July 12

ETL507 Assessment 6: Professional Reflective Portfolio – Dazzling Sun

Teacher Librarians must strive to be as dazzling as the sun.  (Photo: McKenna, 2016)

At the beginning of my studies, I was a secondary English teacher working in a combination of casual and temporary roles in Special Education and English as an Additional Language or Dialect. My passion for literature and the library developed from childhood experiences of the public library and the school library – visiting the public library to borrow books with my grandparents; occasionally attending storytime at our local public library; hearing about books from the teacher librarian then scrambling to be the first to borrow; and an exciting author visit from Colin Thiele(!) when I obtained his autograph. My memory of my high school library was not so quaint. It was a dry, uninspiring, probably underfunded and lonely space. However, after observing the vibrant learning hub created in one of my current schools, it inspired me with the desire to create my own vibrant, imaginative high school library filled with a love of learning and vitality.

Bonanno’s keynote address conveys need for Teacher Librarians to change (2011)

In my first ETL401 blog post, I hazily defined (and limited) the teacher librarian’s (TL) role as an “educational facilitator and manager of spaces” (Travassaros, 2019a, para. 1). How inadequate I can now say this is, being almost qualified as a TL! Etched in my memory and evidenced in my further blog entry from the inception of the course (Travassaros, 2019b, para. 1), disturbingly, has been Bonanno’s keynote address at an Australian School Libraries Association (ASLA) conference (2011). In this video she mentioned that, at the House of Representatives Inquiry into school libraries and teacher librarians, participants frequently referred to the TL profession as an “invisible profession” (1:37). Identifying with this statement at the time, lacking knowledge about the position, I have since had several experiences where the TL position has not been given worth.  Instances such as: while I teaching ‘library classes’ a classroom teacher stated in front of the students that they have a test and needed that time for preparation, thus devaluing my content; my current new position as TL was cut back to three days a week whereas the previous TL worked four days; and the library does not open at break times when I am absent, such as the two weeks I was away for work placement.  In these instances, not only has practice has confirmed theory but it provided strategies and perspectives of dealing with the issue such as Bonanno’s ‘glass half full’ (2011: 0:50). I learnt that it is essential that to be committed to ensuring that the TL role is valued and dazzles as the sun.

Three themes I consider indispensable in my learning and elements for being an effective teacher librarian are: collection development, 21st century teaching and learning; and leading from the middle.

The Big6 (2018) inquiry learning model

Information Literacy and Literature

Originally I was bamboozled by the complex concept of information literacy which has projectiled into 21st century education, as discussed in my ETL401 blog entry (Travassaros, 2019c, para.1-3). The changing information landscape; proliferation of literacies, information and technologies; the internet; the way that information is consumed and increasingly created emphasises the need for the TL to be capable of facilitating teaching and learning of information literacy. Understanding of inquiry learning has important benefits such as the implications of incorporating technology into research units and the natural differentiation it provides as Roots Lewis, Simmons and Maniotes discusses when they justify their choice of choosing Guided Inquiry (2018) with which to develop a culture for learning in their school. Developing a unit of work which was based on the Big6 inquiry model (2018), in ETL401 Assignment 3 (Travassaros, 2019e) and which explored a number of other information literacy strategies such as California State University’s ‘CRAAP test’ of assessing information was instrumental in building my understanding of a number of concepts and resources which will be invaluable for future use (2019). Through devising this particular unit of work, I have developed an excellent knowledge and understanding of concepts pertinent to information literacy. At present, my recently acquired main TL role has limited exposure to classes. However, we have developed a memorable unit which has concepts and resources ready to use on a ‘just-in-time’ basis. In future, I need to develop colleguial relationships to create opportunities.

INF533 Literature in Digital Environments was enlightening. It emphasised the need to be aware of 21st century developments and that implications that these texts have regarding information literacy. We explored digital narratives from a multitude of sources such as ‘Into the Cave’ ABC news story (Motherwell et. al., 2018) and the Incredible Tales of Weirdwood Manor (All Work No Play Inc, 2019). From an educator’s perspective, it was exciting to discover these multimodal texts and contemplate their possibilities. These digital texts be classified according to the variety of features they contain such as in such as in Assessment 2 blog entries of enhanced or interactive digital texts (Travassaros, 2019f(i); Travassaros, 2019f(ii)). They can be beneficial for a range of abilities and learning styles, some texts having the scope to be read to the viewer such as option to have the viewer read to or simply have words on the screen as discussed in my blog (Travassaros, 2019f(ii)). However, Roots Lewis, Simmons and Maniotes warns that technology should not be the focus of the lesson (2018). It should be the subject content. On recently work placement at the Digital Library, four classes of Year 6 students visited on excursion, as discussed in Assignment 5 ETL507 (Travassaros, 2021, p. 4-5). One of my activities was to facilitate their engagement with the virtual reality equipment. The program contained virtual rooms of pictures of the previous mayors which complemented the civics and citizenship educational program the library had running. Most students were enthralled with the experience so it came as a surprise when it was conveyed that some students who participated in the holiday program, although probably more experienced in virtual reality, thought this experience uninteresting. This experience conveyed that it is important for students to be interested in the lessons but there must be purpose to the new technology buzz as they will soon tire of the ability to pick up a virtual plant and throw it across the floor.

As I reflected on this situation, using the theory learnt to apply to practice, I realised that there are many differences between the information agency contexts and the types of digital texts. Applying this work placement experience to the school library context, the school library facilitates compulsory, graded, differentiated educational units of work programmed in accordance with New South Wales Education Standards Authority (NESA) syllabuses. This, to a large extent encourages compliance and participation by students. Whereas the public library provides voluntary educational STEM activities. This particular interactive text when applying to Bloom’s taxonomy only requires a lower order thinking response. The participant finds an article and understands how to use the interactive technology. INF533 emphasised the importance of using quality educational texts. Teale and Yokota warned against interactive elements interfering and detracting from the narrative (2014, 581). While a virtual reality program is more of a timeline rather than a narrative, this, the technical features tended to be an intrusion from the content of learning about the mayors. My main school where I am TL, the library has virtual reality technology. Much of the time it sits unused. However, the theory and practice obtained throughout this course has provided the tools to investigate how to make this into a valuable resource for the library.

21st Century Teaching and Learning

21st century education is not only about knowing broader concepts like information literacy but also, to a large extent, about knowledge of context both on a macro scale, through key organisational policies and guidelines, and then having the ability to apply them on a micro scale. In a number of subjects including ETL401, ETL503, ETL504 and INF533 we explored the broader guiding educational documents such as: ACARA’s General Capabilities (Travassaros, 2019e; Travassaros, 2020a; Travassaros, 2020b); each discipline’s NESA Syllabus (Travassaros, 2019e); NESA’s Library Policy [State of New South Wales (Department of Education), (2019)] (Travassaros, 2019g); and ASLA’s Policy Statement – School Library Bill of Rights [2011(2018)] (Travassaros, 2019g; Travassaros, 2019h). From an educational perspective these documents are necessary to function as a TL. A TL must have the knowledge of the content to be able to lead learning into the 21st century, applying that learning, being able to be flexible with it. If unaware, then this course has also given me the tools to investigate.

On a more localised basis, both ETL504 and ETL503 focused on policy documentation such as developing a library policy. Amending another school’s library policy (Travassaros, 2020b) and explored strategic planning activities including when investigating vision and mission statements, learning that the ‘big picture’ must include the present and the future (Jisc, 2012, 1). The synthesis of these items then contributed to creating a white paper, when a proposal for implementing 21st century learning put forth (Travassaros, 2020a, p. 2-6). However, the knowledge of the school demographic context is also essential. In ETL401 Assessment 3 was a collaborative unit based on particular location possessing distinct attributes of the school (Travassaros, 2019e, p. 2 para. 1). For INF533, I created a digital narrative for a specific class, The water cycle: How Splish recovered his Splash (Travassaros, 2019j), connecting the e-text with the relevant syllabus outcomes, copyright and Creative Commons issues in my blog (Travassaros, 2019i). Even when applying context, knowing the demographics, it is sometimes difficult to predict the outcomes. For example, on work placement I facilitated the Battle of the Book Clubs challenge as discussed in ETL507 Assessment 5 (Travassaros, 2021). Impressively, Newcastle Libraries has over 200 book clubs, but it was still difficult to estimate the turn out. Similarly in practice, employed at my main current school for the past four weeks and not having access to classes, I have been organising a writing competition for Children’s Book Council of Australia’s Book Week. However, is difficult to predict what sort of response it will elicit. Nevertheless, it is important to be informed of the context so that situations can be managed, marketed and advocated for and we are provided with the best knowledge and tools to enable success now and to prepare out students to learning in the 21st century.

Leadership

 Figure 1. An early leadership concept map created and submitted in a discussion forum post (Travassaros, n.d.)

Figure 2 Developed leadership concept map (Travassaros, 2020d)

My professional learning journey continued to hit new peaks in ETL504. The growth of our leadership definition was refined in the creation of a concept map in the drawio platform (Travassaros, n.d.). Figure 1 evolved into figure 2. How to construct the concept map (text type), the language and ideas of leadership all evolved. The language of leadership is very important as we learnt the types of activities, persona a leader takes on and formulated ideas on what sort of leadership styles, even testing some out in the case studies! It is interesting that in an ETL504 discussion forum post in 2020, I have noted that leadership should be contingency leadership style (Travassaros, n.d). To be a successful leader, a teacher librarian must be knowledgeable and adaptable when encountering every situation. Bush and Glover’s article discusses various types of leadership theory including: transformational, distributive and managerial leaderships (2014). With contingency leadership, a leader should change their leadership type to suit the occasion (Bush & Glover, 2014). ETL504 provided a landslide of information. This subject is only the start of becoming a skilled leader. I have learnt that to be an effective TL and leader, I will further benefit from experience, practice and networking. In terms of networking, I have joined various professional groups such as ASLA and the Newcastle Area Teacher Librarian Association (NATLA).

Distributed leadership was evident at work placement as noted my Work Placement Report (Travassaros, 2021, p. 5-6). It worked well in developing programs in teams as well as collaboratively when utilising various specialisations such as when the digital librarian and the youth and children services librarian collaborated to devise educational programs such as the Home School Network – STEM discovery learning session and the Civics and Citizenship and Virtual Reality Program for Year 6 students (Travassaros, 2020, 5, 10). With all the attributes that make up 21st century information agencies such as the proliferation of information, it is beneficial to share the workload and have others “own” their projects. At Newcastle Libraries, I also witnessed transformational leadership in terms of the innovative student-centred discovery learning that I witnessed in these events. Additionally, servant leadership took place when the Co-ordinator – Service Design Customer Experience also completed the responsibilities of Customer Service Officer. I learnt that to be a successful leader, it is beneficial to be aware of alternative strategies. However, leadership research is constantly evolving and this course has enabled me to investigate an issue when the need or inclination arises.

During the TL course, I have developed an appreciation of the complexity of the TL’s role. It is a role that needs to be advocated – TL’s survival depends on it! Over the past three years, together – the course and I – have successfully covered vast amounts of knowledge and an understanding of theories. There has been an array of topics in multiple subjects such as information literacy and literature, leadership and 21st century education. The course has effectively taught me many things, only shrapnel fragments of which lay here on these pages. However, key aspects of my learning have been that it is the synthesise of all the elements learnt that allows us to choose the best informed practice and the best chance of successful outcomes. It is with reflection that we can improve our learning and perceive a situation from another perspective. I am still learning and will continue to be a lifelong learner – a 21st century learner. Every situation is different but the challenge, as a TL, remains the same. That is, the aim to achieve the best student outcomes possible.

References

All Work, No Play Inc. (2019). The incredible tales of Weirdwood Manor, [version 1.6.1] [software application]. http://weirdwood.com/

Australian Curriculum Assessment & Reporting Authority. (2016). General capabilities – Introduction. https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/.

Australian School Library Association. [2011 (2018)]. Australian School Library Association policy statement – School library bill of rights. https://www.asla.org.au/resources/Documents/Website%20Documents/Policies/Bill%20of%20Rights_2018.pdf

Bonnano, K. (2011). ASLA 2011. Karen Bonnano, Keynote speaker: A profession at the tipping point: Time to change the game plan [Video]. Vimeo. https://vimeo.com/31003940

Bush, T.,  & Glover D. (2014). School leadership models: what do we know?, School leadership & management, 34(5), 553-571, DOI: 10.1080/13632434.2014.928680

California State University. (2019). craap-test.pdf. Meriam Library California State University, Chico. https://library.csuchico.edu/help/source-or-information-good

Jisc. (2012, November 8). Defining and articulating your vision, mission and values. https://www.jisc.ac.uk/guides/vision-mission-and-values

McKenna, F. (2016, August 23). Five birds flying on the sea Unsplash: Photos for everyone [image]. https://unsplash.com/photos/OD9EOzfSOh0 Used in accordance with Unsplash Licence (Creative commons licence CC BY 4.0).

Motherwell, S. (Journalist), Spraggon, B (Designer and Co-Illustrator), Hoad, N. (Developer), Madden, T/Reuters (Co-Illustrator), Cross, N. (Video Production), Leslie, T. (Producer), (2018, July 13) Into the cave ABC news report. https://www.abc.net.au/news/2018-07-13/thai-cave-rescue-tham-luang-extreme-challenges/9985286

Roots Lewis, K., Simmons, S., & Maniotes, L. (2018). Building a culture for learner voice and choice through inquiry. Teacher Librarian. 45(4). 24–27. http://search.ebscohost.com.ezproxy.csu.edu.au/login.aspx?direct=true&db=lih&AN=129318056&site=ehost-live

Teale, W. H., & Yokota, J. (2014, May). Picture books and the digital world: Educators making informed choices. The Reading Teacher. 67(8). 577-585. https://www.academia.edu/3886534/Picture_Books_and_the_Digital_World_Educators_Making_Informed_Choices

The Big6., (2018).  Welcome to the Big6: Inquiry every day in every way with the Big6! The Big6.org. https://thebig6.org/ “The Big6.org copyright license 2018; original license for the Big6 is copyright © 1987 Michael B. Eisenberg and Robert E. Berkowitz. For more on the Big6, visit: https://thebig6.org/” The site is used in accordance with permissions page under Creative Commons Licence (CC BY-NC-SA 4.0)

Travassaros, E. [Elle] (2019a, March 11). Warning … tsumani ahead! Ellene’s reflective journal. https://thinkspace.csu.edu.au/ellene/2019/03/11/warning-tsunami-ahead/

Travassaros, E. [Elle] (2019b, March 22). Are school librarians an endangered species? Ellene’s reflective journal. https://thinkspace.csu.edu.au/ellene/2019/03/22/are-school-librarians-an-endangered-species/

Travassaros, E. [Elle] (2019c, May 4). Information literacy (… where do I start?) and the role of the teacher librarian. Ellene’s reflective journal. https://thinkspace.csu.edu.au/ellene/2019/05/04/information-literacy-where-do-i-start-and-the-role-of-the-teacher-librarian/

Travassaros, E. (2019d). Assessment 2: Discussion Essay. ETL401.

Travassaros, E., (2019e). Assignment 3: Discussion Essay. ETL401.

Travassaros, E. [Elle] (2019f(i), August 31). Interactive Digital Literature Review: INF533 Literature in digital environments: Assignment 2 – Part A. Ellene’s reflective journal. https://thinkspace.csu.edu.au/ellene/2019/08/31/out-of-the-cave-and-into-the-enhanced-digital-literature-review/

Travassaros, E. [Elle] (2019f(ii), August 31). Interactive Digital Literature Review: INF533 Literature in digital environments: Assignment 2 – Part A. Ellene’s reflective journal. https://thinkspace.csu.edu.au/ellene/2019/08/31/interactive-digital-literature-review/

Travassaros, E. (2019g). Assignment 1. ETL503

Travassaros E. [Elle], (2019h, January 9). Pre-meditated self-censorship. Ellene’s reflective journal. https://thinkspace.csu.edu.au/ellene/2020/01/09/pre-meditated-self-censorship/

Travassaros, E. [Elle] (2019i, October 7). INF533 assignment 4: Part C critical reflection. Ellene’s reflective journal. https://thinkspace.csu.edu.au/ellene/2019/10/07/inf533-assignment-4-part-c-critical-reflection/

Travassaros, E. (2019j). The water cycle: How Splish recovered his Splash. Book Creator. https://app.bookcreator.com/library/-LpukWY2xVJk7KQ5GF69/gkXU1NgGVPS857wsnxPRZLgf23j2/gt0ogFAtTdSlnUTAHcF2gQ/7CpAVAlLSoeyVTH16FxxLA

Travassaros E. (2020a). ETL504 – Teacher Librarian as Leader: Assignment 2: Navigating 21st century learning: Embracing the learning commons. ETL504

Travassaros E. (2020b). Assignment 2. ETL503

Travassaros E. [Elle] (2020c, May 24). Doors opening … mind the gap. Ellene’s reflective journal. https://thinkspace.csu.edu.au/ellene/2020/05/24/doors-opening-mind-the-gap/

Travassaros E. (2020d). ETL504 – Teacher librarian as leader: Assignment 1. ETL504.

Travassaros, E. (2021). Assessment 5 – Placement report. ETL507.

Travassaros, E. (n.d.). Discussion forum post. ETL504.

 

Category: Censorship, Collaboration, Curriculum and Learning, ETL401, ETL503, ETL504, ETL507, INF533, Information literacy, leadership, Miscellaneous, Policy and Procedure, Technology | LEAVE A COMMENT
January 25

ETL503: Resourcing the Curriculum – Reflection

Photo by Jodoin, M.-O. on Unsplash (2018)

Hard Cover

The school library (SL) is like a puddle. It is fluid. It can be muddy with misunderstanding or clear with transparent strategic planning. It has the potential to evaporate due to apathy or expand into a healthy, babbling stream. The asphalt surrounding the puddle represents the SL communities. They will either harden with drought – underused, misunderstood, mismanaged and  not advocated for –  or softened and swallowed up with the help of clarity and support.

As misunderstood as the teacher librarian’s (TL) position can be, perhaps one of the most recognised functions is resourcing the collection. However, the complexities involved, in my experience, are not appreciated or clearly understood by the community (including staff). At the beginning of the unit, I struggled to decipher between collection development and collection management, as demonstrated in Travassaros (2019a) – rather dancing around the contrasting activity, referring to generalised NSW Education Standards Authority’s: Library Policy – Schools [2019 (2005)], rather than ‘plucking off’ the answer as an expert sniper might. Not having seen a collection development policy (CDP) prior to this course nor had much experience in the library, the intricacies of collection development were a new experience. Thus, my journey started.

My knowledge and understanding of the role and nature of school library collection has expanded in many different ways. TL’s resourcing the curriculum was expected. However, it was the process of choosing resources for the annotated bibliography that emphasised the large scope of resources that can be required with a limited budget. That is, resources in all formats to cover all subjects and all students. It was a revealing experience, similar to that of Hughes-Hassell and Mancall’s Decision-making model for selecting resources and access points that support learning (2005) compared to the concept map which I embellished in Travassaros (2019b). Both situations exposed a great chasm between simplified notions and reality. Therefore, evaluating collections are important and implementation of a selection criteria to choose resources is essential.

I learnt the nature of collections are guided by key bodies, many with similar qualities. The International Federation of Library Associations & Institutes (IFLA) (2019) presents intellectual freedom and access to information is a goal of the school library. Similarly, the Australian School Librarians Association’s (ASLA) Policy Statement – School Library Bill of Rights [2018(2011)] relays that information relating to opposing sides should be presented but it stops short of complete freedom. It acknowledges that materials should be appropriate to library users. On a sliding scale, Travassaros (2020a) acknowledges that TL’s can be put in difficult situations when Dawkins reveals that the ideal cannot always be brought to fruition regarding self-censorship (2018, p.8-9). However, it is necessary to have these authoritative organisations and documentation to support and provide a consistent basis for SL operations.

Completely unaware of the potential for a Teacher Reference section as well as a information for the community (or parents in particular) in the library, was another surprise. The role of the collection supporting teachers and collaborating both with the community and teachers is beneficial for the (SL), contributing to its worth. Clarity to those parties needs to be given, though. Stiles mentions (2020) that lack of use of the SL’s resources can skew output measurements. Alternatively, Travassaros (2020b) provides a different perspective, in terms of the disappointment felt by teachers who are unaware that these resources are available in the library. Therefore, promotion of resources, collaboration, professional development needs to be conducted by the TL. If the role and nature of the collection and working processes available to teachers in the library (such as cataloging) – the processes that help them to make use of the library were clarified this would ultimately equate to more support from teachers. Exposure to these new uses/resources would translate to students. This process involves promotion of the SL and the collection, provides opportunity for the TL to become a leader and would encourage support of the SL.

Photo by pixpoetry on Unsplash, (2018)

I have learnt CDP is the string on a marionette puppet. It draws the framework together, enabling the collection to breathe life. It aligns the collection development with the school’s vision and values (Australian Library and Information Association Schools & Victorian Catholic Teacher Librarians, 2007, p.8); provides guidelines to assess the library’s collection and defining its gaps; using the assessment reports as evidence to support a budget which will fund the library’s annual costs. It sets goals for future development including the collection’s selection, acquisition, maintenance including deselection processes. It provides a basis for protection with the aid of authoritative backup (Newton, 2018) and when issues arise including challenges. A professional standard in presentation of the CDP is expected as the International Federation of Library Associations & Institutes (IFLA) (2019) assert that the TL is professionally qualified and responsible in terms of managing and planning. It is an evolving document.

The CDP assists in future proofing the collection for many reasons:

  1. It prevents the collection from becoming irrelevant by linking the rationale with with vision and values of the school (Australian Library and Information Association Schools & Victorian Catholic Teacher Librarians (ALIAS & VCTL), 2007, p.8) and encourages best choice of resources and equality of users.
  2. It sets criteria to adhere to which protect various parties – the students’ right to certain types of resources set out by ASLA Policy Statement – School Library Bill of Rights [2018(2011)] , TL’s rights to uphold intellectual freedom and equality of access to information International Federation of Library Associations & Institutes (IFLA) (2019) and TL from sole blame when it comes to issues that arise (Newton, 2018).
  3. Review of the document every three to five years guards against stagnation (ASLAS & VCTL, 2007, p. 21). All variables surrounding the library evolve quickly.
  4. Promotes the collection, allows transparency in what the TL’s role is and the resources available to the staff and community, knowing more about the collection and its processes can empower others while providing an innovative means to collaborate with colleagues and obtain community, as well as promoting the SL.
  5. Sets guidelines for assessing the collection, provides evidence with which to apply for future budgets.

The CDP can help with future proofing but it is up to the TL to manage the policy and the collection. The policy is only a piece of paper unless the TL breathes life into it. Additionally, it cannot be used in isolation. Innovative resources (including technology) and teaching strategies together with networking both on a local and global scale is also important. The CDP offers a means to collaborate and extend into the school and the community. The future of the library depends on finding, transparency, usage, promotion and willingness of TL’s advocate and lead.

References

Australian School Library Association. [2018(2011)]. Policy Statement – School Library Bill of Rights. Retrieved from: https://asla.org.au/resources/Documents/Website%20Documents/Policies/Bill%20of%20Rights_2018.pdf

Australian Library and Information Association School & Victorian Catholic Teacher Librarians. (2007). A manual for developing policies and procedures in Australian school library resource centres. Retrieved from: http://www.asla.org.au/policy/policy-development-manual.aspx

Dawkins, A.M. (2018). The decision by school librarians to self-censor: The impact of perceived
administrative discomfort. Teacher Librarian, 45(3),p. 8-12. Retrieved from: http://libres.uncg.edu/ir/uncg/f/A_Dawkins_Decision_2018.pdf

Hughes-Hassell, S., & Mancall, J.D. (2005). Collection management for youth: Responding to the needs of learners. Retrieved from: https://primo.csu.edu.au/permalink/61CSU_INST/kk7san/alma991012600868402357

International Federation of Library Associations & Institutes. (2019). IFLA/UNESCO School Library Manifesto 1999. Retrieved from: https://www.ifla.org/publications/iflaunesco-school-library-manifesto-1999

Jodoin, M-O. (2018). Unsplash – Photos for everyone. Retrieved from: https://unsplash.com/photos/-TQUERQGUZ8 used accordance with Unsplash Licence.

Newton, L. (2018, March 5). 4 Reasons every Christian school library needs a collection development policy [blog post]. Retrieved from: http://www.librarianlisa.com/reasons-christian-school-library-collection-development-policy/

Pixpoetry. (2018, August 2). Unsplash- Photos for everyone. Retrieved from: https://unsplash.com/photos/jqrX8cSeVbQ

Stiles, Y. (2020, December 20). Module 3.1 – Using output measures as tools for purchasing. Retrieved from: https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_38050_1&nav=discussion_board_entry&conf_id=_74553_1&forum_id=_169580_1&message_id=_2632379_1

Travassaros, E. (2019a, November 10). Module 1.2: Definitions of collection development and collection management. Retrieved from: https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_38050_1&nav=discussion_board_entry&conf_id=_74553_1&forum_id=_169572_1&message_id=_2573224_1

Travassaros, E. (2019b). Choosing learning resources. Ellene’s Reflective Journal [blog post]. Retrieved from: https://thinkspace.csu.edu.au/ellene/2019/12/09/etl503-resourcing-the-curriculum/

Travassaros, E. (2020a). Pre-meditated self-censorship. Ellene’s Reflective Journal [blog post]. Retrieved from https://thinkspace.csu.edu.au/ellene/2020/01/09/pre-meditated-self-censorship/

Travassaros, E. (2020b). Module 3.1 – Using output measures as tools for purchasing. Retrieved from: https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_38050_1&nav=discussion_board_entry&conf_id=_74553_1&forum_id=_169580_1&message_id=_2632379_1

 

Category: Censorship, Curriculum and Learning, ETL503, Policy and Procedure, Technology | LEAVE A COMMENT
October 4

INF533 Assignment 4 Part A: Context for Digital Storytelling Project

mohamed_hassan / Pixabay

 

The Water Cycle: How Splish Recovered His Splash is an educational narrative especially designed for a Special Education combined Year 7 and 8 IM and IO Geography class pitched at a Stage 2 ability. The narrative tells the story of a couple of droplets of water, Splish-Splash and Drip-Drop, and their progress through the water cycle. It gives an awareness of the preciousness of water and the importance of preserving it. Learning activities compliment the text such as a pre-assessment activity at the beginning, collaborative activities with another Special Education class, questions assessing learning as progress is made, hyperlinks to sites which contain additional content including an experiment, heavily structured activities (which includes repetition of a task) and an assessment of learning at the end. There is an emphasis placed on multimodal activities created for students with literacy and learning difficulties, including a video of the sea, an audio reading of each page of the narrative, many images to view for better understanding of the narrative and the platform has the option for the narrative to be read to the participant which progresses with highlighted words. There is a permanent School Learning Support Officer permanently assigned to the class and the students are supported well.

This resource is aimed at addressing the following NSW Geography K-10 Syllabus Life Skills outcomes:

  • GELS-3: explores interactions and connections between people places and environments.
  • GELS-8: communicates geographical information.

The topic, The Water Cycle, relates to “Futures” in the Special Education faculty’s scope and sequence. The content of the unit was taken from Geography sample unit (integrated with Life Skills).

The narrative is aimed at satisfying outcomes and a scope and sequence but I have endeavoured to make the narrative fun and informative as well. Creation of a protagonist the class can engage was a significant consideration. Splish-Splash’s personality and appearance is vivid. He undergoes what Bernard refers to as an “arc” that transformed Splish-Splash from his depressive state back to his bright, colourful self. Being a short narrative it is difficult to include depth but it could be argued that he was re-instated in the natural order thus completing Bernard’s next step of learning from the transformation.

Methods to support students with special needs was an integral influencing factor when choosing the application used to support my digital narrative. The Book Creator software application contains many multimodal features that are useful for a classroom that has diverse needs and has the ability to satisfy multiple intelligences. For viewing, videos and images can be uploaded or drawn using the pen, for auditory, students can listen to sound uploaded or have a book read to them through the “Read to Me” function which also highlights words as they go. Students can participate answering questions by drawing, entering text or clicking on hyperlinks. Therefore, this application can tailored to the students’ needs, assisting them in their learning. It has functions that allow students to progress more independently and allows them to develop their interactive skills. (Rhodes & Milby, 2007, p.255). The Water Cycle: How Splish Recovered His Splash used bright colours for visuals to engage the students, mostly lower level Blooms Taxonomy of knowledge and understanding, practical activities such as links to Make a Cloud experiment, is not too wordy, various modes, interactive methods to “play and learn” with drawing (annotating) allowed on the site and, once in, the teacher can see each student’s individual book. I would have to get permission to access G Suite.

My intention when constructing this digital narrative was to bring additional value to the text so that it is not solely a text that has been produced in the same manner as a codex. This was achieved via its multimodal features but I also wanted to engage the students the opportunity to work at the Modification and Redefinition levels of Dr Ruben P Puentedura’s Substitution Augmentation Modification Redefinition (SAMR) model. However, creativity and the higher levels of Blooms Taxonomy can be extremely challenging for these students. Nevertheless, an activity in the text involves the modification of the steps in the water cycle. It is to be adapted into a flow chart. This is designed to be an activity that they will enjoy. Holt (2012), an advocate for the SAMR model, asserts that if a student enjoys the task, they will remember it better. In a Special Education setting this is important.

The students will derive value from this digital text by capitalising on the structure and quality of the narrative, its multimodal features, enabling the students to experience a more enjoyable and a memorable activity. Effective planning of the context of The Water Cycle: How Splish Recovered His Splash, was essential so that the class this text was designed and created for can harvest as much value from it as possible.

References

Bernard, S.C., (c2007). Documentary storytelling making stronger and more dramatic nonfiction films. Retrieved from https://primo.csu.edu.au/discovery/fulldisplay?docid=alma991013219215402357&context=L&vid=61CSU_INST:61CSU&search_scope=MyInst_and_CI&tab=Everything&lang=en

Book Creator, (2011-2019). Book Creator [software application]. Retrieved from https://bookcreator.com/

Bull, J., (2014). Callaghan College Waratah Technology Campus Support Unit scope and sequence matrix. Retrieved from https://schoolsnsw-my.sharepoint.com/:w:/r/personal/jeffrey_bull2_det_nsw_edu_au/_layouts/15/doc2.aspx?sourcedoc=%7Bdd444146-b1fd-4cf4-ad3e-b9b2bd8f6453%7D&file=scope%20and%20sequence%20draft%202018.docx&action=default&mobileredirect=true&cid=2a2cfe21-0eba-4349-8322-068baba04d30

Hassan, M., (n.d.). (n.d.). Pexels. Retrieved from https://pixabay.com/users/mohamed_hassan/ (The image was obtained under Creative Commons licence).

Holt, T., (3 March 2012). Digital discoveries – SAMR modification. Retrieved from https://www.youtube.com/watch?v=f48amZYSYYI

Make a Cloud. (n.d.). Sydney Water. Retrieved from http://www.sydneywater.com.au/web/groups/publicwebcontent/documents/document/zgrf/mdk5/~edisp/dd_099223.pdf

NSW Education Standards Authority (2019), Geography sample unit (integrated with Life Skills) – Geography 7-10 Life Skills Course Content: Support Materials Sample Units – Geography K-10 Stage 4 Sample Unit: Water in the World (Integrated with Life Skills). Retrieved from NSW Education Standards Authority website: https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/hsie/geography-k-10/life-skills/content

NSW Education Standards Authority, (2015). Retrieved from NSW Syllabus for the Australian Curriculum – Geography K-10 Syllabus, https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/hsie/geography-k-10

Puentedura, R.R., (December 8, 2011), A Brief Introduction to TPCK and SAMR: Workshop Slides, Ruben. R. Puentedura’s Weblog: Ongoing thoughts on education and technology. Retrieved from http://www.hippasus.com/rrpweblog/archives/2011/12/08/BriefIntroTPCKSAMR.pdf

Rhodes, J. M. & Milby, T. M., (2007). Teacher-created electronic books: Integrating technology to support readers with disabilities. Reading Teacher, 61(3), 255-259. Retrieved from http://ezproxy.csu.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=27349103&site=ehost-pve. DOI: 10.1598/RT.61.3.6

Travassaros, E., (2019). The water cycle: How Splish recovered his Splash. Retrieved from https://app.bookcreator.com/books

 

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October 4

INF533 Revised Proposal for Assessment 3

ElisaRiva / Pixabay

Just when you think you have it all sorted …

I had researched my digital platforms and I thought I was set. Once reality occurred I found many limitations when I started to register to use the platform and produce the text. The issues with my previous proposal were:

1. Connecting the Book Creator platform to Google Classroom is not possible as the school must have signed up for a G Suite for Education account. At my school we actually have Canvas which would do the same thing or similar to Google Classroom.

2. My expectations were too high. I was not be able to get to recycling of water as my assignment was long enough with the water cycle.

4. Nor did I get to TEEEC paragraphing.

5. Additionally, the outcome GELS-5 – needed to be swapped for GELS-8 – A student communicates geographical information.

6. If I am to link a Kahoot quiz – the actual quiz will not be linked just where you put the pin/code in – so I could not do that.

Below is my revised proposal. Any parts added I have highlighted in yellow. I have deleted other parts previously referred to:

Proposal topic:

The proposed topics are The Water Cycle  and Recycling Water in the Geography unit, Water in the World.

Proposed digital tools and/or spaces to be used:

The proposed digital tool and/or spaces to be used is Book Creator [software application]. Attached will be videos (perhaps including simple animation/s), hyperlinks and voice recordings. There will be spaces for students to complete learning activities.

Rationale for topic focus for the digital storytelling project:

This activity is designed for a Special Education combined IM and IO class. The students are in Years 7 and 8. However, the work is Life Skills (or approximately Stage 2) and has adjustments for varying ability within the class. Links to the NSW Geography syllabus K-10<https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/hsie/geography-k-10> are Life Skills outcomes:

  *  GELS-3: explores interactions and connections between people places and environments
  *  GELS-8: communicates geographical information.

The topics, The Water Cycle and Recycling Water, relate to futures in the faculty’s scope and sequence. The project will explore topics via the lifecycle of a drop of water. It will go through the process of collection, evaporation, condensation and precipitation with various options (like a choose your own adventure) to choose what happens to the droplet of water. However, students must eventually go through all options, ending in recycling of the water.

It is proposed that I will create an original informative and (hopefully) fun narrative. A script and storyboards are to be created from information obtained from credible websites. These websites will be credited at the end of the text.

Students are to participate in and create multimodal learning activities as the story progresses. Hyperlinks to activities, the facility to annotate documents (such as drawing circles on the page and inserting text), perhaps include voice recordings (not video as, a couple of students do not have permission to publish photos) and generally completing activities. Structured into the lesson sequence will be assessment for learning, assessment as learning and assessment of learning. These activities will also prepare students for their final assessment.

 

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August 31

Out of the Cave and Into …. the Enhanced Digital Literature Review

 

‘Into the Cave’ ABC News Story Screenshot – ABC News

INF533 Literature in Digital Environments

Assignment 2 – Part A

‘Into the Cave’ Enhanced Digital Literature Review

‘Into the Cave’ ABC News Report  is a story based on interviews with divers and reports by various ABC news journalists which was published on 13 July 2018. The digital news story which recounts the rescue of twelve soccer playing boys and an assistant coach who became stranded in 10 kilometres worth of labyrinth-like caves after a deluge of rain.  The outside world does not know where they were in the caves and a search that extends international boundaries begins. Due to this text’s well-crafted narrative, it draws heavily on the empathy of the viewer.

The webpage’s simple layout and basic interactivity enhances the simplicity and effectiveness of the text. As the reader scrolls down the page, the narrative progresses. The setting of the caves and the context of the narrative is developed through a screen that divides the screen in two. The right half allows the viewer to read the article by scrolling while the other half displays a map of where the caves and the boys’ progression. Once the reader reaches a certain place on the right-hand side, the map on the left ‘intuitively’ progresses through the caves finally ending in the location of where they boys were found. This interactivity enhances the flow of the story and the multimodal features of the text.

Additionally, the narrative is advanced with photographs, illustrations and video content. The video content enhances the movement and pace of the report. It develops the reality of the situation which is one where the tone is urgent. Highly emotive words were coupled with the text such as “neck-deep”, “alarm bells”, and “adrenaline-rushes” are teamed with video footage of the divers following a rope down into dark caves where they are neck-deep in water and all the viewers can observe is a flashlight in the distance. Unfortunately, sound is not available. However, the viewer could argue that the clichéd expression “the silence is deafening” is pertinent. That is, the cliché compounds the empathy the reader feels for the victims and the rescuers – the isolation and frustration involved.

There are many literacy features students can benefit from in the article. Visual literacy can be studied along with the text types of recount and news article. The evolution of the newspaper can be explored from an English perspective. The layout of the text with its short paragraphs, quotes and plain font which is possible to enlarge is beneficial for struggling readers. Literacy, Creative and Critical Thinking and a few Information Communications and Technology elements can be addressed with this article with the Australian Curriculum, Assessment and Reporting Authority (2016). Along with English, in History the concept of primary and secondary sources could be explored and in terms of Geography perhaps a case study of the caves may be applicable. Information Communication and Technology features and development of a website along with activities involved in all levels of Blooms Taxonomy from lower to higher order tasks could also be attempted. Additionally, information literacy features could be addressed such as credibility of sources and authority. In addition, there is potential to explore more news articles with the hyperlinks at the bottom of the page. This would be beneficial if exploring a multitude of non-fiction texts or developing a newspaper unit of work or exploring layouts of web pages if developing that. The beauty of the enhanced book is that it is extremely versatile.

This enhanced book does not try to complete with a printed book. It has qualities that are separate from the codex. It has many deviations and its multimodality has increased so that it can benefit the learning of a broader range of students.   I feel this is a memorable story that has the power to withstand time. However, with the volume of news stories and its stored location on a news website, it is possible that this text will not escape the danger of extinction but drown in archives or superseded technology. Unfortunately, there is no real way to save it on a device for future use. There exists no Google Books library to save this type of text from disappearing [Darnton arguing that Google Books may not have this ability anyway (2009, p.34)]

Reference List

Australian Curriculum, Assessment and Reporting Authority, (2016). Critical and Creative Thinking: General Capabilities. Retrieved from: https://www.australiancurriculum.edu.au/media/1072/general-capabilities-creative-and-critical-thinking-learning-continuum.pdf

Australian Curriculum, Assessment and Reporting Authority, (2016). Information, Communication and Technology: General Capabilities. Retrieved from: https://www.australiancurriculum.edu.au/media/1074/general-capabilities-information-and-communication-ict-capability-learning-continuum.pdf

Australian Curriculum, Assessment and Reporting Authority, (2016). : Literacy: General Capabilities. Retrieved from: https://www.australiancurriculum.edu.au/media/3596/general-capabilities-literacy-learning-continuum.pdf

Darnton, R., (2009). The Case for Books: Past, present, and future. New York: PublicAffairs. Retrieved from: https://primo.csu.edu.au/discovery/fulldisplay?docid=alma990019537390402357&context=L&vid=61CSU_INST:61CSU&search_scope=MyInst_and_CI&tab=Everything&lang=en

Motherwell, S. (Journalist), Spraggon, B (Designer and Co-Illustrator), Hoad, N. (Developer), Madden, T/Reuters (Co-Illustrator), Cross, N. (Video Production), Leslie, T. (Producer), 13 July 2018, Into the Cave ABC News Report. Retrieved from: https://www.abc.net.au/news/2018-07-13/thai-cave-rescue-tham-luang-extreme-challenges/9985286

NSW Education Standards Authority, (2012). English K-10 Syllabus (2012). Retrieved from https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/english-year-10/english-k-10

 

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August 31

Interactive Digital Literature Review

INF533 Literature in Digital Environments

Assignment 2 – Part A

‘The Incredible Tales of Weirdwood Manor’ Interactive Digital Literature Review

The Incredible Tales of Weirdwood Manor (WM) (All Work No Play Inc, 2019) is a multi-award-winning interactive application developed initially produced only in digital form. It is a multimodal text jam-packed with many engaging features, including: three dimensional characters, music, sound effects, a reader with words on the screen, limited animation, 360 degree navigation in some screens and interactive hidden elements to collect. The elements are consistent with the atmosphere, setting, character and plot development in this mixed genre digital narrative. Variable scores corresponding to puzzles, games and riddles solved and the objects collected are linked with the narrative achieve challenging games for students to use their participatory skills (Walker, Jameson & Ryan, 2010, p. 212) rather than just view or read. The objects, ghosts and creatures collected are linked to Oliver’s sketch journal. Highlighted words guide the advancing reader, an option to have a reader or self-recorded reader enhance traditional literacy components achieving the potential for technological features and a narrative that enhance each other in an educational and entertainment sense. The first two books are the basis of this review. They are the free teasers with subsequent volumes 3-6 costing a special bulk deal of $13.99 with 25% off (regularly $17.96). With so many features, how can there be anything missing?

In Book 1, this fantasy-mystery children’s narrative begins with the protagonist, Oliver Gryffon, riding in a quirky and eerie limousine to Arthur Weirdwood’s manor. The setting in the limousine foreshadows the dark and supernatural mystery that develops. Monsters, creatures and ghosts are revealed in the interactive features of the application and develops the spooky atmosphere. Flashbacks assist in creating Oliver’s character, who is an unwanted orphan, gifted artist with a special ability which allows his drawings to move on the page. The viewer also establishes that, although Oliver seems to be an innocent and well-meaning boy but there is something strange about him that has scared previous foster families he lived with.

As the tale progresses in Book 2, the participant meets Weirdwood (a reclusive, inventor, artist and writer), Eugene Donald (sci-fi nerd) and Celia Mei (writer) – two gifted children and an educator, Ms Mathilda Brimley. The artistry involved with the characters and settings are beautifully animated. A complex plot with supernatural occurrences and well-crafted omission of select details creates suspense. More than one mystery begs to be solved, such as the location of a missing ghost, Weirdwood’s hints at a dangerous and life-threatening challenge ahead for the three young children after he recites a riddle and the participant’s suspicions are pricked about Celia.

As glowing as this application seems, it does have some limitations. The characterisation of Celia as a type of beautiful Greek mythological siren seems gender stereotyped. Celia presents as a gifted writer who has written an award-winning romance novella called “Song of the Black Moth”. She seems to have the ability to hypnotically bewitch people like the siren song. Even though the female character is somewhat stereotyped, there is scope to provide for higher level Blooms taxonomy skills such as applying intertextuality.

The developers have included well thought-out multimodal features that includes beautiful unobtrusive original music and sound effects that compliments the narrative. However, at it can become repetitive. There is an option to have the story read to the listener with highlighted rectangles that follow the words as they are read.

Developers of the application have explicitly recommended that the digital narrative is targeted to students 6-12. I suggest that the vocabulary, difficulty of the puzzles and darkness of images combined with some sharp toothed monsters it would be appropriate for more 9-12 year old students or Stage 3-4 classes. This text is applicable to various General Capabilities in the Australian Curriculum Assessment and Reporting Authority (2016) including the entire Literacy element, Information Communication and Technology, Critical and Creative Thinking, and it is applicable to almost all of the English K-10 Syllabus (2012), depending on which outcomes need satisfying, and the learning activities created from the outcomes and content.

It took persistence with the interactive features in the narrative, for the participant to begin to achieve a sense of purpose. It began to seem that finding the hidden features were a bit elusive, distracting and time-consuming (Yokota & Teale, 2014, p. 581). The animations are limited, so that the participant can take their time to locate the hidden items. Many with frozen images with the only animated feature consisting of just blinking eyes or hovering people. While this is understandable, it disturbed the progression of the story. However, as the narrative progresses, it is obvious that as all the items found contribute to the protagonist’s drawing journal, they have will probably contribute to future Books. The books are quite long and, if studied at school, would take quite some time to get through. It may be pertinent to study part of the narrative.

WM is a narrative that became more engaging as I read. However, the interactive hidden objects and frozen screen provided significant disruption to the flow of the narrative. I would reserve judgment on this text until I have read more.

Reference List

All Work, No Play Inc. 2019, The Incredible Tales of Weirdwood Manor, [version 1.6.1] [software application]. Retrieved from: http://weirdwood.com/

Australian Curriculum, Assessment and Reporting Authority, (2016). Critical and Creative Thinking: General Capabilities. Retrieved from: https://www.australiancurriculum.edu.au/media/1072/general-capabilities-creative-and-critical-thinking-learning-continuum.pdf

Australian Curriculum, Assessment and Reporting Authority, (2016). Information Technology and Communication: General Capabilities. Retrieved from: https://www.australiancurriculum.edu.au/media/1074/general-capabilities-information-and-communication-ict-capability-learning-continuum.pdf

Australian Curriculum, Assessment and Reporting Authority, (2016). Literacy element: General Capabilities. Retrieved from: https://www.australiancurriculum.edu.au/media/3596/general-capabilities-literacy-learning-continuum.pdf

NSW Education Standards Authority, (2012). English K-10 Syllabus (2012). Retrieved from: https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/english-year-10/english-k-10

Yokota, J. & Teale, W. H. (2014). Picture books and the digital world: educators making informed choices. The Reading Teacher, 34(6). Retrieved from: http://www.academia.edu/3886534/Picture_Books_and_the_Digital_World_Educators_ Making_Informed_Choices

Walker, S., Jameson, J., & Ryan, M. (2010). Skills and strategies for e-learning in a participatory culture (Ch. 15). In R. Sharpe, H. Beetham, & S. Freitas (Eds.), Rethinking learning for a digital age: How learners are shaping their own experiences (pp. 212-224). New York, NY: Routledge.

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August 31

Critical Reflection of Digital Literature Experience

INF533 Literature in Digital Environments

Assignment 2 – Part B

What makes a good digital text? What counts as a digital text? What purpose do digital texts serve?

From a teacher librarian/educator’s perspective, a good digital text is a text that is enhanced by the multimodality, it is completed with quality literature and quality features including technological inclusions that add layers of meaning to the text rather than provide simply distractions (Yokota & Teale, 2014, p. 581). With digital texts, Simpson and Walsh (2014, p. 30) assert that what changes is the “interdependent semiotic modes” that impact on the combination of multimodal features (Kress, 2010, p. 157) such as the option to have the text read aloud to the reader and other variable elements such as modifications to the visual display. Simpson and Walsh (2014, p. 31) caution that the multimodal texts can be more demanding in terms of students needing to deal with layers of texts and modes which can have an impact on meaning. Additionally, as the interactive features compound, more participatory skills (Walker, Jameson & Ryan, 2010, p. 212) are needed rather than just being able to focus on the skill of reading alone.

Digital texts serve numerous purposes. From the perspective of the educator, they can serve to educate their students. Though from the perspective of the author and the host of creators involved, their purpose can be to educate with the highlighted text that the reader/participant can follow but also to entertain. Into the Cave ABC News Report in addition also is informative but unlocks opportunities to teach students about information literacy.

 Compare your experience of reading digital texts with reading print.

The e-book focuses on the traditional reading experience, it lacks many of the technological and multimodal features and is the closest to the print experience. In my own experience, I prefer the print text to the simple e-book experience. I prefer the texture, it is less strain on the eye and just a more pleasant experience – one that is relaxing. However, I feel that with increasing my experience of reading e-books, this opinion might change. As the digital texts develop, the multimodal features generally add another dimension to the reading experience to both the enhanced and interactive texts. The danger with this type of text is that the reader, when the text is read to the listener, can become lazy or scroll too fast through the text – missing reading parts of it. In relation to the interactive text, it becomes more of a participatory experience that can incorporate a game. It takes the focus away from the narrative and more attention is given to the technological components. The characters are animated so limits the reader creating their own creative visualisations as the images are fed to the reader. However, the games can have value by promoting problem solving and creative thinking skills. Digital texts should offer different benefits so that digital books should not be interpreted as superseding but instead providing variance to codex.

Chose the digital text you most enjoyed. How might you incorporate it into a program at your institution?

Into the Cave ABC News Report appears to be such a versatile text for teaching purposes. I envisage that a collaborative three-way cross-curricular unit could be introduced. For English, there is the possibility this text could be incorporated into a collaborative non-fiction or newspaper unit. The unit could be organised through the teacher librarian. It could be structured to incorporate an information literacy model such as the Big 6 and teach features such as features the CRAAP (currency, reliability, authority, accuracy and purpose) acronym could be taught by the teacher librarian along with other concepts such as fake news. It may study a number of newspaper texts leading up to a group assessment of designing your own newspaper that reports on events within the school and wider community. The Information Software and Technology teacher’s role could be to facilitate teaching webpage design including the ability to animate parts of the webpage and incorporation of any sound features. However, these are quite large plans and would have to be supported by the school and relevant faculties.

I enjoyed the e-book, Peter Pan but I preferred reading Into the Cave ABC News Report, due the visual elements and creativity of the enhanced text. The interactivity of The Incredible Tales of Weirdwood Manor slow and time consuming. This interfered with the flow of the narrative. Admittedly, the extras grew on me after I could see that they would contribute to the story and this encouraged me to read on. However, it wasn’t until the end of the Book 2 and, for teaching, this was too late. Even though the digital texts can be applied more readily to Information Communication and Technology (ICT) Capability in the Australian Curriculum, Assessment and Reporting Authority General Capabilities, realistically, how each applies to the curriculum is, to an extent, limited to the imagination and purpose.

Reference List

All Work, No Play Inc. 2019, The Incredible Tales of Weirdwood Manor, [version 1.6.1] [software application]. Retrieved from: http://weirdwood.com/

Australian Curriculum, Assessment and Reporting Authority, (2016). Critical and Creative Thinking: General Capabilities. Retrieved from: https://www.australiancurriculum.edu.au/media/1072/general-capabilities-creative-and-critical-thinking-learning-continuum.pdf

Australian Curriculum, Assessment and Reporting Authority, (2016). Critical and Creative Thinking: General Capabilities. Retrieved from: https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/ethical-understanding/

Australian Curriculum, Assessment and Reporting Authority, (2016). Information, Communication and Technology: General Capabilities. Retrieved from: https://www.australiancurriculum.edu.au/media/1074/general-capabilities-information-and-communication-ict-capability-learning-continuum.pdf

Australian Curriculum, Assessment and Reporting Authority, (2016). Literacy: General Capabilities. Retrieved from: https://www.australiancurriculum.edu.au/media/3596/general-capabilities-literacy-learning-continuum.pdf

Barrie, J.M., (2008). Peter Pan. Retrieved from: http://www.gutenberg.org/ebooks/16

Evaluating Web Resources, 2019, F. D. Bluford Library, North Carolina State University. Retrieved from: http://libguides.library.ncat.edu/c.php?g=778558&p=5584082

Free e-books Project Gutenburg, 2019, Project Gutenburg. Retrieved from: https://www.gutenberg.org/

Kress, G. R., 2010. Multimodality: a social semiotic approach to contemporary communication. Retrieved from : https://primo.csu.edu.au/discovery/fulldisplay?docid=alma990019477460402357&context=L&vid=61CSU_INST:61CSU&search_scope=MyInst_and_CI&tab=Everything&lang=en

NSW, Education Standards Authority, (2012). English K-10 Syllabus (2012). Retrieved from https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/english-year-10/english-k-10

Pixabay – the image used on this blog page is used pursuant to Creative Commons Licence

Simpson, A., Walsh, M., 2014, Children’s literature in the digital world: How does multimodality support affective, aesthetic and critical response to narrative?, English Teaching: Practice & Critique, 14(1), p. 28-43 Retrieved from https://www-emerald-com.ezproxy.csu.edu.au/insight/content/doi/10.1108/ETPC-12-2014-0005/full/pdf?title=childrens-literature-in-the-digital-world DOI: https://doi-org.ezproxy.csu.edu.au/10.1108/ETPC-12-2014-0005

The Big6 – Information & Technology Skills for Student Success, (n.d.), Retrieved from https://thebig6.org/

Walker, S., Jameson, J., & Ryan, M. (2010). Skills and strategies for e-learning in a participatory culture (Ch. 15). In R. Sharpe, H. Beetham, & S. Freitas (Eds.), Rethinking learning for a digital age: How learners are shaping their own experiences, (pp. 212-224). New York, NY: Routledge.

Yokota, J. & Teale, W. H., (2014). Picture books and the digital world: educators making informed choices. The Reading Teacher, 34(6). Retrieved from http://www.academia.edu/3886534/Picture_Books_and_the_Digital_World_Educators_ Making_Informed_Choices

 

 

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August 28

Does the E-Book fly? Digital Literature Review

xxolgaxx / Pixabay

INF533 Literature in Digital Environments

Assignment 2 – Part A

Peter Pan E-Book Digital Literature Review

Peter Pan is the classical narrative by J.M. Barrie. It is an engaging children’s fairy tale about a boy, who defies the inevitable reality that one must grow up, and his adventures with the Darling children, John, Wendy and Michael. Their escapades, mostly in Neverland, are in cahoots with a gang of Lost Boys and a fairy called Tinker Bell. They clash with the pirate, Captain Hook, and his men. Where will their adventures lead? Can they get home again?

Under the Project Gutenburg, Peter Pan, along with 60,090 books, is available digitally. Project Gutenburg is a free on-line library of books, mostly older works, available due US copyright expiration. This is a restrictive collection of books, many inappropriate or just not exciting for secondary school students. This e-book is a replica of the entire codex. But does it contain the same endearing qualities as a print text does? Cull believes that they orientation throughout the e-book suffers (2011, p. 4); and Jabr contends that the paper smell and the layout which creates more strain on the eyes are issues (2013, p. 7-9). It is clear that Project Gutenburg have taken this into account and tried to maintain these qualities. For example, in the EPUB download file orientation consists of a scroll bar showing the percentage of progression through the book. The story is presented in the typical layout of a print text – two pages with a click of the mouse to turn the page. Conversely, some features cannot be duplicated – some positive and others not.

It seems that not only has Project Gutenburg endeavoured to liken the e-books to codex texts but have also tried to cater for positive extras made possible by the digital qualities. For example, it is possible to change the colour of the text and background, the font size and style and they have provided the ability to make notes which could be beneficial for students with literacy issues or vision impairment. For ease of access to the e-book, a QR code is available to reach Project Gutenburg’s mobile site and it is also advantageous that the text can be translated into various languages additional to English including Portugese, Dutch and French. There are many benefits.

On the other hand, the multimodal features are limited with this type of e-book. There are several types of file downloads including an audiobook, or in the EPUB download there is the provision of the text to be read to the reader. However, the voice is robotic. There are no images even in the “EPUB (with images)” download.  The HTML version is more basic and more difficult to read with large slabs of text that keeps scrolling down the page – unmotivating for a struggling or a reluctant reader. Additionally, there is provision for downloading on a Kindle or iPad with images and the reader can save the book in Google Drive, Microsoft One Drive or Dropbox. Additionally, a device is needed to store and access the narrative on, so access by students from home cannot be relied on. In my current school, there are many from low socioeconomic backgrounds. Additionally, in class, access to a device will be needed for many lessons and, is not always available.

Basic technological skills are required by the user and the quality of the digital text is, by and large, dependent on quality of the literary source. Due to the lack of copyright restrictions, there is little limitation with copying or altering text which may be beneficial for close study of text. Almost every sub-category under the Literary element in the General Capabilities of the Australian Curriculum, Assessment and Reporting Authority (2016) is directly applicable (except the visual knowledge) due to its literary features. The educational activities associated with this text, can be greatly varied including all levels of Blooms Taxonomy. Limited Information Communication and Technology elements are applicable due to the uncomplicated of technological features.

The focus of this e-book is mainly the content of the literature. There are very few added technological embellishments. Changing the mode that this text is presented in has not detracted from its charming fairy tale quality. For educational purposes, the e-book has many benefits and drawbacks which probably cancel each other out in the end. Does the e-book fly? If it does, not very high.

Reference List

Australian Curriculum, Assessment and Reporting Authority, (2016). Critical and Creative Thinking: General Capabilities. Retrieved from https://www.australiancurriculum.edu.au/media/1072/general-capabilities-creative-and-critical-thinking-learning-continuum.pdf

Australian Curriculum, Assessment and Reporting Authority, (2016). Information Communication and Technology: General Capabilities. Retrieved from https://www.australiancurriculum.edu.au/media/1074/general-capabilities-information-and-communication-ict-capability-learning-continuum.pdf

Australian Curriculum, Assessment and Reporting Authority, (2016). Literacy: General Capabilities. Retrieved from https://www.australiancurriculum.edu.au/media/3596/general-capabilities-literacy-learning-continuum.pdf

Barrie, J.M., (2008). Peter Pan, Retrieved from: http://www.gutenberg.org/ebooks/16

Cull, B. W., (2011). Reading revolutions: online digital text and implications for reading in academe. First Monday, 16(6). Retrieved from http://firstmonday.org/ojs/index.php/fm/article/view/3340/2985

Diigo, Inc., 2019, Diigo. Retrieved from: https://www.diigo.com/index

Dropbox: Put your creative energy to work, with Dropbox, (n.d.). Dropbox. Retrieved from: https://www.dropbox.com/

Free e-books Project Gutenburg, 2019, Project Gutenburg. Retrieved from: https://www.gutenberg.org/

Google drive: a safe place for all your files, (n.d.). Google Drive. Retrieved from: https://www.google.com/drive/

Jabr, F. (2013, April 11). The reading brain in the digital age: The science of paper versus screens. Scientific American. Retrieved from http://www.scientificamerican.com/article.cfm?id=reading-paper-screens

NSW Education Standards Authority, (2012). English K-10 Syllabus (2012). Retrieved from: https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/english-year-10/english-k-10

Pixabay – the image used on this blog page is used pursuant to Creative Commons Licence

Save your files and photos to OneDrive and get them from any device, anywhere, 2019, Microsoft OneDrive. Retrieved from: https://onedrive.live.com/about/en-au/

 

 

Category: Curriculum and Learning, e-book, INF533, Technology | LEAVE A COMMENT
May 26

Part C: Reflective Practice

Sweet droplets

Myriams-Fotos / Pixabay

In my naive and very first blog post in the Introduction to Teacher Librarianship labelled “Warning – Tsunami Ahead”, I reflected on the role of the teacher librarian as one of mammoth proportions. Only now have I realised that information literacy (IL) is an entire tsunami in itself – part of a series that will keep rolling in to constitute the role of the teacher librarian. The term, information literacy, is continually evolving in the 21st Century. As student teacher librarians we still have so much to learn about the role and the use of information literacy. Enhancing the teacher librarian’s education – keeping up with information literacy and the evolution of the ‘information age’ is integral to the teacher librarian’s (TL) role and to a student’s education.

As my understanding of information literacy (IL) developed. I noted in my most recent blog post titled Information literacy = healthy society and a fulfilled individual that students need to be educated and capable in every literacy (such as digital literacy and transliteracy) that enables them to become capable, fulfilled individuals that make up a healthy contributing society. Teacher librarians can facilitate this process. However, we need to have an information literacy model to support our teaching and students’ learning.

Now, more than ever, I am an advocate for collaboration between the teacher librarian and classroom teacher. In module 4.1B discussion forum response, I noted that the willingness of classroom teachers may be factor in preventing collaboration. Rather than that, in Part B of the Assignment, I found that organising a time to meet to collaborate was the issue. In this instance , I designed a Geography unit which incorporated the Big 6 IL model. My methodology being in English, I was burdened with the reality of compiling a unit when not qualified in the subject and how difficult it can be with limited collaboration. I liaised with the acting head teacher and found him very willing to help. Nevertheless, it was challenging to meet up with the Geography teacher who most pertinent to the project. Collaboration is key to developing subject content and information literacy processes.

During the course, I experienced confusion relating to information literacy models as discussed in Assessment 3 Discussion Forum questions. In the response, I received clarity that differentiated skills based approach from a much more in-depth understanding. Therefore, instead of the steps being key – it is the meaning and processes behind the steps that are significant. This response, led me to discover Eisenberg’s Information Literacy: Essential Skills for the Information Age (2008, p. 39-47) and Lupton’s Inquiry pedagogy and the Australian Curriculum (2013, p. 23-29) which enhanced my understanding of the Big 6 IL and problem solving model, inquiry learning and questioning frameworks. Consequently, these resources, as well as others in the course, contributed to my overall understanding.

IL models are necessary as is developing inquiry based frameworks as I feel that TL’s need a model to guide them and students, likewise benefit from a process to adhere to as noted in my response to Module 5.3a. The Big 6 was initially alluring due to its logical, simple steps. A response to that same module entry associated the Big 6 with “primary school”. This response was a positive occurrence as it prompted me to delve into the research and justify my selection. I noted that this model was suitable for students through to twelfth grade – my school context being a middle school (years 7-10) and I came to the conclusion that the Big 6 was suitable for the purpose. My clientele, being students of all abilities making the Big 6 appropriate. I am sure that my ideas on information literacy models will continue to grow and change according to purpose and context.

Ideally, the information model chosen would be most effective if implemented whole school as discussed in my response to Module 5.4a. The teacher librarian could facilitate this process in many ways. My knowledge throughout this unit has increased from non-existent to an understanding that, I hope will continue to increase. I cannot say that my knowledge is to capacity as information landscape booms rapidly. Returning to the analogy of the tsunami, we have come full circle for this unit – the wave has peaked and broken leaving in its wake a flower which, at this stage, promises of hope blooming to capacity.

Reference List

Lupton, M, (2013). ‘Inquiry pedagogy and the Australian Curriculum’, Primary and middle years educator, 11(2), pp. 23–29

Eisenberg, M. B. (2008). Information Literacy: Essential Skills for the Information Age. DESIDOC Journal of Library & Information Technology, 28(2), 39–47. https://doi-org.ezproxy.csu.edu.au/10.14429/djlit.28.2.166

Category: Curriculum and Learning, ETL401, Information literacy | 2 Comments on Part C: Reflective Practice
March 21

Informed About Information

On the surface, the definition of information should be very simple. How deceptive and naive that thought is!

Simple dictionary definitions do not scrape the surface of all the facets that various types of academic definitions do. The semantic definition where the meaning of information is important as opposed to the more classic definition – almost a dadaist interpretation of information just existing. These seem to be the extremes in the definitions. The data-knowledge continuum tells of chaos and wisdom – which are an extension of the semantic and classic definitions. The classic definition being in incoherent jumble of characters and as the continuum works its way up the sliding scale it becomes more about an information hierarchy about meaning, types of meaning and the types of meaning – a similar concept to Blooms taxonomy. According to Stonier (as cited in O’Connell, n.d.) “information requires no intelligence to interpret it. It does not have to have meaning to exist.”1 However, Gregory Bateson (as cited in O’Connell, n.d.) puts much more emphasis on the meaning of the information as he asserts that it “changes us”2.

It occurs to me that the purpose and the context of the information is important. That is, what the information is being used for, who is using the information, what is  and how it is to be used are all necessary factors. For information to be defined properly, it is necessary to know all these things.

Learning as a Collaborative Process

rawpixel / Pixabay

As a prospective Teacher Librarian, it occurred to me that all this information might exist, it may have context and purpose but it is how the information is used and perceived or processed by the conveyor and the receiver is what matters.  It is interesting that Steve Regur in a Ted Talk video (as cited in the “Create, Curate, Collaborate”, n.d.) presents his talk on how “Learning Networks Could Reconfigure Schools”. He talks about collaboration and instead of there being one teacher teaching to a number of students, he says that there should be a learning team involved in the students’ learning. Students should seek out experts or professionals in a project or field they want to study  and are passionate about, they should pick the learning outcomes, seek out resources, compile their learning teams and direct their learning. I think this is a valuable concept that deserves to be explored. It is an interesting concept that teacher-librarians would be integral in.3  The “General Capabilities” page in an ACARA article (as cited in Lori’s E-musings, 12 March 2019)4 provides much room to expand this concept. However, it also leaves great space for refining and crafting. It would be fascinating to explore it further.

The role of teacher-librarian is constantly growing and developing. Libraries and teacher-librarians have great scope for being managers of information, creators and facilitators and distributors of information.

References

1 and 2 O’Connell, J, n.d., Module 2: The Information Environment, Retrieved from Charles Sturt Universit website at https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42380_1&content_id=_2633951_1&mode=view

3 Create, Curate, Collaborate n.d., Retreived from Teacher-Librarian Learning Network’s blog at https://feedly.com/i/entry/5oT5ifkZN1JBXX3mX4pji4hWD0AUSB04SCT7+1+6tNQ=_1696a74271c:78409:5bce999a

4  Lori (2019), Information. Dissemination. influence. in Lori’s E-Musings Retrieved from https://lorikemusings.wordpress.com/2019/03/12/information-dissemination-influence/

 

Category: Curriculum and Learning, ETL401, Uncategorized | LEAVE A COMMENT