Assessment – Page 2 – Deborah's Deliberations

May 27, 2019

Part C – Final Reflection

When I started this topic, I was aiming to expand my understanding of Information Literacy, and explore the role the Teacher-Librarian (TL) further. This has occurred, specifically in the area of advocacy. I have reflected on my past practice and how I could improve now with this extra growth in knowledge, application and understanding.

Information Literacy

Prior to undertaking this topic (ETL401) I understood the basics of Information Literacy (IL) to be research skills, referencing, and ethical use of digital information. I have come to understand that there are more than 3 types of literacy (Re-Defining Literacy), and the aim of IL skill development is to help students to develop skills for success in the 21^st Century information environments.

One of my biggest take-aways from the readings and Module 5 discussions was the importance of context and purpose when defining IL and implementing it in the classroom. I have also been introduced to the concept of Information Fluency (IF). I have come to understand this as being associated with IL, but with a focus on fluency of application instead of just understanding and literacy. I am curious about this terminology and the implications of using different terminology within the field of IL. I lean towards seeing IF as an overarching term which encompasses IL and Digital Literacy (DL).

Within my practice I would like to explore IF further and compare it against IL and DL. I would do this to become more knowledgeable about different 21^st Century learning processes, and to build my capacity to implement and advocate for a particular IL method. I think IF should be the aim of information skill develop in 21^st Century teaching and learning.

Information Literacy Models

I was aware of some IL models prior to this topic, but have not had the opportunity to explore them thoroughly. Through readings and Module 5 discussions, I have come to understand some differentiating details between IL models. I have also found that there many similarities, and trying to identify in-depth reasoning behind not using a particular model can be challenging.

I found this area of learning relevant to my previous context where I was endeavouring to integrate inquiry units into HASS. For that task I chose the 5As as my IL model because another school in the region also used it and shared their resources. I now understand that the 5As are linked to Information Fluency. I was pleasantly surprised when I made this connection.

This module has caused me to re-think other IL models and the process of integrating them across the curriculum. Based on Lupton’s paper and various exemplars of practice in implementing an IL model from Module 4, I would like to explore GID, and the 5As further to identify which model would be best suited to my circumstances. As I mentioned, I think IF is a good way to achieve 21^st Century skill development. I might explore this model first.

TL Role in Inquiry Learning

The role the TL must play in advocating for IL within schools has become clearer to me throughout this topic. This is in addition to developing relationships and collaborative opportunities with students and staff. This topic has solidified for me the need for the TL to be involved in faculty planning and curriculum development to ensure integration of IL skills. Discussion in Module 4.3 indicates a TL’s involvement in curriculum development is necessary as they can see the big picture and know where IL skills can be best integrated.

Advocacy is an area I do not have much experience in. These discussions in Module 3 and Bonanno’s video were significant to me as I began to consider data collection and advocacy as not just for usage statistics, but as a way to get staff and the Principal on-side with developing IL across the school. Module 3 also made me reflect on the ways I could have practiced advocacy with a supportive teacher audience and converted Principal.

Reflection and assessment tools to collect data on student learning is something I would like to explore further in the future. I would do this through the use of competency-based questionnaires and reflective toolkits, as discussed in Module 4. A common theme through 4.2 discussions was making yourself available in small ways and taking baby steps to convince staff that working collaboratively with the TL is a good idea. When I start in my next TL role, I will take this approach to ‘test the waters’ on staff opinion and practice.

While I thought I knew much coming in, I have added new areas to my TL knowledge which will enable me to provide a greater impact in schools, and better advocate for the use of a TL in schools. I am still learning to apply my critical thinking skills to a range of concepts.

May 11, 2019

Blog Reflection

For the third blog for this topic (INF530) I provided a reflection comment for Emily’s post on technology trends.

This was my response:

Hi Emily, thanks for your post. I would like to reflect on your discussion of digital literacy.

In my view, digital literacy encompasses information literacy. There is a focus on locating, evaluating, and using information from digital platforms. Digital literacy is particularly important in the information environment we live in; locating information which meets the user’s need and evaluating it for accuracy and relevance are integral 21^st Century Skills.

There are links between digital literacy, information behaviour, 21^st Century skills and lifelong learning. Bawden and Robinson’s (2012) discussion of cognitive models of information behaviour and information search processes highlights the differences in how people go about finding information. With my TL hat on I see information search models (guided inquiry, project-based learning) as a platform for integrating the teaching of digital literacy skills. The development of digital literacy skills in students is dependent on the opportunities to learn and practice. These are skills which need to become second nature to students.

Your discussion of teaching skills to interpret information has strong connections to the readings from module 3.1. It brought to mind Brabazon’s (2009) discussion about what digital natives thought they should be learning. One respondent mentioned several times we should be teaching them how to learn (p.177, 180). Conole (2012) agrees with this sentiment stating, ‘learners need to develop strategies for finding and validating appropriate resources’ (p.55).

In my opinion, the focus of the Australian Curriculum should be the General Capabilities. They are the Australian Curriculum, Assessment and Reporting Authority’s (n.d.) take on 21^st Century learning skills and provide a checklist for students to show application and understanding of skills relevant to their futures. Digital and Information literacy fit into Critical and Creative Thinking and ICT Capability. As such, integration of the General Capabilities into teaching and learning covers elements of digital literacy and information literacy and assists in the development of lifelong learning skills.

Although students of today may have more screen time and access to more technologies than students used to, it is not right to assume they have the knowledge and skills to effectively and efficiently traverse the information landscape to achieve their goals. Conole (2012) states that ‘many learners, despite being competent technology users, lack the appropriate academic literacy skills to appropriate these free resources for their learning’ (p.52). Brabazon (2009) and Conole (2012) highlight that effective use of digital tools and resources relies upon development of skills in teachers and students (p.181 & p.51).

Schools with trained TLs have resources available to them to assist with skill development of both teacher and student. When classroom teachers work collaboratively with TLs, a range of opportunities for the teaching and application of digital and information literacy skills arise. Through inquiry learning students can develop these skills in context, and hopefully see the connections to future tasks.

References

Australian Curriculum, Assessment and Reporting Authority. (n.d.). General Capabilities. Retrieved from https://australiancurriculum.edu.au/f-10-curriculum/general-capabilities/

Bawden, D. & Robinson, L. (2012). Introduction to information science [London: Facet]. Retrieved from https://ebookcentral.proquest.com/lib/csuau/detail.action?docID=2076216

Brabazon, T., Dear, Z., Greene, G., & Purdy, A. (2009). Why the Google generation will not speak: The Invention of digital natives. Nebula, 6(1), p.163-180. Retrieved from http://www.nobleworld.biz/images/BDGP.pdf

Conole, G. (2012). Designing for learning in an open world (Vol. 4) [Springer]. Retrieved from https://ebookcentral.proquest.com/lib/csuau/reader.action?docID=1030803

April 8, 2019

Trends in Technology Developments

Recent trends in educational technology developments are varied. Ranging from transformation to 1:1 device schools, to integration of emerging technologies into teaching and learning.

Digital conversion is important in the discussion of technology developments (Project Tomorrow, 2013). It can occur incrementally via individual classes and teachers or a whole school project. In the incremental adoption, the Teacher-Librarian assists teachers in building their skills to create ‘individualised digital conversions’ (Project Tomorrow, 2013, p.1). Whole school digital conversion transforms teaching and learning, and communication with the community (Project Tomorrow, 2013, p.1).

Teacher access to, and experience with, emerging technologies is likely to boost their interest and skills in digital learning and the scope of tools for classroom integration (Project Tomorrow, 2013). According to From chalkboards to tablets: The digital conversion of the K-12 classroom, teachers want to develop skills in emerging technologies to facilitate differentiation and personalisation of learning opportunities (Project Tomorrow, 2013, p.16). We know that students adopt and adapt technologies daily, (Project Tomorrow, 2013, p.1). Teachers need to continue integrating these technologies to support deeper learning approaches (Freeman, Adams Becker, Cummins, Davis, & Hall Giesinger, 2017, p.14).

The NMC/CoSN Horizon Report: 2017 K-12 edition refers to ‘Advancing Cultures of Innovation’ (Freeman et al., 2017, p.12) and ‘Deeper Learning Approaches’ (2017, p.14) as a requirement for driving technology adoption in the long term. This includes focusing on teaching strategies, integrating prior learning, using tools and apps to support deeper learning, and enhancing Project Based Learning with technology to create a flipped classroom environment (Project Tomorrow, 2013, p.14, 16).

Specific emerging technological trends and their importance in education include Maker Spaces, Robotics, Virtual Reality and the Internet of Things. The NMC/CoSN Horizon Report: 2017 K-12 edition (Freeman et al., 2017) refers to these trends varying from short term to long term implementation.

Maker Spaces emphasize hands on and deep learning through technological tools (Freeman et al., 2017, p.40), providing opportunities to focus on higher order thinking, problem solving, and experimentation. They are often seen in an environment which nurtures creativity and collaboration and promotes individual and peer-peer learning (Freeman et al., 2017, p.41).

Robotics promotes critical and computational thinking, and coding. These skills aid students to develop resilience, collaboration and assessment of risks (Freeman et al., 2017, p.42). Robotics can promote engagement through a program called ‘TeachAssist’ which can provide interactive content, and track student progress (Freeman et al., 2017, p.42).

Virtual Reality provides computer generated environments to simulate the presence of physical items and provide realistic sensory experiences. They provide authentic learning experiences beyond STEM classes; increasing engagement and enabling experiential learning, or experiencing abstract concepts (Freeman et al., 2017, p.46-47).

Internet of Things refers to objects which have computing power and ability to transmit information over networks (Freeman et al., 2017, p.50). Within a school environment there are privacy and security considerations to be addressed, particularly if implementing Smart student ID cards (Freeman et al., 2017, p.50). These could track movements and interactions of students.

Technology will continue to change. Over 2009-2017 the Horizon K-12 Reports identify changes in the long-, middle- and short-term trends. Understanding technological developments is necessary to maintain engagement and development of 21^st Century classroom skills. Teacher understanding of apps and tools to assist with student centred deep learning opportunities is also integral.

References:

Project Tomorrow. (2013). From chalkboards to tablets: The digital conversion of the K-12 classroom. Retrieved from https://tomorrow.org/speakup/pdfs/SU12EducatorsandParents.pdf

Freeman, A., Adams Becker, S., Cummins, M., Davis, A., & Hall Giesinger, C. (2017). NMC/CoSN Horizon Report: 2017 K-12 edition. Retrieved from https://cdn.nmc.org/media/2017-nmc-cosn-horizon-report-k12-EN.pdf

March 15, 2019

Understanding concepts and practices in a digital age

Learning Context:

I am undertaking this course to further develop my information and digital skills for use in a teacher-librarianship role. I am interested in understanding current and emerging digital technologies/platforms which may broaden students use of information, technology, and collaboration within their learning. I wouldn’t define myself as a ‘big’ technology user, I mainly use it (phone, tablet, laptop) for internet searches and document processing, and the occasional eBook. I usually handwrite notes and tasks before typing assignments/unit plans and reading from hard-copies. I find it easier to think and absorb information that way. A challenge for me in this subject will be using different online networking and productivity tools to achieve the same goals.

Knowledge and Understanding:

From the module content so far my understanding of concepts and practices in a digital age has definitely expanded. My prior knowledge was limited to using technology in the classroom for engagement, research, and publishing (IWB and 1:1 devices), and the TPACK model discussed at uni.

I understand better now how technology has changed over time and the impacts that has had (and will have) on education. When I was going through school computers were used for research, publishing and emails. Even in the last 12 years things have changed considerably. Now there are social platforms that can be used to enhance learning and collaboration. There is a need for the educator to understand how learning can be connected within a multi-platform and multi-media environment, and to understand which tools are best for the job.

All around the world people are connected and learning via some sort of social or collaborative tool. This relates to the idea of the ‘Global One Room School House’ and the reciprocal teaching of those involved. I think the possibilities of this type of learning are great. We can now connect to people in different countries and learn directly about different cultures. But these sorts of tools need to be explored for their potential to truly be reached.

There is a wealth of knowledge readily available through the internet now. A concept integral to effective student learning in a digital age is knowing what skills students need to progress and how to teach them. ‘Rethinking Learning: 21^st Century Learner’ discussed the need for 21^st century learners to have connections and environments to enhance discussions and learning. They also need play based skills – creativity, engagement and social. I can see the how inquiry topics can integrate both sets of sills and help students develop them for the future.

I understand the importance for all users of technology to have at least a basic understanding of digital literacy. I agree with many points in Bawden’s chapter on digital literacy, particularly the role of digital literacy as an integration tool to encompass multiple forms of literacy. I see the connections between the various types of literacy and particularly notice the link to research skills and media literacy. Digital literacy is another important concept in the digital age as it assists with the understanding and use of information within a digital environment.

I am already seeing a wealth of connections between concepts and practices in the digital age and how they may relate to my role as a teacher-librarian.

March 15, 2019March 15, 2019

Teacher-Librarians do what now..?

I have always been interested in working in a school library. Following the completion of my Bachelors degree I undertook a Grad. Dip. of Library and Information Management, as I thought it would be interesting and give me something to do while waiting for work opportunities to come up. It was. It gave me experiences in a librarian’s role and the administrative side of things. Prior to this, my experience of teacher-librarians was limited to my schooling and my practicums.

My first picture of what a teacher-librarian’s role included was in primary school. I thought it was about buying books, helping students to find books that interested them, and hosting authors/illustrators, and Book Week. It always seemed like an interesting job and being able to be around books all day was a great idea to me.

During my practicums my view of the teacher-librarian role expanded. I went to library lessons and observed how the teacher-librarian worked with classes and helped teachers locate resources. They created book boxes for areas of research, assisted students in borrowing for interests, and helped hook students into research topics.

As my experiences with school libraries changed, my understandings of the role of teacher librarians has developed. During my first contract in a teacher-librarian role I came across the School Library Association of South Australia’s (SLASA) Teacher Librarian Role Statement (2015). This really opened my eyes as to how much a teacher-librarian does!

Now, after 3 ½ years in teacher-librarian positions my understanding of the role is of an information professional that is involved in all areas of the school – providing access points for information literacy skills and literature promotion. Information literacy skills are integral to developing students who can locate and critically evaluate information in the 21^st century.

Teacher-librarians are information skills advocates.

This includes defining questions, locating resources, searching online effectively and taking notes, summarising information, referencing correctly, and developing critical thinking skills. They find opportunities for inquiry learning.

Teacher-librarians are resource advocates.

They curate and provide access to a variety of up to date and relevant sources for teaching and learning. They need to integrate their way into subject areas and tailor their presentations/resources for specific needs. The teacher-librarian is a resource that is there to be used. They are experts in their field.

Teacher-librarians are literacy advocates.

They help students locate resources suited to their ability and their interests. They introduce students to books they may not have seen previously. They provide access to resources for all users. They promote interest and challenge in reading.

Teacher-librarians are collaboration advocates.

They work together with class and subject teachers to create meaningful opportunities for inquiry learning and development of information skills.

I have enjoyed being a teacher-librarian in the positions I have been employed in. I believe these roles/jobs of the teacher-librarian are intertwined and often overlap. There is a big change from what I thought teacher-librarians did to what I now realise is part of the role. This has not changed my interest in the role. I see the role as very important in developing information literate students for the future.