Deborah's reflections

My journey to becoming a K-6 TL.

ETL402. M1.1. What are the key features for a definition of children’s literature?

geralt / Pixabay

Defining children’s literature is tricky.

Could be included:

  • a reference to the language that is particular to literature for 0-18yrs.
  • the multiple formats that characterise communication today and for future students.
  • the elements that amuse, entertain, inform and attract children to literature.
  • the ability for literature to empower readers with technical skills and cognitive knowledge.
  • the enduring nature of children’s literature to hold a place in our memories as adults.
  • the increasing complexity of language that occurs from 0-18yrs.
  • to learn about their own and others cultures.

A definition that includes all of these elements would be unwieldy and complicated. In some of the readings in this module, academics describe writing a definition as difficult. I’m not sure I would ever be satisfied with my own definition either. My simple attempt is: It is literature written for and enjoyed by children.

No Comments »

ETL501: Bloom’s taxonomy table

Adding tools to this table became somewhat tricky. The first few were easy, due to the notion that the tools were familiar. A stumbling block was my use of web 2.0 tools is limited. I have explored quite a few but as far as classroom use goes, I only use a few. Another is familiarity with the topic. There are really only the bare bones of a unit of work here without an outline to direct focus.  I have added tools to the table below I have explored as part of this course, however, a more in-depth look at key tools will build confidence in exploring them in a classroom setting. Despite these hurdles, making room for more web 2.0 tools and applying them authentically requires careful thought.

Objective Question Resources/Web 2.0 tool
Knowledge What is an ecosystem?  

Dictionary – print or online or basic textbook, eg. Wordnik, Visuword, specialist glossary, …

Knowledge Define an ecosystem and list the varieties that are found in South Australia.  

World Book Online

NF texts in library

South Australian Govt website

Google Earth

Google doc or slides (collaborative group task-set up a document/folders to store information gathered/links to websites found)

Google slides

eduglogster-make a virtual poster

Wordle-creates word clouds

https://www.mentimeter.com/- also creates instant word clouds using QR code.

SA Environmental legislation website to explore laws.

Mind map- https://www.canva.com/graphs/mind-maps/

 

Comprehension List the different parts of the ecosystem and explain what they do.  

Ipad-poplet

Word document

Google form/slides(collect CC images)

World Book Online

Mind map tool-mindmeister

Comprehension tool to create an online cloze task-https://www.controlaltachieve.com/2017/04/create-cloze-tests.html (Students could create their own to share.)

https://bubbl.us/ (Mind mapping tool)-free

Comprehension Compare a marine ecosystem with one from another area of our state. https://www.canva.com/graphs/mind-maps/

https://venngage.com/

Application Using a diagram, show how the water cycle operates in an ecosystem. Cardboard (Poster)

Draw.io

https://venngage.com/

Application Demonstrate what happens when humans interfere with the water cycle. Present to another group your findings (peer reviews)

https://venngage.com/

Create a Kahoot to be shared with the class.

 

Analysis Contrast the natural water cycle with that used by our community.  

https://venngage.com/

Analysis Examine an ecosystem that has been damaged by human interference. Avoided how? A walk around school grounds or homework activity to photograph local sites/waterways. Describe how the ecosystem has been altered and/or damaged. Then describe how the change could have been avoided.
Synthesis Identify an unspoilt ecosystem and design a way of preserving it. Google earth

https://www.epa.sa.gov.au/about_us/legislation

Synthesis How would preserving our local ecosystems enhance our environment? Build on collaborative google doc/slides.

https://venngage.com/

Evaluation Is it reasonable that people pollute our waterways? Defend your answer. Debate/discussion

Record a mindmap of the discussion https://www.canva.com/graphs/mind-maps/

Evaluation Assess the impact of pollution in our local waterways. Create a newspaper article using slides.

Create a poster encouraging the community to look after our waterways.

 

 

 

 

 

No Comments »

ETL505: Describing Educational Resources (202030)

jarmoluk / Pixabay

I have begun to read module 1 and the assessments of my 4th subject and this one has a different feel. It has relevance to a variety of  different types of libraries and is about how a new resource is added to a collection. Analysing and describing a resource in a standardised way will enable users to locate what they need more effectively. Properly described resources are quickly and  accurately found within a library management system (LMS). A similar example is how Marie Kondo has successfully devised a management system for organisation in the home for collections of similar items.

I’m looking forward to understanding the work of SCIS (Schools data and information service) because they allow me to instantly add a new resource to my library collection. Imagine manually cataloguing every resource! Z-cataloguing on the Oliver system (NSW public schools LMS) streamlines the process quickly.

Accuracy of description will ultimately ensure students and teachers are able to find what they need. I hope to understand this process better.

No Comments »

ALIA Schools policies and procedures manual.

 

ALIA document.

Guidelines and templates to assist in policy writing.

No Comments »

Module 3: Accession and Acquisition. A tricky task.

Managing budgets, developing collections and negotiating detailed licensing agreements appears overwhelming in my role as TL. Full teaching loads as an RFF teacher, day to day circulation management and keeping it all ship shape in a primary school pushing 1000 students keeps me and my colleague busy. Ebooks are not a feature of our library and reading the complex negotiations and detailed licensing agreements to be navigated in chapter 6 of Morris and Siebert. (2009) is daunting. This chapter has however thrown up required questions that need to be asked in how the licensing agreements operate. User  platforms required to borrow books, single use/multiple use, long term /short term access, access due to publisher whim, bundles/single use sets, access through ERMS (electronic resource management system) to name a few. Cost of all this has not reared it’s head at all so the budget for an initial package into the ebook world is unknown. Is there the money required in the kitty to begin the journey into the ebook world? As yet, not a single student or teacher has asked if we have any ebooks. New shelving in the library has limited the ability for us to ever increase the physical collection sitting on the shelves. This alone may bring the decision forward…

 

Morris, C. & Sibert, L. (2009). Acquiring e-books. In S. Polanka (ed.), No shelf required : E-books in libraries [ALA Editions version] (Chapter 6, pp. 95-124). Retrieved from http://ebookcentral.proquest.com.ezproxy.csu.edu.au/lib/csuau/detail.action?docID=598919

No Comments »

Think: Choose a level of teaching and a curriculum topic and explore that area. Consider how you might go about resourcing that topic. What types of resources would you provide? How/where would you find them?

At the end of my second year in the library, I have a little practice in finding resources for students and teachers. However, I’m not complacent in the fact that I have a long way to go to be truly efficient at finding ideal resources. Before this however I have needed to be proactive to assist teachers as some tend to ‘google’ their next topic to locate resources for curriculum units of work. (Who hasn’t!) Another area where teachers are finding resources is teacher published sites e.g. TeachersPayTeachers and twinkl. They tend to be very worksheet based and although there are some freebies, most are for a small fee. As good as these are for occasional use, I have found they do narrow down the scope of resource use and often tend to ignore the range of digital tools available.

Unit: How has our local area changed? (Stage 2)

  • Collaborate with teachers teaching the unit to determine any specific queries/requests they may have.
  • Oliver search for what is in our school library. Fiction and non-fiction.
  • Local library website and online resources.
  • Local council website-history of our area, significant sites, photographs.
  • Local paper archives (online)
  • School archives-photographs of opening and early classes/events of our school.

 

 

 

No Comments »

ETL504: Case Study 3 reflection

geralt / Pixabay

With our first group task behind us I think we did a great job. We were good at communication, delegation and participation from everyone. Marika started the ball rolling with deadlines and possible strategies to cover the work. We also agreed as to the ideas we should include and made good use of email and the discussion forum within our wiki. Most of us admitted to inexperience with using a wiki however we managed quite well in the end. As suggested by Jennie and Lori, sticking to one reference per issue kept the task manageable and the time commitment less onerous when we had our first assessment due.

A real time group discussion was the only thing we just didn’t manage this time. All our group members have a myriad of  commitments and despite attempting to find time, it just didn’t happen. In the end it wasn’t crucial and consistent communication/contributions worked well for us.

Thank you to everyone in group 9, you’re a great bunch to work with.

 

 

 

No Comments »

Discussion Forum: 6.2b

The teaching role is where I have experience. Collaboration is how we provide best outcomes for students whether it be a quick chat passing in the corridor or ongoing meetings. Information specialist is where I am developing new skills. I agree with Diana, (19th May, 6.2b) the role is tricky as at the moment my skills are not more refined than a classroom teacher. Over time and this course my knowledge and practice will change and improve. Coping with these tensions by is action. Seeking help on Yammer (Library Matters group), professional associations, talking to colleagues and a bit of old fashioned off-line chatting to a friend in a school library up the road. She’s my oracle.

 

Linquist, D.(2019.May,19th.) Discussion Forum 6.2b. Management Skills. Retrieved from: https://interact2.csu.edu.au/webapps/discussionboard/do/message?conf_id=_78883_1&forum_id=_147407_1&course_id=_42380_1&action=list_messages&nav=discussion_board_entry&message_id=_2294800_1

No Comments »

Discussion Forum:6.2a

*Yes, I could use tech more effectively and efficiently. I rely fairly heavily on World Book Online which is perfect for the primary school environment. They make it easy for teachers by presenting information well and including quizzes, web quests, multiple levels, translations and links. I’m beginning to use Google Classroom which has resulted in maximum engagement and a flipped classroom as my year 4’s are teaching me more than I’m teaching them. I asked them this week what they would like to do on Google Classroom and they came up with a few ideas I hadn’t thought of such as writing an ongoing story they all take turns at adding to.

I prefer to use fewer platforms and become more familiar with its uses however this can be problematic if the tech tool becomes outdated. I’ve explored a few others as part of Assessment 3/Inquiry unit which I’m taking the plunge into trying next term.

*I’m streamlining programming on Office 365 however this is taking a while as I’m starting from scratch with library programming. Learning the immensity of Oliver is taking time. “Barcode not found” is a message that comes up now and then and why some books show as temporary loans is still a mystery. Work communicates generally through email.

*Oliver is a favourite tool and the students like Orbit and the kid friendly features of being able to change their background and see what is new on the shelves. Survey Monkey and Kahoot have been used with success.

No Comments »

So let’s begin…

As I begin this challenge of study I am feeling enthusiastic and willing to learn. Overarching this however is a sense of foreboding and uncertainty that I recall at the start of my teaching career. Online study is unfamiliar to me and the extra commitments of family and full time work are thrown into the mix. I forge on in the knowledge that I will look back on this day, the first day as a positive and exciting time.

No Comments »

Step 1 of 2
Please sign in first
You are on your way to create a site.
Skip to toolbar