trends that can have an impact on how individuals behave as a digital citizens. Then outline (in around 400 words) how you believe these behaviours can impact on the need for, and development of, information policy in organisations to address these behaviours. You may wish to explore these from either a user/customer perspective or employee/employer perspective, or a combination of both, and you may wish to consider this task within the specific context of your own library and/or organisation, or you can address this task in general terms.

Word count: 434

1) 28% of 18-24s use social media as their main source of news

2) 54% of Facebook users only use their mobile to access the platform

3) 88% of Facebook ad revenue and 86% of Twitter ad revenue comes from mobile ads

4) 95 million photos and videos are posted on Instagram every day

5) 3 billion snaps are sent out each day

 

How can these behaviours impact on the need for, and development of, information policy in organisations to address these behaviours?

Di Gangi, Johnston, Worrell & Thompson (2018) discuss what can go wrong in social media and, from the above list, two things that stand out to me are the risk of over-sharing on social media in an effort to compete with the enormous amounts of content being produced each day and unreliable user-generated content.

As the sheer amount of content posted each day continues to increase, it is important that organisations do not become obsessed with producing meaningless posts to ‘keep up’ with others. Instead, it is important that social media is making positive, lasting impacts on the community and contributing to goals and targets as part of the social media strategy (King, 2015). Developing policy on the type of content and the brand of the organisation is vital to developing a cohesive social media strategy (Rathore, 2017).

Di Gangi, et.al. (2018) warn against the risk of decreased productivity of staff due to preoccupation with social media platforms in the name of work. To prevent this, information policy should include guidelines as to how long and how many posts should be published over a time period and who should be involved to ensure continued staff efficiency in other areas and reduce staff distraction. Additionally, specifying who is involved (manager, committee members etc.) allows for monitoring of post content to ensure that the organisation and brand is being represented in the best light (Di Gangi, et. al., 2018; Rathore, 2017).

With such a high percentage of 18-24s utilising social media as their main source of news there is a risk that unmonitored posts may contain incorrect information, which is then distributed and circulated as fact. This could lead to reputation damage for various parties and infringement of copyright and other laws (Di Gangi, et.al., 2018; Meese & Hagedorn, 2019). As such, the development of factual accuracy in information policies is essential to preventing the spreading of misinformation. For example, implementing fact checking and publishing procedures prior to posting can prevent miswritten facts and avoid implying offence.

Knowing that such a large percentage of revenue is driven by mobile phone usage and advertisement, and that a large number of social media users only use their mobiles to access different platforms, content must be developed to be suitable, specifically, for mobile devices (Rathore, 2017; Adner & Kapoor, 2016). It should be considered on an individual basis, whether or not organisations require paid social media advertising. Bunker (2017), explains in her case study that the ‘Seed Library’ did not utilise paid advertising, but instead relied upon existing and developing networking connections across social media and in the local community with successful outcomes.

References

Adner, R., & Kapoor, R. (2016). Right tech, wrong time. Harvard Business Review, 94(11), 60-67.

Bunker, L. (2017). Picking a platform and finding a voice. In S. W. H. Young & D. Rossmann (Eds.), Using Social Media to Build Library Communities : A LITA Guide. Blue Ridge Summit, UNITED STATES: Rowman & Littlefield Publishers.

Di Gangi, P. M., Johnston, A. C., Worrell, J. L., & Thompson, S. C. (2018). What could possibly go wrong? A multi-panel Delphi study of organizational social media risk. Information Systems Frontiers, 20(5), 1097-1116. doi: 10.1007/s10796-016-9714-2

King, D. L. (2015). Analytics, goals, and strategy for social media. Library Technology Reports, 51(1), 26-32.

Meese, J., & Hagedorn, J. (2019). Mundane content on social media: Creation, circulation, and the copyright problem. Social Media + Society, 5(2). doi:10.1177/2056305119839190

Rathore, S. (2017, August 22). 7 Key steps in creating an effective social media marketing strategy. [Blog post]. Retrieved from https://www.socialmediatoday.com/social-business/7-key-steps-creating-effective-social-media-marketing-strategy

INF506 Module 4- OLJ Task 7: Embracing a Library 2.0 ethos

OLJ Task 7: Embracing a Library 2.0 ethos

Consider the services discussed by Laura Cole in relation to a library or information agency that you know (as an employee or user). Select four key points made by the speaker, and consider how these may be applied to a library or an organisation you are familiar with to help it embrace a Library 2.0 ethos. Write 300 – 400 words.

Word count: 443

In recent times, librarians have had to question the definition of their job role and have been referred to as ‘information specialists’ (Purcell, 2010), ‘gatekeepers of knowledge’ (Ciccone & Hounslow, 2019) and now ‘liberators’ and ‘active navigators’ (Cole, 2016). This change of defined role provides librarians with the chance to expand their knowledge base, develop skills and consider functional choices within the library space. Time and resources can be spent in new ways, rather than just sourcing, stocktaking and maintaining physical resources (Novonty, 2017).

Cole (2016) had some interesting points regarding library digitisation. While she maintained that there would always be those users who prefer paper books, she pointed out that ‘digital (technology) changes the way the patron interfaces with the library’ (Cole, 2016) and used examples of incarcerated juveniles or deployed military personnel able to access library books and articles on devices. This idea can be expanded on to include children and adults living and working in rural environments in outback Australia. By digitising collections, librarians are not disadvantaging those who cannot physically get to a library and removing time limitations, allowing access to information any time of day or night (Cole, 2016; Lee, 2013; Craver, 2002). In my own experience, I have established and promoted two particular digital library programs run through my school; the NSW DET Orbit program and a paid encyclopedia-esque subscription available to students via their school log-in, ensuring both are monitored and protected by the department security and guidelines.

Cole (2016) went on to explain that the digitisation of libraries can open up space that was previously claimed by physical collections, allowing for the development of learning hubs, social hubs and access points. Additionally, due to the variety and global availability of many sources, a collection can reach across multiple mediums, allowing more accessibility to various interests (Moroni, 2012). These spaces are already being developed into learning hubs for BYOD programs in schools (Adams, 2012) and ‘makerspaces’ (Dunford, 2016). Personally, I have begun to reduce the number of paper books in my school library and have set up multiple workstations in the resulting space while allowing for flexible seating and interactive learning. I intend to investigate makerspaces in the near future to determine the necessity and usefulness in my library.

Finally, I particularly liked the use of the Bibliotech emblem as an HQ code. It was eye-catching, identifiable, allowing for a cohesive look across the brand (Civitello, 2018) and very practical for digitally aware and conscious users. I would consider employing this in my school library, particularly for the older students in an effort to encourage them to access the library database and online content at home.

 

References

Adams, H. R. (2012). Bring your own device (BYOD) and equitable access to technology. School Library Monthly, 28(8), 25-26. Retrieved from https://search-proquest-com.ezproxy.csu.edu.au/docview/1491084812?accountid=10344

Ciccone, A. & L. Hounslow (2019). Re-Envisioning the Role of Academic Librarians for the Digital Learning Environment: The Case of UniSA Online. Journal of University Teaching & Learning Practice, 16(1). Implementing online learning: Stories from the field, Article 11. Available at https://ro.uow.edu.au/jutlp/vol16/iss1/11

Cole, L. (2016). BiblioTech as the re-imagined public library: Where will it find you? Paper presented at: IFLA WLIC 2016- Columbus, OH- Connections. Collaboration. Community. in Session 213- Metropolitan Libraries.

Craver, K. W. (2002). Creating cyber libraries: an instructional guide for school library media specialists. Available from https://www.emerald.com/insight/content/doi/10.1108/00330330310500775/full/html

Dunford, H. (2016). Makerspaces in libraries (Library technology essentials). The Australian Library Journal, 65(2), (132-133). DOI: 10.1080/00049670.1182160

Lee, M. (2013). Digital normalisation, school evolution and BYOT positioning in the school library. Retrieved from https://www.asla.org.au/resources/Documents/Website%20Documents/ACCESS/Access-Commentaries/access-27-4-commentary.pdf

Moroni, A. (2012). Weeding in a digital age. Library Journal, 137(15). Retrieved from https://search-proquest-com.ezproxy.csu.edu.au/docview/1189486012?accountid=10344

Purcell, M (2010). All librarians do is check out books, right? A look at the roles of a school media specialist. Library Media Connection, 29(3), 30-33. Available from https://www.abc-clio.com/LibrariesUnlimited.aspx

INF506 Module 2- OLJ Task 3: Reflections on the impact of change

OLJ Task 3: Reflections on the impact of change

After exploring the resources… choose two ways that you see social media has impacted on an organisation you are familiar with. This could be a business, an institution or a government department. Identify the organisation and write 400 words explaining and analysing the impact.

Word count: 361

Department of Education and Training (DET), NSW Government (https://education.nsw.gov.au/) and NSW Education Standards Authority (NESA) (https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculum/curriculum-syllabuses-NSW)

1) Curriculum changes- the curriculum has been altered multiple times in its existence. More recently, with the development of new technologies and increasingly prominent use of social media in developed countries, NESA has addressed social media in its standards for senior students:

‘respond to social media texts, for example contribute to a class blog, comment on a social media post’ (Year 11-12, English, English Life Skills, Outcome 6)

This would suggest that the government is recognising that social media is large influence predicted to be a part of students lives beyond their education. By acknowledging social media as a tool for students to develop competencies in, NESA and the DET has begun to address a sometimes outdated curriculum in an effort to provide students with relevant life skills. This acknowledgement of social media, from my experience is beginning to filter into the lower years with ‘cyber safety’ being a large focus in education due to the saturation of personal hand-held devices and access to laptops and therefore, the internet. This has resulted in staff needing to be up-to-date on relevant cyber safety and social media information in an effort to help prepare and protect students, some as young as five, who are now accessing multiple platforms online.

2)The DET has established a Social Media page on their website (https://education.nsw.gov.au/about-us/social-media) detailing which departments use which platforms, including links for the public to follow. I think that this is a very positive step, allowing the public to access caches of information, previous conversations and immediate announcements.

Additionally, the DET has developed a specific ‘Social Media Policy’ and ‘Social Media Toolkit’ to support staff development of professional social media accounts, provide guidelines for expectations and behaviours and to provide avenues for complaint or issues that arise either via social media or as a result of social media in schools. By establishing itself on these social media platforms, it has provided the world an example of  what the DET considered acceptable conduct online, and can be held to account should this conduct be breached by employees of the DET.

References

Department of Education and Training (DET). Social media policy, implementation procedures, November, 2018. Retrieved from https://education.nsw.gov.au/policy-library/associated-documents/social-media-procedures.pdf

Department of Education and Training (DET). (2019) Social media. Retrieved from https://education.nsw.gov.au/about-us/social-media

Department of Education and Training (DET). (2019) Social media toolkit- education week 2019. Retrieved from https://education.nsw.gov.au/public-schools/education-week/teacher-toolkit/communications-toolkit/social-media-toolkit

INF506 Assessment item 1: OLJ creation and first entry

INF506 Assessment item 1: OLJ creation

1. Define what social networking means to you in a professional sense

The online Cambridge Dictionary (2019) provides two definitions for ‘social networking’

“1) The use of websites and other internet services to communicate with other people and make friends

2) The activity of sharing information and communicating with groups of people using the internet, especially through websites that are specially designed for this purpose”

When I think of ‘social networking’, I automatically have an image in mind of a physical conference with numerous professionals in suits with pens, perhaps a more traditional view.

Combining these ideas, taking into account the age of technology in which we live today, I would have to say that professional social networking is:

The act of communicating with others by engaging in internet-based environments, to form professional contacts, using these links to share information, ask questions and develop programs and abilities. Social networking also provides the opportunity for engaging new audiences, advertising and developing products and promoting events.

As time goes on, I am sure I will adapt my definition as my understanding expands.

2. List what social networking technologies and sites you already use (for personal, work and study purposes)

Currently, I use Facebook, Instagram, Pinterest, Snapchat, WhatsApp and Weebly in my personal life. I also use Yammer, Interact2, SkoolBag, ClassCover and Seek.com professionally. I have a Twitter account but have not used it regularly for some time.

3. Describe what you expect to learn from completing INF506

I would expect to come across some new social media platforms and perhaps gain some specialist experience in the more mainstream platforms while developing ideas on how to integrate them into the school environment. I would like to find out how other schools are using social media to engage the community and which platforms they prefer. I would also like to come up with a plan to employ in my school environment in the coming year.

 Reference List

Social networking (2019) In Cambridge Dictionary: English Dictionary. Retrieved from https://dictionary.cambridge.org/dictionary/english/social-networking

 

ETL401 Assessment 3, Part C: Reflective practice

ETL401 Assessment 3,

Part C: Reflective practice

 

My understanding of Information Literacy (IL)

Prior to this course, I had no way to define ‘information literacy’. To me, ‘literate’ meant a measured ability to read, write and comprehend. Fitzgerald (2019) provided multiple suggestions in Module 2 and Module 5, resulting in reconsideration on my part to include focus on ‘understanding’ rather than ‘comprehension’ with the addition of the need for ‘transferability’ (Fitzgerald, 2019), across formats, delivery methods and modes’- a concept I was aware of from experience, but had no name for (ETL401 Week 9/10, Biviano, 2019).

Fitzgerald (2019) provided multiple definitions of ‘information literacy’ throughout the course. The one that rang most true to me was ‘a continuum of skills, behaviours, approaches and values that is so deeply entwined with the uses of information as to be a fundamental element of learning, scholarship and research. It is the defining characteristic of the discerning scholar, the informed and judicious citizen, and the autonomous learner.’ (ANCIL, definition of information literacy, 2018). I believe that learning is a wholistic activity and cannot be conducted in an isolated environment (Kulthau, Maniotes & Caspari, 2012), as such, it is important to consider information literacy as an integrated continuum of learning that can be transferred to any area and made useful.

In both Module 2 & 5, Fitzgerald (2019) admits that there are multiple definitions used around the world for both literacy and information literacy. Difficulties will arise in schools when staff are operating under varying understandings of those terms and so it is important to be on good communicative terms with staff and, particularly principals (Discussion forum 3.3, Biviano, 2019).

These readings opened my eyes to the fact that my school needs to invest in one uniform IL model that will benefit our students to better support student learning. By establishing a uniform approach, we will be able to, theoretically, improve literacy and increase student IL skills. Additionally, collaboration is key to establishing a successful and impactful IL model (Discussion forum 3.3, Fitzgerald, 2019).

My understanding of IL models

Again, I had never heard of ‘IL models’ prior to this course. As the learning progressed, I realised, however, that I had utilised these models in the past at different schools with varying levels of success without knowing their name. As such, I was more confident when investigating the different models. Bonanno (2014) provides a useful tool for schools beginning the IL model journey, in that a lot of the work has been done by integrating the work of Kulthau et. al. (2012) into the Australian Curriculum content descriptors (AC, 2019) (Discussion forum 5.3a, Biviano, 2019). With that said, for Assessment 3, Part A & B, I chose the model most familiar to my school, the DEC’s Information Process (ISP) (2015) as I have found some vague elements of this process in our schools current programming.

My understanding of the TL role in inquiry learning

In the first assessment, we were asked to explain our understanding of TLs in schools (ETL401-Assessment 1, Part B, Biviano, 2019). I found it difficult to sequentially order my thoughts as the TL role seemed enormous. In short, I determined that the role of TL it is complicated but based most of my understandings on personal experience, the use and maintenance of physical resources and the development of IT skills (ETL401-Assessment 1, Part B, Biviano, 2019).

It was a very broad understanding with little academic research to support my statements. With that said, Herring (2007), Purcell (2010) and Lamb (2011) all agree that TLs have a multifaceted, complicated, underestimated role in most schools (Discussion forum 3.2, Biviano, 2019). Additionally, TLs must prioritise goals to develop 21st century skills in learners to provide them the necessary abilities to survive outside of school (Tucker, 2014).

I believe, from my own experiences and from the module readings and discussions, TLs are in the unique position of power to initiate true collaboration (Monteil-Overall, 2005; Langford, 2008) to provide support to staff in lowering assessment and planning workloads (Discussion forum 4.2, Biviano, 2019), support and develop the normalisation of technology (Lee, 2013) and create relevant, rich and engaging lessons targeted towards specific cohorts (AITSL, 2014).

 

 

References (Part C)

A New Curriculum For Information Literacy (ANCIL) (2011). ANCIL definition of information literacy. Retrieved from https://infolit.org.uk/definitions-models/

Australian Curriculum (AC) (2019)  http://www.australiancurriculum.edu.au

Biviano, N. (2019, July, 21) ETL401-Assessment 1, Part B [Blog post]. Retrieved from https://thinkspace.csu.edu.au/bivathome/2019/07/21/elt401-assessment-item-1-part-b/

Biviano, N. (2019, September, 14) ETL401 Week 9/10 [Blog post]. Retrieved from https://thinkspace.csu.edu.au/bivathome/2019/09/14/etl401-week-9-10/

Biviano, N (2019, September, 3) Re: Discussion forum 3.2: The role of the teacher librarian [Discussion comment]. Retrieved from https://thinkspace.csu.edu.au/bivathome/2019/07/21/elt401-assessment-item-1-part-b/

Biviano, N (2019, September, 3) Re: Discussion forum 3.3: The principal and the teacher librarian [Discussion comment]. Retrieved from https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_42381_1&nav=discussion_board_entry&conf_id=_78884_1&forum_id=_162832_1&message_id=_2333980_1

Biviano, N (2019, September, 14) Re: Discussion forum 4.2: The challenges [Discussion comment]. Retrieved from https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_42381_1&nav=discussion_board_entry&conf_id=_78884_1&forum_id=_162833_1&message_id=_2333996_1

Biviano, N (2019, September, 14) Re: Discussion forum 5.3a: Information literacy models [Discussion comment]. Retrieved from https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_42381_1&nav=discussion_board_entry&conf_id=_78884_1&forum_id=_162834_1&message_id=_2334001_1

Biviano, N (2019, September, 14) Re: Discussion forum 5.4b: Convergence [Discussion comment]. Retrieved from https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_42381_1&nav=discussion_board_entry&conf_id=_78884_1&forum_id=_162834_1&message_id=_2334007_1

Bonanno, K. (2014) F-10 inquiry skills scope and sequence, and F-10 core skills and tools. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899464_1

Department of Education (DE),School Libraries, Learning systems, State of New South Wales (2015). Information skills in the school: engaging learners in constructing knowledge. Available at https://education.nsw.gov.au/teaching-and-learning/curriculum/media/documents/infoskills.pdf

Fitzgerald, L. (2019). The Information Environment. In ETL401: Introduction to Teacher Librarianship, [Module 2]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899398_1&mode=reset

Fitzgerald, L. (2019). The role of the teacher librarian (TL). In ETL401: Information literacy, [Module 5]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899464_1

Fitzgerald, L. (2019, September, 23) Re: Discussion forum 3.3: The principal and the teacher librarian [Discussion comment]. Retrieved from https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_42381_1&nav=discussion_board_entry&conf_id=_78884_1&forum_id=_162832_1&message_id=_2333980_1

Herring, J. (2007). Teacher librarians and the school library. In S. Ferguson (Ed.) Libraries in the twenty-first century: charting new directions in information (p. 27-42). Wagga Wagga, NSW: Centre for Information Studies, Charles Sturt University. In ETL401: Introduction to teacher librarianship, [Module 3]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899459_1

Kulthau, C.C, Maniotes, L. K. and Caspari, A. K. (2012). Guided inquiry design: A framework for inquiry in your school. Retrieved from Fitzgerald, L. (2019). The role of the teacher librarian (TL). In ETL401: Introduction to teacher librarianship, [Module 5]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899464_1

Lamb, A. (2011). Bursting with potential: Mixing a media specialist’s palette. Techtrends: Linking research & practice to improve learning, 55(4), 27-36. In ETL401: Introduction to teacher librarianship, [Module 3]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899459_1

Langford, L. (2008). Collaboration: Force or forced, Part 2, 27/1, 31-37. In ETL401: Introduction to teacher librarianship, [Module 4]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899464_1

Lee, M. (2013). Digital normalisation, school evolution and BYOT positioning in the school library. Retrieved from https://www.asla.org.au/resources/Documents/Website%20Documents/ACCESS/Access-Commentaries/access-27-4-commentary.pdf

Montiel-Overall (2005). Toward a theory of collaboration for teachers and librarians, School library media research 8/1-31 In ETL401: Introduction to teacher librarianship, [Module 3]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899459_1

Purcell, M. (2010). All librarians do is check out books right? A look at the roles of the school library media specialist. Library media connection 29(3), 30-33. In ETL401: Introduction to teacher librarianship, [Module 3]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899459_1

The Australian School Library Association (2015) Evidence guide for teacher librarians in the proficient career stage : Australian professional standards for teachers retrieved from https://www.alia.org.au/sites/default/files/AITSL%20Standards%20for%20teacher%20librarian%20practice%202014.pdf

Tucker, M. S. (2012). Tucker’s lens: On 21st century skills. In ETL401: Introduction to teacher librarianship, [Module 4]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899464_1

ETL401 Week 5-7 Discussion Posts

Basically, I have done a massive catch-up on the ETL401 course discussion posts today because I seem to have fallen incredibly behind. Is anyone else struggling to keep up with the discussion posts, blog posts, readings (plus ‘essential readings’) in this course?

3.2 The role of the TL

Organisation Similarities Differences
Herring

 

 

 

 

 All 3 authors specifically state that TLs have a multifaceted, complicated, sometimes underestimated role in schools and discuss the different roles of TLs. They all agree that TLs should be and are an integral part of the school environment and not a stand-alone place/tool in the school toolbox.
All 3 focus on the use of terms ‘media specialist’ and ‘media centre’ suggesting they have moved away from the traditional view of librarians as book monitors.
Lamb (2011) and Herring (2007) both discuss the need for prioritisation of TL roles.		 Herring (2007) discusses the use of school internet and intranet specifically.
Purcell

 

 

 

 Purcell (2010) determined that the TL must be the one to define their role for clear expectations of all staff.
Lamb

 

 

  

 

  • How should TLs prioritise the roles they play in the school?

TL roles will be different in each school environment as each one is different with different needs. Purcell (2010) suggests that TLs be in charge of defining their roles to ensure clarity of expectations amongst staff. I agree that TLs must have a large input into the determination of their role but, I also believe that this definition must be a collaborative decision between TL, teaching staff and executive. This collaboration will help develop the TL role as a best fit to the school needs and, from there, TLs can prioritise which roles they take on and justify why.

  • Are there other roles played by TLs eg social roles?

Of course. From personal experience, I have been able to initiate quiet play groups, student support groups and reading support groups during library and play time to support student social development. I would suggest that TLs are in a prime position to support social skill development and establish a quiet place for play for those students requiring additional social support.

  • How do Lamb’s views on the TL’s role compare and contrast with those of Herring and Purcell?

See table above.

  • What existing tasks/roles do you think you, as a TL, could give up in order to be as proactive as Lamb and Valenza want you to be?

I definitely think ‘website devleoper’ could be something to hand off to other staff while maintaining minimal contributions to advertise the library and its events/content. Additionally, the collaborative development of programs with class teachers would lighten the TL load significantly.

  • Would you change the order of the roles Purcell identifies eg should teacher come first?

Personally, I don’t believe Purcell (2010) intended to list the roles with one being more important than another. The layout of the paper simply resulted in this being the assumption. Looking at the diagram on Page 31 of the article, you will see that all roles surround the School Media Specialist role, equally placed. I think that each TL will prioritise these roles depending on the need at the time and should remain fluid throughout their role to reprioritise as needed.

Reference

Herring, J. (2007). Teacher librarians and the school library. In S. Ferguson (Ed.) Libraries in the twenty-first century: charting new directions in information (p. 27-42). Wagga Wagga, NSW: Centre for Information Studies, Charles Sturt University. In ETL401: Introduction to teacher librarianship, [Module 3]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899459_1

Lamb, A. (2011). Bursting with potential: Mixing a media specialist’s palette. Techtrends: Linking research & practice to improve learning, 55(4), 27-36. In ETL401: Introduction to teacher librarianship, [Module 3]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899459_1

Purcell, M. (2010). All librarians do is check out books right? A look at the roles of the school library media specialist. Library media connection 29(3), 30-33. In ETL401: Introduction to teacher librarianship, [Module 3]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899459_1

 

3.3 The Principal and the TL

Currently, I am working alongside a wonderful Principal in a very small school and I find her support imperative to achieve just about anything. As I am new to the school, she as an invaluable font of information on previous library processes and the community. Additionally, she is very open minded and willing to listen to new ideas like Drop Ins for kids and parents after school as we don’t have enough staff to have the library open during lunch time.

As for myself, I am able to use my knowledge of technology and experience with developing research and technology skills to supplement areas she is unfamiliar with. Currently, we are planning a history unit together that will differentiate and support Stage 2 and 3 and other collaborative projects that will benefit the school, as suggested by Fitzgerald (2019). I am lucky that she is supportive of all staff and recognises that the library and the TL have a big impact on the student development of reading and writing skills (Bonanno, 2011).

I think that true collaboration (Montiel-Overall, 2005; Langford, 2008) is key, particularly in such a small school. By supporting me in my goal to develop inquiry skills, my principal is giving me the opportunity to support other staff in their classroom programs which, in turn, support her position as principal in the development of student skills and achievements. Additionally, having a supportive executive encourages me to involve myself more fully in the community of the school and potentially invest more time and effort into the school environment and development.

With that said, I don’t think the Principal/TL relationship is exclusive and that it must also include teaching and admin staff for the whole system to work.

References

Bonanno, K. (2011). Opinion: Do school libraries really make a difference? Incite 32/5 Available at http://www.austlii.edu.au/au/journals/inCiteALIA/2011/97.pdf

Fitzgerald, L. (2019). The role of the teacher librarian (TL). In ETL401: Introduction to teacher librarianship, [Module 4]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899464_1

Langford, L. (2008). Collaboration: Force or forced, Part 2, 27/1, 31-37. In ETL401: Introduction to teacher librarianship, [Module 4]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899464_1

Montiel-Overall (2005). Toward a theory of collaboration for teachers and librarians, School library media research 8/1-31 In ETL401: Introduction to teacher librarianship, [Module 3]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899459_1

 

3.4 Accountability in practice

Previously, I have used exit tickets and video and still photography to collect and analyse data in classroom environments and would definitely utilise both again as they provide immediate evidence of engagement and student input into the relevance, enjoyment and understanding of topics.

Additionally, with the development of inquiry learning occurring at my school, I predict I will be assessing and giving feedback on students inquiry projects.

I would like to use digital libraries to assess student reading levels but, in my small school, it will be some time before that is able to be taught to the students and rolled out simply due to their technology skill levels.

 

4.1a Search activity

Garrison, K. L., FitzGerald, L. & Sheerman, A. (2018). ‘Just let me go at it’: Exploring students’ use and perceptions of guided inquiry, 21. Available from http://files.eric.ed.gov/fulltext/EJ1182159.pdf

I chose this article for a few reasons that interested me:

  • Use of mixed-method information gathering
  • What do students think GI is?
  • What do students think of GI? How useful/helpful it is to them?
  • Australian school used as sample

Unfortunately, the sampled students were in secondary school, not primary so, to recreate this research in my own interest area would require tweaking of methods and questions. Additionally, there was no comment on how long students had been involved with GI nor how intensely.

Still, an interesting read to determine the impression and, to some extent, the success of GI in the eyes of Year 9 students.

 

4.1b Inquiry learning

Are the acquisitions of 21st century skills and the focus on accountability mutually exclusive?

Not at all. Currently, I believe there is too great a focus on accountability of teachers to see their students achieve specific outcomes eg Basic Skills Tests, NSW. However, there maintains an element of necessity in regards to accountability- teachers and TLs must have guidance in keeping education relatively uniform so we can say that students are graduating school with at least basic levels of reading and writing.

The development of 21st century skills is vital in order to produce students who are successful in life OUTSIDE of school. That said, the skills they need to develop in school must be more than the traditional reading, writing and arithmetic. They must become creative, flexible thinkers, familiar with developing technologies and developing new ideas to support the transformative world they will be working and living in (Tucker, 2014). The use of Project-Based Learning (PBL) and Guided Inquiry (GI) in schools is one way to help develop students problem solving, interest in investigation and lateral thinking.

References

Tucker, M. S. (2012). Tucker’s lens: On 21st century skills. In ETL401: Introduction to teacher librarianship, [Module 4]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899464_1

 

4.2 The challenges

Having worked in the UK for 2 years, I was able to experience their planning and assessment procedures, which included team RFF time each week for teachers on the same stage to collaborate on planning, resulting in a lowered workload and similar lessons and topics being covered across the stage. This collaboration made work days shorter, stress loads lighter and encouraged a positive, collegial environment.

Unfortunately, in Australia I have noted a divide between teachers, rather than a willingness to collaborate, with many CTs reluctant to share their programs, lessons and resources. This is improving slowly with the development of online environments such as Teachers Pay Teachers and communities like Butterfly Wings, created specifically for sharing programs.

  1. Unfortunately, due to confusion over the roles of TL (Fitzgerald, 2019), CT reluctance to share or ‘lose’ their programs and lessons and potential personality clashes, the concept of collaboration, particularly with TLs is something that needs to be approached sensitively and depending on the person or people you would aim to work alongside. I think it is important to clearly outline the expectations eg this collaboration will be used in classes ABC and these people with have these responsibilities. Additionally, it must be clear that ALL parties will be receiving credit and contributing to the assessment of the unit/lesson to continue to review, adapt and improve the final product.
    Another way to approach the topic of collaboration, aside from reassuring all credits are shared, would be to suggest the lightening of the workload- for example, I an teaching an enquiry unit currently, based on the history topic for Stage 2 and 3. We are learning how to search for information while gathering information on a familiar topic which students can take back to class to contribute to their in-class learning. Additionally, I am keeping assessment records of information gathering and IT use for end of year reports.
  2. In short, Bonanno (2011) explains that TLs and libraries contribute to literacy results, development of ICT capabilities, information learning and staff professional development amongst other things. Utilising TLs in this way can potentially lighten the load for overworks CTs and provide another avenue for student assessment in various areas, including literacy, speaking and listening and ICT development. Unlike CTs, TLs have the space and potentially the opportunity to introduce inquiry based learning to students initially, which can then be traken into classrooms. Alternatively, TLs can support students in inquiry based learning in the library, sharpening skills already being used in the classroom (Fitzgerald, 2019).

I think that true collaboration (Montiel-Overall, 2005; Langford, 2008) is key, particularly in such a small school. By supporting me in my goal to develop inquiry skills, for example, my principal is giving me the opportunity to support other staff in their classroom programs which, in turn, support her position as principal in the development of student skills and achievements. Additionally, having a supportive executive encourages me to involve myself more fully in the community of the school and potentially invest more time and effort into the school environment and development.

 

References

Bonanno, K. (2011). Opinion: Do school libraries really make a difference? Incite 32/5 Available at http://www.austlii.edu.au/au/journals/inCiteALIA/2011/97.pdf

Butterfly Wings at https://www.facebook.com/search/top/?q=butterfly%20wings

Fitzgerald, L. (2019). The role of the teacher librarian (TL). In ETL401: Introduction to teacher librarianship, [Module 4]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899464_1

Langford, L. (2008). Collaboration: Force or forced, Part 2, 27/1, 31-37. In ETL401: Introduction to teacher librarianship, [Module 4]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899464_1

Montiel-Overall (2005). Toward a theory of collaboration for teachers and librarians, School library media research 8/1-31 In ETL401: Introduction to teacher librarianship, [Module 3]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899459_1

Teachers Pay Teachers at https://www.teacherspayteachers.com/

 

4.3_1 Curriculum creation and delivery at my school

I would say that the development and delivery of curriculum at my school generally follows the Curriculum Design Principles from Review of the Curriculum Report (Fitzgerald, 2019) with a specific focus on relevance to the local environment and community and development of parent-friendly language.
Staff have the freedom to create, buy or source units of work that fit into the scope and sequence of each subject, which has been designed collaboratively with other CTs, executive and TLs. In terms of assessment, each CT addresses this in their own way but, I have noticed a large swing towards Wiggins and McTighe’s (2005) ‘backward design’ and this is a process I prefer, myself.
As I am working at an exceptionally small school, with a forward-thinking, open minded principal, we are lucky enough to be able to tailor learning to the needs of our students so long as we continually make links back to the social and local environment in order to make learning relevant to our students.

 

References

Review of the Australian curriculum final report (2014). Retrieved from https://docs.education.gov.au/node/36269 In ETL401: Introduction to teacher librarianship, [Module 4]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899464_1

Wiggins, G.& McTighe, J. (2005). Understanding by design. (Ed. 2) Association for supervision and curriculum development (ASCD): Alexandria, Va. In ETL401: Introduction to teacher librarianship, [Module 4]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899464_1

 

4.3_2 The TL and curriculum

From personal experience and further reading, I believe it is important to develop a school environment that is inclusive and collaborative. To achieve this, it is important that all staff are involved in curriculum development and planning with the opportunity to comment, critique and support changes. By including TLs, CTs have the opportunity to help expand student thinking and impress that learning does not occur in a vacuum (Lamb, 2011). Additionally, there is potential for the improvement of current resources or the development of new resources by utilising TL experience and specialities.

It is realistic, I think, for principals to expect their staff to work collaboratively in schools in order to ensure a flowing, positive environment that supports learners. By planning units of work together, staff are potentially sharing the workload, ensuring a second look over of programs to determine their suitability and relevance to students, ensuring strong links to learning.

By not including TLs in curriculum planning, staff are risking a disconnect between classroom and library. This would not benefit students as the library should be used as a place to sharpen research skills and consolidate learning. By leaving out TLs and the library from programming, staff are potentially saying that the learning occurring in their room has no relevance outside of it, lessening student connection and the opportunity for deeper learning. Additionally, there is the potential for clashing or repeating programs.

 

References

Lamb, A. (2011). Bursting with potential: Mixing a media specialist’s palette. Techtrends: Linking research & practice to improve learning, 55(4), 27-36. In ETL401: Introduction to teacher librarianship, [Module 3]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899459_1

 

ETL401 Week 2 & 3 module responses

2.1

What is information?

From this module, I have learned that information is a complicated concept but there are two main types of information: semantic & classic.

Semantic information is concerned with meaning, without getting hung up on how it is delivered. Classic information seems to be more scientific in process, able to be measured and defined (Fitzgerald, 2019).

How does the information affect how we communicate, learn and use information?

Information has made it much easier to communicate in previous years, across country and internationally, personally and for business. It has helped create new jobs and areas of speciality in business. Advancements in information technology has also helped develop education, provide it to those who, previously found it out of financial or physical reach and create resources and programs within classrooms to support students of all ages. Additionally, the development technology allows people to access information immediately, as Floridi (2007) predicted, making information and technology a part of real life (RL) so much so that some people find it impossible to consider life ‘before’.

References

Fitzgerald, L. (2019). The Information Environment. In ETL401: Introduction to Teacher Librarianship, [Module 2]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899398_1&mode=reset

Floridi, L. (2007). A look into the future impact of ICT on our lives. The Information Society, 23, 59-64. CSU Library

2.2 ‘Information society’

What do you think this term means?

‘Post-industrial society in which information technology (IT) is transforming every aspect of cultural, political, and social life and which is based on the production and distribution of information. It is characterized by the (1) pervasive influence of IT on home, work, and recreational aspects of the individuals daily routine, (2) stratification into new classes those who are information-rich and those who are information-poor, (3) loosening of the nation state’s hold on the lives of individuals and the rise of highly sophisticated criminals who can steal identities and vast sums of money through information related (cyber) crime (WebFinance, 2016).’ (Fitzgerald, 2019)

I connected more with this second definition and appreciated the specific nature of it. Defining information is a complicated concept (Fitzgerald, 2019) and many have tried to do just that with limited success. Looking more broadly at the infosphere (Floridi, 2007) requires a closer look, rather than a broad brush approach.

For each of the characterisations in the above definition, I can think of an immediate example, most of which directly relate to my own experiences:

  1. It cannot be disputed that IT is much more integrated and prevalent in everyday life today than, even, fifteen years ago. Hand-held mobile devices, Smart TV’s and increasingly inexpensive portable laptops and tablets mean information is readily on-hand at any time. The availability of internet connectivity with the development and implementation of wi-fi in public spaces also contributes to the current ease of information access.
  2. The development and availability of technology providing access to information has helped create a new class divide in society. Initially, individuals who could afford to buy expensive lap-tops, mobile phones and other personal technological devices had an immediate advantage over their less financially capable counterparts. They were able to develop new skillsets and access new areas of commerce and finance that were unavailable without the right equipment.
    More recently, with the increased presence of technology in education, personal lives and business, the physical devices required to access information have become less expensive and seen less as exclusive and more mainstream, necessary for everyday life, as Floridi (2007) predicted. That said, there remain certain brand names and models that maintain elitist advertising campaigns, targeting those individuals, businesses and schools with a higher spending bracket.
  3. The rise in cybercrime in recent years can be clearly seen in local and international news. The Australian Cybercrime Online Reporting Network (ACORN) reported a rise of around 20% in cybercrime from 2017-2018 (Reddie, 2019). The more development in technology, the ore highly skilled criminals are operating in society as characterised by the above definition.

Why is it important for the teacher librarian to have an understanding of the information landscape?

Due to the pervasive nature of ICT (WebFinance, 2016), it is imperative that TL’s possess a relevant and broad understanding of the information landscape for a number of reasons. The idiom ‘forewarned is fore armed’ comes to mind when considering the information society.
It is important to help students develop a firm understanding of the information society at an appropriate level and to also provide support and guidance when accessing the information landscape for their learning and socialising.
Floridi (2007) predicted that ICT would evolve to the point of ‘a-live’ (artificially live), for example, self driving (or autonomous) cars that are predicted to be on our roads some day soon (Porter, 2012; Niccolai, 2012; BMW.com; Allianz.com.au). In the very near future, TL will be teaching students who have never known life without an extremely high level of integrated ICT, if it isn’t already happening. These students will have huge stores of prior knowledge and an elevated ICT skillset that generations before had not had the opportunity to develop. As it is, TL’s are already experiencing this with social media platforms, email and the use of Google. As such, it is the TL’s responsibility to keep up with changes to provide quality, relevant teaching and learning opportunities and develop the necessary higher order thinking skills needed to be a productive member of society.
Additionally, TL’s need to accept the fact that their physical resources will, more than likely, become totally digitised in the future (Ciccone & Hounslow, 2019) and familiarise themselves with appropriate online software and programs to support their fellow teachers and students.

References

Allianz.com.au (n.d.) Self-driving cars- the future of motoring? Retrieved from Allianz Australia website: https://www.allianz.com.au/car-insurance/news/self-driving-cars-the-future-of-motoring

BMW.com (n.d.) The path to autonomous driving. Retrieved from BMW  website: https://www.bmw.com/en/automotive-life/autonomous-driving.html

Ciccone, A. & L. Hounslow (2019). Re-envisioning the role of academic librarians for the digital learning environment: The case of UniSA online. Journal of University Teaching & Learning Practice, 16(1). Implementing online learning: Stories from the field, Article 11. Available at https://ro.uow.edu.au/jutlp/vol16/iss1/11

Fitzgerald, L. (2019). The Information Environment. In ETL401: Introduction to Teacher Librarianship, [Module 2]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899398_1&mode=reset

Floridi, L. (2007). A look into the future impact of ICT on our lives. The Information Society, 23, 59-64. CSU Library

Niccolai, J. (2012). Self-driving cars a reality for ‘ordinary people’ within 5 years, says Google’s Sergey Brin. Retrieved from Computerworld website: https://www.computerworld.com.au/article/437481/self-driving_cars_reality_ordinary_people_within_5_years_says_google_sergey_brin/#closeme

Porter, I. (2012). Autonomous cars soon. Retrieved from https://www.goauto.com.au/news/general-news/technology/autonomous-cars-soon/2012-07-20/22168.html

Reddie, M. (2019). Cybercrime skyrockets in NSW as murders and robberies fall. Retrieved from ABC News website: https://www.abc.net.au/news/2019-02-11/cybercrime-skyrockets-in-nsw-as-murders-and-robberies-fall/10776982

ETL401- Week 2 Reflection activities

2.2

Define ‘Deep Web’

A google search defined the Deep Web as ‘the portion of the Internet that is hidden from conventional search engines, as by encryption; the aggregate of unindexed websites’ (dictionary.com). While the Interact2 search returned the definition ‘online content that cannot be accessed through search engines, for whatever reason- often estimated to account for as much as 90% of the internet’ (Chandler & Munday, 2016)

 

Think about the ramifications of having ready access to information at all times. For example, how does this aspect affect you and your capacity to study this subject. What are 3 benefits and 3 negatives?

 

Positives

  • ‘No right to ignore’ (Floridi, 2007). As predicted, possessing information on demand requires humanity to be more accountable for their actions. Ignorance is no excuse when a quick google search for the lastest news items, legislation changes or topics could illuminate a serious deficite in society eg. The severity of plastic pollution and its effects on the environment or the high correlation between lung cancer and smoking cigarettes.
  • Easier lines of interaction via improved technology eg mobile phones, internet and laptops, have boosted economies around the world. Widening possible sales markets via social media and online shopping opportunities has allowed businesses to expand their potential market, increase their sales and stimulate online economies which, hopefully, then feeds into local economies. It has also provided opportunities for collaboration between businesses and new markets have developed as a result.
  • Floridi (2007) predicts a merging of real life (RL) and the ‘infosphere’, which, as we know, has come to pass. In integrating technology and the web into RL new job opportunities have been created. The development of new technology and infosphere spaces have necessitated new job roles and provided multiple new areas of employment and specialisation.

Negatives

  • Depersonalisation is one factor attributed to increased burnout levels in certain professions, including education, nursing and counselling (Maslach, Jackson & Leiter, 1986; Romano, Harris-Looby, Farrel, Mccrink & Wolman, 2016). It could be claimed that integrated technology and the lessening need to speak face-to-face with other people has the potential to increase levels of depersonalisation, particularly in students and children who have never been without wifi and Facebook. Depersonalising the internet and technology has led to the development of ‘trolls’ and ‘trolling’- leaving insulting messages on the internet anonymously or ambiguously with no purpose other than to annoy or hurt someone (Cambridge Dictionary Online).
  • Research skills- as a Class Teacher and a Teacher Librarian, I have noticed the increased lack of research skills being developed in students moving through primary schools. Students have regularly suggested I ‘Google it’ to find something out but, aside from typing in an ambiguous phrase and hoping for the best, their deep research skills are limited and they struggle to find appropriate language or phrases that will be useful in finding their answers.
  • ‘Fake news’ is a phenomenon that is not new but is being more recently acknowledged by the general public. Easy access to the internet and information gives the impression that all and any information found on the internet- be it search engines or social media platforms- must be correct and accurate. Perhaps, when the internet was just developing and less people had access to publishing information online, facts were more reliable. Now, however, with the development of social media and sites like Wikipedia, which allow access to any willing contributor, information found online must be read critically (Kurland, n.d.) before accepting it as ‘knowledge’ (Bryman, 2016).

 

References

Bryman, A. (2016). Social Research Methods (4th Edition).
Available from https://www.researchgate.net

Cambridge Dictionary Online: https://dictionary.cambridge.org

Chandler, D. & R. Munday. A Dictionary of Media and Communication (2nd Ed. ), 2016. Publisher: Oxford University Press.
Available from: https://www-oxfordreference-com.ezproxy.csu.edu.au/view/10.1093/acref/9780191800986.001.0001/acref-9780191800986-e-3138

Dicitonary.com: https://www.dictionary.com/

Floridi, L. (2007). A look into the future impact of ICT on our lives. The Information Society, 23, 59-64. CSU Library

Kurland, D. (n.d.). Reading & writing ideas: What is critical reading?. Available from www.criticalreading.com

Maslach, C., S. E. Jackson, M. P. Leiter (1986) The Maslach burnout inventory manual (Third Edition) Available at https://www.researchgate.net/profile/Christina_Maslach/publication/ 277816643_The_Maslach_Burnout_Inventory_Manual/links/5574dbd708aeb6d8c01946d7.pdf

Romano, T., J. Harris-Looby, J. Farrell, C. Mccrink & C. Wolman (2016). Special and general education teachers’ perceptions of school reform initiatives relationship to stress and burnout. Available at https://primo.csu.edu.au/discovery/fulldisplay?docid=proquest1870036802&context=PC&vid=61CSU_INST:61CSU&search_scope=MyInst_and_CI&tab=Everything&lang=en

 

 

ETL401- Assessment Item 1, Part B

Task: Reflecting on your experiences as a teacher before you became interested in working in a school library, write a 500 word piece about your understandings of the role of the TL in schools. 

My favourite description of teacher librarians (TLs) is that they are ‘gatekeepers of knowledge’ (Ciccone & Hounslow, 2019). My own enjoyment of reading developed, largely from my involvement with my primary school library and my fantastic TL, Mrs Wells. My memories of the library involve regular lunch time readings in the ‘book pit’, after school clubs and being able to borrow any book from the fiction section. The library was a mysterious, fabulous oasis with hundreds of stories to explore and a strict, but funny ‘gatekeeper’ who seemed to know where everything about anything could be found.

It is impossible to deny that the role of TL is a complicated, multifaceted one and, though many definitions have been attempted, few encapsulate the role in its entirety.

Traditionally, the role of a TL includes reading, sourcing, shelving and sharing quality resources (Novonty, 2017) with students and staff. I maintain that this role continues to be an important aspect of the TL position. For some students, the school library is the only exposure they will have to quality literature and may be the only opportunity they have to access texts that suit their specific interests. The TL also provides pivotal resources to staff in both hard and digital copy with the ability to focus on selective topics, units, events in history and current media to ensure that learning in the classroom is relevant and authentic. By working collaboratively with staff (Schulte, Tiffen, Edwards, Abbott & Luca, 2018; Reed & Oslund, 2018), TL’s are able to ensure that classrooms possess a variety of engaging resources ie. book corner/bookshelf stock, unit props and related texts accessible at multiple learning levels, to support students and staff planning.

I believe that TL share the responsibility with classroom teachers to encourage a love of lifelong learning and a joy of reading in students. TL have the ability to specifically focus on supporting literacy and comprehension skills in a variety of contexts and on numerous topics tailored to suit either student interest or school planning. Addressing and developing comprehension skills will provide students with the support and tools needed to succeed in numerous areas of their education (Reed & Oslund, 2018).

With the integration of technology in schools, the TL must now be able to support students in the access and development of digital literacy skills (Ciccone & Hounslow, 2019) while continuing to provide engaging and authentic learning experiences that contribute to the development of lifelong learners (Schulte et. al., 2018) and responsible digital citizens. Personally, I have been asked to provide lessons and programs on online safety, social media, Google Classroom, Lexile Readers and problem based inquiry tasks.

Additionally, the library is often used as a place of refuge accessible to children overwhelmed and overstimulated in the playground. As TL I have been able to facilitate student social support groups for those who need a quiet environment or structured lunchtime activity. Library based activities such as book club have provided opportunities for more introverted students to engage socially and provided safe spaces for students struggling in the playground or in life in general.

The role of TL is not simple or easy, but one of many hats that is an integral part of the schooling system that should not be overlooked or taken for granted.

 

References

Ciccone, A. & L. Hounslow (2019). Re-Envisioning the Role of Academic Librarians for the Digital Learning Environment: The Case of UniSA Online. Journal of University Teaching & Learning Practice, 16(1). Implementing online learning: Stories from the field, Article 11. Available at https://ro.uow.edu.au/jutlp/vol16/iss1/11

Novonty, R. R. (2017). The Hidden Roles of the School Librarian. Retrieved from https://search.proquest.com/docview/1896118907

Reed, K. N. & Oslund, E. L. (2018) School Librarians as Co-Teachers of Literacy: Librarian Perceptions and Knowledge in the Context of the Literacy Instruction Role. Retrieved from https://files.eric.ed.gov/fulltext/EJ1202900.pdf

Schulte, J., B. Tiffen, J. Edwards, S. Abbott & E. Luca (2018). Shaping the Future of Academic Libraries: Authentic Learning for the Next Generation. College & Research Libraries, July 2018, 79(5) Available at DOI: https://doi.org/10.5860/crl.79.5.685

 

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