Tag: Readings

ETL504- Module 4.1 & 4.2: Leadership for Learning

4.1 Introduction to leadership

This video was included as a mention in the 4.1 notes and explained leadership exceptionally well and made me smile.

The two key players to any change in schools or in leadership are the first and second participants; the leader and the first follower. The leader must embrace the first follower, remain open to their input and encourage in order for others to determine how their own contribution will be recieved. The first follower must follow the leader closely, as all consequential followers aren’t just following the leader, but also the first follower to determine the effort needed, the behaviour accepted and the aims or goals.

Also, I love this video.

4.2 TLs as Leaders

Read

American Association of School Librarians (AASL). (2013). Chapter 4 Empowering learning through leadership. Empowering learners: Guidelines for school library programs.

I found this reading to be very interesting. Although based on the US school system, it laid out some very explicit and reasonable expectations of TLs as operational leaders within schools.

The type of leader that this reading is aiming to develop is a Transformational leader with a focus on professionalism. Part of the suggested responsibilities of TLs is to participate in local, regional and state education and librarian orgnaisations, as well as publish articles an information in school and community newsletters and media. These are not things I would have considered doing as a TL but I can understand why they are included as it is sharing knowledge and ensuring the TL is a visible leader in the community.

While Bishop (2011) unpacks ‘collaboration’, I find the most interesting and valid point to be that Principals, executive staff and CTs may not have a lcear idea of what collaboration looks like and it is, therefore, the role of the TL to develop that understanding amongst them, presenting all options and determining, collaboratively, what that means for their school context. Interestingly, it never occured ot me that all staff may not have the same idea of collaboration but, now that it has been pointed out, it makes sense. Everyone will have had different experiences with collaboration and some may have come away with a negative perception, or even a skewed understanding of what collaboration requires. Prior to developing a collaborative TL position, it may be necessary for the TL to take on the role of leader to educate other staff on what collaboration can look like and how it can benefit everyone.

Bell’s(2013) acronym for collaboration is something could be quite useful in developing our group work responses for this course, as well as in school settings.

“Bell (2013) offers a useful acronym for the process of successful collaboration:
R = Respect your counterparts.
E = Educate yourself regarding the role of the individual with whom you want to build a bridge.
A = Assume responsibility as the one to reach out. Do not wait or tell yourself it will never work.
C = Communicate and collaborate!
H = Help one another to provide the very best instruction and experiences for students. “

Read (choose two):

Mackenzie, T. (2019, April 21). How your teacher-librarian can be an ally when
teaching with inquiry. KQED News: MindShift.
https://www.kqed.org/mindshift/53417/how-your-teacher-librarian-can-be-anally-when-teaching-with-inquiry

I chose this one as I have recently been assigned the task of introducing inquiry-based learning to Stage 3 while learning at home. It would be great if this could be continued when students return to school full-time.
While I am excited to delve into enquiry-based learning, I think it is going to be important that the CTs and I are on the same page in terms of what method we are going to teach the students and how often it is going to be employed. It is all well and good to focus on it during library time, learning the acronyms and what they mean, how to find information, etc, but if students are not utilising these skills regularly, including during class time with the support of the teacher AND independently, there is a risk that this process will not translate to different environments.

Softlink. (2017). School libraries share: Ideas for school-wide
collaboration. https://www.softlinkint.com/assets/img/banners/Whitepaper_-
_School_libraries_share_ideas_for_collaboration.pdf

I chose this second resource to check out how else I might collaborate with CTs and other staff at my tiny school.

I quite liked this resource as it is very visual and has collated information, opinions and experiences from around the world, including Australia, which is sometimes difficult to find, particularly in regards to TLs. It also provides TLs with further reading and resources to help support their collaborative development.

Browse and choose one to read in-depth

Goodnough, K. (2005). Fostering teacher learning through collaborative
inquiry. Clearing House, 79(2), 88-92. https//.doi.org/10.3200/TCHS.79.2.88-93

I chose this article becuase I wanted to see how a collaborative picture looks in its whole and what barriers this school faced when implementing collaborative inquiry.

The success of this project relied upon the overall commitment of the team to the project and its contributors (each other), the equal sharing of power and responsibility, the diversity of skills and abilities individuals brought to the project and support from outside of the testing group e.g. executives/principals etc.
In this paper, collaborators developed a unit addressing areas of the curriculum which had been percieved as lacking. This not only served to support students and develop their understanding in this area, it also served to develop staff undertsanding of this topic and gave support in how to teach it to students. Reflection was a large part of this project, both inidivudally and as a group as, I believe, should be the case for all planning, teaching and learning directed by teachers or librarians.

As you read Cole’s (2012) article, reflect on:

– the value and purpose of the different delivery models

– your current position in the delivery/receiver
model

– pathways to contribute to the school’s learning culture

– opportunities for future leadership in supporting teachers’ professional learning.

Take note of the impediments and strategies to address these issues and consider in light of your readings on change management.

Different delivery methods

Large presentations- useful for sharing new, broad-based information, rather than speicifically targetted at indiivduals or groups. Useful for making staff aware that change is needed, but not for implementing changes.

Specialist workshops- usually expensive but useful in addressing specific areas to develop, demonstrate new skills and communicate new knowledge. These should be followed up by reflection, a chance to implement, further reflection and observation, with peer feedback.

Individual PL online- good for addressing specific areas of development with individuals, but must be tooled to contribute to whole school vision and goals. This also gives individuals the chance to taregt their PL in an area that interests them. I believe, however, that they must remain accountable to ensure that their PL is relevant, completed and reflected upon after implementation.

Deliver/Receive PL

Currently, I do not deliver PL to my fellow staff. I undertake independent PL on a range of subjects that interest me and that, I believe will help develop my classroom and library practice. It is difficult, however, doing this alone as I often feel disconnected from my peers, who, as full time CTs get more collaborative PL than I- admittedly, it is usually in small groups or at seminars, so lacking that individual targetting. I can also become disenchanted with the courses I have chosen and most the NESA seem to be tooled towards CT, meaning I have little chance of implementing what I have been learning about, as a TL.

Pathway to contribute to school learning culture/Opportunities for leadership in the future

I am about to undertake a PL course on Aboriginal Education and Language that I would very much like to share with fellow staff members. I currently have the support of my Principal to take this course on and, I hope she will encourage sharing of this knowledge in staff meetings once completed. I feel that the sharing of this knowledge would benefit from a workshop then peer coaching or mentoring throughout a set period, followed by reflection and feedback (Goodnough, 2015)

Additionally, it is my intention to start displaying teacher resources within the library and sharing them in staff meetings to support staff with their planning any way I can. I am currently cleaning out 15 years worth of library resource room stock and am already finding some amazing resources!

I would like to work more collaboratively with other staff in programming, however, their concept of collaboration seems to differ from mine (AASL, 2013). Additionally, many of my current peers seem to be running off their feet, operating in survival mode without stopping to confer with anyone else. This is a cultural phenomenon within our small community that the recently-arrived Principal is working on changing.

 

References

American Association of School Librarians (AASL). (2013). Chapter 4 Empowering learning through leadership. Empowering learners: Guidelines for school library programs.

Bell, M. A., Van Roekel, J. L., & Weimar, H. (2013). School librarians and the technology
department: A practical guide to successful collaboration. Linworth.

Bishop, K. (2011). Connecting libraries with classrooms. Linworth.

Cole, P. (2012). Linking effective professional learning with effective teaching
practice.
https://ptrconsulting.com.au/wpcontent/uploads/2018/03/linking_effective_professional_learning_with_effective_t
eaching_practice_-_cole.pdf

ETL504- Module 3.1 Change in Organisations

Read

Reynolds, P. (2013, July 22). Principals of Total Quality Management (TQM). Etech. https://www.etechgs.com/principles-total-quality-management-tqm/ 

Consider which leadership styles would be advantageous if implementing TQM in a school.

I would recommend utilising a transformational leadership style to introduce the changes involved in establishing TQM. This style of leadership supports the TQM strategy through;

– the development and support of employee empowerment by encouraging collaboration

– developing active leaders via upskilling and education opportunities

– encouraging collaboration and professional growth for all employees,

therefore, reducing the vertical differentiation amongst staff and providing staff with a sense of ownership over changes (Ingram, 2017; Reynolds, 2013).

 

Reflect 



Consider the readings in Module 2 to identify leadership approaches that would help mitigate stress in the workplace. Transfer this to the library context to identify strategies that the teacher librarian could implement that would be supportive and educationally relevant to classroom teachers. Reinsel Soulen presents a process to support first year teachers, however; the underpinning steps could be applied in multiple situations.

Some of the main causes of stress in educators include excessive workload, school climate and self-esteem or perceived status, which is often directly linked to the presence and severity of other stressors (Larrivee, 2012; Cross, 2015). These stressors are often equally felt by librarians and library staff, particularly when operating in seeming isolation to the rest of the school (Carmody, 2019).

I believe that transformational and instructional leadership styles would assist in mitigating stress in the workplace and possess tools that can be utilised by the TL to assist classroom staff. The transformational leader would be open to promoting positive school culture, team-building and motivation (Ingram, 2017). For example, offering TL time to team teach or assist in planning and programming, providing reliable, relevant resources and staff development opportunities to learn how to utilise resources from the library including specialised technology and programs.

Working in tandem, an instructional style provides leaders the opportunity to scaffold specific learning and training opportunities for staff to upskill and educate themselves, while remaining flexible and adaptable to the needs of individuals and the school (Spencekao, 2013). For example, offering staff the opportunity to develop research skills via professional development that can then be passed on to students, would be one way of utilising the library and TL in this context.

References

Carmody, R. (2019, September 15). School libraries hit by the loss of a dying breed as teacher librarians enter ‘survival mode’. ABC News. https://www.abc.net.au/

Cross, D. (2015). Teacher well being and its impact on student learning [Slide presentation]. Telethon Kids Institute, University of Western Australia. http://www.research.uwa.edu.au/__data/assets/pdf_file/0010/2633590/teacher-wellbeing-and-student.pdf

Ingram, D. (2019, February 4). Transformational leadership vs transactional leadership definition. Hearst Newspapers: Small Business. http://smallbusiness.chron.com/transformational-leadership-vs-transactional-leadership-definition-13834.html

Larrivee, B. (2012). Cultivating teacher renewal: guarding against stress and burnout. R&L Education. Available from http://ebookcentral.proquest.com/lib/csuau/detail.action?docID=1076212

Reynolds, P. (2013, July 22). Principals of Total Quality Management (TQM). Etech. https://www.etechgs.com/principles-total-quality-management-tqm/

Spencekao. (2013, April 6). Instructional leadership. [Video]. YouTube. https://www.youtube.com/watch?v=efzXDk1–4w
[6.03 mins]

ETL504- Module 2.3: Leadership Attributes

Activity and Reflection

At this point in the subject think about strategies to take you from TL, the keeper and stamper of the books and the quiet space (library) (how many of our colleagues perceive TLs), to become something different. Make a set of notes using your new understandings to support your arguments and conclusions.

The Digital Promise staff article (2016) suggests that TLs in Vancouver were feeling very much like some TLs in Australia- isolated and undervalued as staff members. While that is not the case everywhere, it took a collective effort from librarian staff to change the general perception of TLs, beginning by changing their own understandings of their roles, and the outlook of district leaders. Redefining their roles, changing their responsibilities and renewing their sense of purpose resulted in crafting new roles and opportunities for these TLs and carving out a new path for the school libraries in Vancouver. Additionally, they were able to integrate technology into learning and move towards project-based learning, which is where Australian libraries are currently headed (Boyle, Collins, Kinsey, Noonan & Pocock, 2016).

I think that, allowing TLs to redefine their own roles, in collaboration with executive staff, and considering the needs of each school in context will result in greater job satisfaction and relevance of TLs within the school hierarchy (Digital Promise, 2016). From there, executive staff must promote and support the development of these new roles by allowing TLs to contribute to the school community, giving time during meetings for TL input, specifically, and encouraging other staff members to acknowledge and support TLs in their new roles- lead by example!

Under these redefined roles, TLs can develop a vision or goal/s for their space, planning and initiatives. Sharing these with staff and involving them in achieving these goals, while also supporting their teaching will build positive relationships and encourage collaborative teaching and planning (Hutchinson, 2017) to support student development. Sharing and highlighting articles to support their vision will develop a clearer understanding amongst staff and get them closer to being on the same page, making the achievement of these goals more realistic.

I think, when it comes down to it, organisation and planning are going to be key in redefining and re-establishing relevance (Digital Promise, 2016) of TLs in school as well as support from executive, with an outlook to integrate technology and collaborative teaching and planning.

In the end, I believe that TLs have no choice but to be a leader; no one is going to press initiatives, develop integrated planning, programs and design new spaces for us. If we don’t lead this change, then things will stay the same as they have always been.

References

Boyle, E., Collins, M., Kinsey, R., Noonan, C. & Pocock, A. (2016). Making the case for creative spaces in Australian libraries. The Australian Library Journal, 65(1), 30-40. https://primo.csu.edu.au/permalink/61CSU_INST/15aovd3/informaworld_s10_1080_00049670_2016_1125756

Digital Promise (2016). The new librarian: Leaders in the digital age. In SCIS Connections. https://www.scisdata.com/connections/issue-96/the-new-librarian-leaders-in-the-digital-age/

Hutchinson, E. (2017). Navigating the information landscape through collaboration. In SCIS Connections. https://www.scisdata.com/connections/issue-101/navigating-the-information-landscape-through-collaboration

 

ETL504- Module 2.2: Leadership Theories

Reflection

I found the comparison of Managers and Leaders to be interesting, particularly when one is allocated the role while, the other ’emerges’. Of the four leadership theories MindTools (2016) presents, the following stood out to me.

Trait Theory

The concept of Trait Theory were interesting and I can see how many well known leaders possess similar traits, however, having a combination traits alone is not enough to be a successful leader (Mind Tools, 2016). For example, possessing assertiveness and good-decision making skills can be a positive, but, when lacking likeability and empathy, less people are likely to follow this person.

Behavioural Theories

I have known autocratic, democratic and laissez-faire leaders throughout my career and have struggled, most notably, with those who rarely check in on their staff due to laziness or preoccupation. Sadly, in my experiences, many staff either kick back and do the bare minimum under this kind of leadership or, on the other hand, take an aggressively outspoken route, trying to push their opinions and beliefs on others. This leads to discord amongst staff, miscommunications and frustration.
Notably, however, if a leader is micro-managing capable, highly skills, organised and motivated staff, it can be quite stifling and cause friction as well. I believe this type of leadership should only be employed after serious consideration of staff abilities and commitment to the project or role.

Additionally, I found Harris’s (2014) article on distributed leadership interesting. I believe I have experienced something striving toward this concept in my UK experience. All staff were required to be a part of a KLA committee that met once a fortnight. These meetings were run by a different staff member each time, using a minutes scaffold collated by the previous weeks’ chair. All staff were included in these committees (classroom teachers, librarians, support staff, specialist staff) and were invited to join the committee that interested them the most. These were then dubbed leadership teams for each KLA and they were asked to review, assess and reflect on their KLA as it was represented in schools. There was also opportunities for planning, training and team-teaching across KLA committees. This was a very enjoyable experience and though there were some complainers, as all staff were expected to be involved and to contribute, most approached the thirty minute meetings as an opportunity to engage with a select area of choice in a positive way.

References

Harris, A. (2014, September 29). Distributed leadership. Teacher Magazine, ACER. https://www.teachermagazine.com.au/article/distributed-leadership

MindTools. (2016). Core leadership theories. https://www.mindtools.com/pages/article/leadership-theories.htm

 

ETL504- Module 2.1: Organisation Theory cont.

Activity and Reflection

Think about the school library. How does the library contribute to the success of the school? Consider the educational outcomes that the school is trying to provide according to the Australian Curriculum General Capabilities and Priority Areas. Add your thoughts to your notes and experiment with print or digital maps to try and put the library where you think it should be in the school structure (physical and hierarchical, i.e. communication and people).

My first step was to locate the most recent School Plan (2018-2020) and confirm that the three areas of strategic direction being targeted for the length of this plan is:

  1. Success
  2. Engagement
  3. Connections

Under each of these, there have been target areas assigned for different members of the school. Below, I have considered how the library can impact on each of these areas and if it is currently contributing as much as possible towards the School Plan.

Learning: developing learning culture, wellbeing & curriculum
After a reorganisation of the library last term, introduction of new furniture and expectations, I feel that the students’ attitude towards coming to library has changed. I am seeing more enthusiasm and engagement. Additionally, the increased use of technology to share information and conduct lessons in the past few weeks has added to the development a positive learning culture and increased student wellbeing. Having been situated within the library since the start of the year, I have been able to integrate Science, STEM, information research and library skills with strong links to the NSW curriculum.

Teaching: effective classroom practice, data skills and use, professional standards & learning and developing
Since taking on the role of TL I have been required to develop behaviour management strategies specific to the library and including the use of devices and technology. This has entailed engaging with online resources, specialised study, discussion with my principal and trial and error to what works most effectively to manage student behaviour and increase work ethic in the library. With the development of cross-curricular units to be taught in the library, I have been required to refresh my understanding of certain professional standards and establish a clear and consistent collection of data to record and report student behaviours and engagement to CTs. Additionally, I have been included in ongoing professional learning and development contributing to whole school wellbeing and hosted PD days in my library space.

Leading: educational leadership, school planning and reporting, school resources & management practice and processes
This is the area in which I have just entered as I have been required to source new resources for students in the senior fiction section- our library has been overrun by mould! This was tricky as I had yet to establish specific selection criteria, other than to replace senior fiction genre physical texts that may interest the current and future cohorts in the school. AS a result, some of the texts I collected are more suitable for 7-9 aged students. On a positive, I intend to establish a Year 6 only section in my office for those extended readers using those advanced texts.
Currently, as the teacher resources have been left to fall into a complete and utter mess, I have not been able to stocktake them to determine what I have and what we need. They sit unloved in a room out the back, waiting for me to engage with them and discover what treasures have been hoarded over the years.
I am now learning about the need for management practices and processes to be implemented, in writing to pass on to future librarians. As I had no such documents, it has taken some time to settle into TL duties and get a handle on all that encompasses. It is a lot to come to grips with and this is likely the area I will be concentrating on most over the next twelve months.

Below is an example, using draw.io, thate xplains my current schools heirarchy as of present.

(Excuse the blurrrrrrr)

Currently, at my small school, in my role as TL (and only being there 2 days a week) I can often feel quite isolated from other staff as their communication system is somewhat lacking and everyone is so busy with the daily running of the school. Being a small school, everyone has multiple roles and not enough hours in the day.

Overall, I don’t think it is a terrible structure and, in a small school, it works well that everyone has additional duties, rather than dumping it on just one person. With some adjustments to communication habits, I feel like the TL could be included more equally in the everyday running of the school.

Kokemuller’s (2017) classification of a Professional organisation would probably best suit my school as some staff have been in place for more than twenty years and are struggling to update their working knowledge on curriculum and pedagogy. At the same time, other staff have different levels of knowledge and have previously been given autonomy over the teaching and learning in their classroom. As a result, some become defensive when questioned about their style, choices and documentation.
It is important that I recognise here, that my principal is working to change the structure of our organisation to become more of a hybrid of Entrepreneurial and Innovative styles. She regularly encourages staff to take on tasks that interest them and consider sharing, teaching and planning in new and different ways.

References

Jilliby Public School (n.d.). 2018-2020 School Plan. https://jilliby-p.schools.nsw.gov.au/about-our-school/school-planning-and-reporting.html

Kokemuller, N. (2017). Mintzberg’s five types of organizational structure. Hearst Newspapers: Small business. http://smallbusiness.chron.com/mintzbergs-five-types-organizational-structure-60119.html

 

ETL504- Module 2: Organisation theory

Activity and reflection

Go to the CSU Library and explore the library site. How does this library change information sources to information resources? Note down 5 items in your notes.

Having searched up ‘draw.io’, the results provide numerous tips and hints as to whether or not each source will be a useful resource.

1)The search bar and detailed abilities (subject code, articles etc) allows easy access to grouped or selected information sources. This changes a collection of information into a collection related to your specific search terms and needs.

2)Source type: newspaper article, online article and so on. Allows you to determine if this type of resource is appropriate to use for your needs/task.

3) Reference information allows you to check up on its relevance and reliability. Also allows you to determine context of publishing, is it too old? This means it is an out-dated source of information.

4) Quote from text allows you to determine if the subject matter is relevant and if the writing style is appropriate for your needs/task.

5) Peer Reviewed icon- determines reliability and relevance depending on if it has or has not been used and reviewed by fellow academics.

Managing the info era

Special section: The capitalist century. “In the Knowledge-based economy, workers will be valued for their ability to create, judge, imagine and build relationships.”

How does the content of Colvin’s article relate the school libraries? In point form, note down your thoughts on your blog.

Colvin (2000) points out that ‘humans…haven’t evolved significantly in 20,000 years’ and for a long time were using an outdated and irrelevant management model, as established by Taylor. The same could be said of libraries. For a long time, there was no forward movement within the sphere of school (and general) libraries. Despite the changes in technology, social opinion and lifestyles, libraries remained the place where books were shelved and librarians shushed people being too loud.

Colvin (2000) acknowledges that people ‘still very much need interaction, recognition, and relationships’ and that managers now need to concentrate on ‘what really attracts and motivates the best knowledge workers, the value of teams, organizing by projects, using infotech wisely, the flattening of hierarchies…’. This can seem contradictory, as he goes on to highlight the changing nature of workplaces in that people are capable of working from anwyhere at any time nowadays, and are not restricted to 9-5 office building jobs. However, good managers must continue to foster building relationships and business communities despite space and time complications.

Additionally, the suggestion that the removal of managers (and staff) who do not ‘live’ the company values is novel in that it demonstrates companies placing a higher value on operational cohesiveness, staff wellbeing and company morals, rather than money and numbers. This suggestion is in line with the increasing awareness of staff, suppliers and customers who are requiring ethical responsibility from the companies in which they engage with (McAvoy, 2016; Ebbers, 2017/2018)

In a similar way, Teacher Librarians (TLs) have always operated on a slightly different space-time level to Classroom Teachers (CTs). TLs would come at an assigned time of day to retrieve the students and take them to another space, the library. This could, and still often does, result in a disconnect from the CT cohort as, often, CTs have little idea of what it takes to run a library and what happens within that space during the hour or so that TLs have their students. Misconceptions about workload, job roles and student achievements abound when CTs consider the library space.

With the development of technology and the increased popularity of team-teaching, it is possible to integrate TLs and the library into whole-school environments with the right management. However, we cannot ‘we tinker around the edges’ (Colvin, 2000) with the redisgn of TL roles and library as a concept. We MUST think of something completely new, consider things we have not, previously.

One concept that has arisen is the removal of school libraries and the integration of skills building into CT roles. Although I don’t agree with this concept, this is the kind of radical change we need to consider- Why should TLs be relegated to one place in the school? Could there be another way to store physical copies? Can we open students awareness of digital resources further? Is it possible develop whole-school programming that integrates the use of the library in lessons other than RFF or library skills? Can teachers bring their classes to the library to teach a lesson? Can TLs and CTs team teach units in different spaces to encourage a transfer of knowledge and a development of awareness that learning does not only happen in one space?

There is not one good answer and, even when good ideas arrise, they will look different in different schools. Colvin (2000) explains that management should be considered an organism, rather than a machine, which means it can grow and adapt when necessary, rather than become stuck in the same old rotaiton of cogs and sprockets.

References

Colvin, G. (2000). Managing in the info era. Fortune, 141(5). http://archive.fortune.com/magazines/fortune/fortune_archive/2000/03/06/275231/index.htm?iid=sr-link1.

Ebbers, A. M. (2017/2018). Modelling the way. The Journal of Government Financial Management, (66)4, 4. Retrieved from https://search-proquest-com.ezproxy.csu.edu.au/docview/2279850707?accountid=10344

McAvoy, K. (2016, February 15). Ethical sourcing: Do consumers and companies really care? Spend Matters. https://spendmatters.com/2016/02/15/ethical-sourcing-do-consumers-and-companies-really-care/

 

INF506 Module 6- OLJ Task 18: Thoughts for the future

OLJ Task 18: Thoughts for the future

Choose one of the resources above and write a 400 word analysis that addresses the following issues:

What is the potential for the future of an organisation you are familiar with?

What impact might the future have on us as information professionals?

Word count: 403

Article: Innovation and education: Central role of libraries in our digital communities. D.L. King (2018).

King (2018) noted that Centennials, a population that has never been without the internet, are beginning to enter the workforce while, behind them, a new generation are entering schools with an even more ingrained knowledge of technology and the internet. King (2018) also notes that as part of the ‘4th industrial revolution’ the development of handheld devices and compatible software is on the rise and implies that these are a foundation step towards something more in technology, with 85% of jobs in 2030 having not been invented yet. As such, education must adapt in order to prepare students to become informed global citizens (Foley, 2017) for a future that is as yet undetermined (O’Connell, 2013).

Potential:

  • Already, the development of large-scale technology-based assessments (Christensen, Shyyan & Johnstone, 2014, p.23-31; NAPLAN Online), the inclusion of digital technologies in the syllabus and integration of technology in classrooms and the curriculum (NESA, n.d.) have demonstrated the ability of the education sector to adapt to change.
  • By establishing an inter-connectiveness between technologies used in school and at home, schools are acknowledging the rise in digital normalisation (Lee, 2013) and supporting students in developing transferrable skills that can be used outside of the education environment and in future careers.
  • School libraries are already developing online digital catalogue systems for students to access books online at any time of day or night (Craver, 2002), there has been an increase in the development of student investigative skills to determine fact from ‘fake news’ (Cook, 2018) and a focus of ethical understandings and cyber safety in students when engaging as digital citizens (Combes, 2019) in education standards (NESA, n.d.).
  • The use of this technology inevitably means an increased digital presence in classrooms, for example the use of Google Classroom and Google Drive as apart of learning, encouraging students to take increased ownership of their education (Plotinsky, Oct 10, 2019).

Impact on information professionals in education:

  • New roles may develop as technology continues to do so, for example, social media monitors or committees.
  • New skills and training may be developed or required, as will programming changes and school plans.
  • Ongoing upgrading of technology and software programs to ensure student skills development and engagement continues.
  • Online social skills development may become part of the curriculum as education addresses ethical and safety considerations online.
  • Integration of new technologies, for example AI into programs and classrooms.
References

Christensen, L., Shyyan, V. & Johnstone, C. (2014). Universal design considerations for technology-based, large-scale, next-generation assessments. Perspectives on language and literacy, 40(1), 23-31. Retrieved from https://primo.csu.edu.au/permalink/61CSU_INST/cbhpm/proquest1514905016

Cook, H. (2018) School library shelf life under threat in cyber era. The Age, Melbourne. Available from https://www.theage.com.au/

Combes, B. (2019). Information- change and issues: Barbara Combes. ETL401-Introduction to teacher librarianship- 201960. Retrieved from https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42381_1&content_id=_2899453_1

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

Foley, R. (2017) Spread of fake news prompts literacy efforts in schools. St Louis Post- Dispatch. Available at https://www.pbs.org/newshour/education/spread-of-fake-news-prompts-literacy-efforts-in-schools

King, D.L. (2018). Innovation & Education: Central role of libraries in our digital communities. Retrieved from https://www.davidleeking.com/innovation-education-central-role-of-libraries-in-our-digital-communities-cildc/

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

NESA- NSW Government Educations Standards Authority. (n.d.). Digital technologies and ICT resources. Retrieved from https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/technologies/coding-across-the-curriculum

O’Connell, J. (2013) RDA for school libraries: the next generation of cataloguing. ACCESS. Available from https://www.asla.org.au/resources/Documents/Website%20Documents/ACCESS/Access-Commentaries/access-27-3-commentary.pdf

Plotinsky, M. (Oct 10, 2019). Creating a classroom culture of shared ownership. Edutopia. Retrieved from https://www.edutopia.org/article/creating-classroom-culture-shared-ownership

Social Media College. (n.d.) The social media revolution. https://youtu.be/1qpcdywb6Hw

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 3- OLJ Task 6: Virtual and augmented reality

OLJ Task 6: Virtual and augmented reality

After reading the articles above, write a post of 400 words that considers one advantage of the use of either virtual or augmented reality, and one disadvantage. Discuss in relation to a library or information organisation that you are familiar with.

 

Word count: 353

At the basis of AR/VR is the idea of creating an environment (Hannah, Huber & Matei, 2019) and allowing people to try or experience new things. In the library context, it is an opportunity for texts to come to life, allowing for better student and reader engagement, for example, Hannah et. Al. (2019) mention the book ‘Ready Player One’, a text about AR/VR that has been made into a film. The idea is already out there and has been for some time, it is now a matter of creating the adaptable technology at an affordable price and disseminating it across multiple platforms with ease.

AR/VR is a combination of books, film and music as well as an extension from there, particularly if participants can alter the environment with their own choices. This opens up the opportunity for countless possibilities in terms of teaching and learning, engagement, exploration, empathy and understanding (Hannah et. Al., 2019). Although there are doubts that AR/VR can completely replace the need for a face-to-face curriculum, there is a place for it in the primary and secondary curriculum, with high hopes for successful integration into higher learning (Hannah et. Al., 2019). Developing staff confience and competency in AR/VR would lead to engaging and interesting units in work in various KLAs with integrated technology that will, no doubt, be a relevant part of the students life soon after leaving school should technology continue down this path

One large disadvantage of AR is that users in libraries are reluctant or annoyed by having to download new or different software to their personal devices to utilise the AR programs and that libraries cannot share homegrown content easily because of technical barriers (Dan, 2019). The lack of immediate ease of use certainly impacts on the popularity of this creative device. However, phone applications like ‘Pokemon Go’ are the first step towards successfully implementing AR/VR into the mainstream population (Dan, 2019). If libraries can adapt and develop programs that allow AR/VR to be easily shareable and accessible, there are countless possibilities and opportunities for new worlds previously only on paper to be constructed and explored.

References

Dan, L. (2019). Create efficient, platform-neutral, web-based augmented reality content in the library. Code4Lib Journal(45). Retrieved from https://journal.code4lib.org/articles/14632

Hannah, M., Huber, S., & Matei, S. A. (2019). Collecting virtual and augmented reality in the twenty-first century library. Collection Management, 44(2-4), 277-295. doi:10.1080/01462679.2019.1587673

 

INF506 Module 3- OLJ Task 5: Social news sites

OLJ Task 5: Social news sites

Check out two of the social news sites listed above. How do these platforms help you improve the relevance of the articles recommended to you? How could these sites be used in a professional sense? What issues could you identify when using them? Write a post of 400 words in your OLJ.
Word count: 377

Reddit & Newsvine

My initial impression of Reddit was that it was very amateur-looking and disorganised with headlines like ‘Mechanics of Reddit, what’s the dumbest thing you’ve seen someone do to their vehicle?’. Additionally, the layout is very similar to a Facebook or Instagram feed, making it easily accessible to audiences and the joining of ‘communities’ quick and easy, but not something I would count on for current and accurate news. Then, I noticed the like scales on the left and I suppose that the most ‘liked’ story at that point in time gets pushed to the top, which explains the seemingly random order of articles. Additionally, I noticed the brackets to the right of each article, eg v.reddit.it, self.Ask.reddit, en.wikipedia.org, which, I have to assume give an idea as to who has published or contributed to the story. This would influence how legitimate I view the story. Part of the problem, however, is that sites like Reddit and Wikipedia are open to public editing and contribution, meaning people can post just about whatever they like in these forums. It is difficult to confirm the relevance and sincerity of each article without further investigation, however, sites like these could serve a purpose in businesses if you are investigating current trends, info grabs and determine whether or not your product/business/story is being shared and liked.

Newsvine, when I opened it was much more pleasing to look at with its clearly organised sections and, at first glance, I would not have known it was a ‘wiki’. Additionally, the viewer is immediately presented with a different content, most stories relating to politics in some way. It isn’t until you scroll down that you encounter pop culture news. Again, I would prefer to confirm the stories found on this site on my own, but I would consider it more reliable than Reddit simply because of its layout and choice of content. This site could be utilised in business to track political trends, however has little to do with current popular trends and does not, from what I can tell, accept contributions by the general public. I feel like this site would be more utilised by professional business people with an interest in politics and little time to read long, jargon-filled articles.