Tag: Methodological principles

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

EER500 Week 1, Chapter 1 & 2 Review

EER500

Week 1 Readings: Chapter 1 & 2, Social research methods. Bryman A. (2016)

Diving back into the readings for university was a lot more full on than I remember from my Undergraduate degree. My plan moving forward is to take it slow, pick and choose my targets and use this blog and my notes as a reflective workspace.

I have decided to pick 2 or 3 Review Questions from the prescribed texts to answer at the end of each chapter to confirm my understanding of concepts and to practice my APA referencing skills prior to any assessments due.

 

Chapter 1

This chapter was a juicy introduction to social research, painted in broad strokes; what is it? why is it done? how?

My main take away notes are:

  • social research is messy with many obstacles and does not operate in a vaccum; be patient!
  • being aware of previous research conducted in the area of your research project/paper is imperative. It will save you time and build upon your knowledge to give you a better chance at avoiding obstacles, mis-speaking and theorising more specifically.
  • there are a variety of different research methods- it would be wise to broaden your understandings of them to potentially discover a previously unchecked cache of information.
  • changing your research questions partway through is ok, so long as you are creating valuable, meaningful questions that helps direct your research.

1. Why is a literature review important when conducting research?

The concept of a literature review, while new to me, stood out as common sense when conducting a research project. Bryman(2016) explains that conducting a literature review prevents you from being ‘accused of not doing your homework and therefore naiively going over old ground’. Basically, taking the time to read key papers and authors* will save you time going over something already explained to death and potentially provide a new starting point from which you can engage in the subject. This will allow you to build on a concept rather than revise it. It also provides the opportunity to broaden your knowledge of the subject, determine any opposing theories or arguments and examine any clashing evidence critically. Including all of these things in a research project would provide a substanatial basis for your working theories and concepts.

*Granted, it is important to engage critically with previous publications and determine how relevant they are to your specific area of research- what methods have the author/s employed? are they discussing the exact same concept or have you only been able to find papers vaguely related? are they supporting your concepts or arguing against them? (good to know so you might argue against their case in your later writing using research to compare and contrast the two persepctives) is their case supported by evidence or purely opinion? what evidence from their work could be used to support your work (relevance)?

2. If research does not always go according to plan, why should we bother with methodological principles at all?

Bryman(2016) uses the example of research conducted on construction projects and what can waylay their successful completion. He says that, although numerous potential problems were uncovered, it was never once considered that ‘the principles of construction and construction management should eb abandoned’. He explains that, should this happen, project managers would not know where to go next. Similarly, throwing out the time tested methodological principles of research would leave researchers at a loss as to where to start. By utilising methodological practices as a skeleton plan, retaining flexibility, rather than rigidity, researchers have been able to adapt to the unpredictability of their findings as discussed in the Student Experience (Bryman, 2016, p. 11) where Hannah Creane explained that, through research and reflection, she altered her original research questions to become more precise and sophisticated. By maintaining flexibility, Hannah was able to zero-in more specifically on her area of interest and direct her questioning to better gather data while still following the general methodological practices laid out in the textbook.

In short, methodological principles give us a starting scaffold to work from.

 

Chapter 2

1. Outline, using examples of your own, the difference between grand and middle-range theory.

Middle-range theory example: I related most to these as they are specific questions or areas of investigation and usually relate to the real world. Eg In this generation, how many times will the average person change careers based on trends of previous generations? (Any guesses?!)

Grand theory* example: I find it difficult to name a specific grand theory of my own as it is a new concept to me- I knew these ‘big ideas’ had names, I’ve just never seen them before. The best I can do is say that grand theories are more generalised and certainly abstract in comparison to middle-range theories. They are based more in structured theorietical research (though that is not the rule) and seperate from the physical, social world.

*Not entirely sure why but I love the name ‘grand theory’, make sit seem a little more important and epic.

 2. What are some of the main influences on social research?

Bryman (2016) explains in Figure 2.3 (p. 39) that there are 5 main influences on social research.

1) Theory: Is it a middle-range or grand theory? Is your data supporting your concepts and theory? Consume previous research on the topic to prevent redesigning the wheel.

2) Values: the bias/mindset/core values/connections/sympathies of the researcher or the research method. Bryman (2016) says that all research methods are formed with some kind of social and/or political influence, it is inescapable. My thougths are, considering humans are emotional beings with established values and impressions, it would be difficult to establish a method without bias, however hard someone has tried.

3)Practical considerations: Deehan (2019) explains that time and money are two things that run inevitably short. Planning for practical, affordable research (both in time and cost) is important so that projects aren’t left half done.

4) Epistomology: ‘the question of what is (or what should be) regarded as acceptable knoweldge in a discipline’ Bryman (2019).
Basically, what is or isn’t proven and supported knowledge.

5) Ontology: ‘the nature of social entities’ Deehan (2019). The study of whether social entities exist independently of our understanding of them or they are created by them, constantly adapting. Do social structures happen without our input or are we creating social structures by functioning?

 

Reference List

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

Deehan, J. (2019 07 17). EER500 (201960) – Week 1 Lecture.
Retrieved from https://www.youtube.com/watch?v=xmyCLyRnCqQ