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
January 14

Future of the School Library Collection

Potential futuristic collection development – Photo by Hammer & Tusk on Unsplash

School libraries and their ingredients are in a state of perpetual change and funding is a decisive factor in allowing them to thrive. I think in ten years time, there will definitely be a need for a school library. It will have evolved though.

The school library will be a place of innovation that inspires students to learn –  with the right funding. I think mostly non-fiction books will disappear (I am sure many will disagree) but a physical fiction section will remain. There will be new ways to learn different concepts such as ethics. In a TED Talk video (Christopher Robichaud: How I used Dungeons and Dragons to teach ethics), Robichaud conveys how he taught ethics to policy makers through an online simulated game which incorporates group activities. Technology will progress and methods of teaching through these technologies will too. This is an opportunity for teacher librarians to lead these changes.

Lewis, Boudrye, Panter & Stout in their journal article, School library best practice requires innovation (2017 p. 6-7), reveal four areas that are integral to the success of future school libraries. These are inspiring areas but need to be elaborated on.  We also need to protect our students, so the ’empowering learners and teachers’ area also should include educating students more about how to use the internet, not only safely, information literacy but also in terms of whether their data is going. Therefore, with new technology the budget will need to expand. The gaps between those who have access to the budgets and technology will, unfortunately also increase. Therefore, advocacy and attention to equity  needs to increase.

Education and, school libraries, are already becoming more internationally connected. Gavigan in School library research from around the World (2018) asserts that best practices for library programs can be better established with research papers from worldwide sources and better student outcomes. School library collections will evolve, becoming more electronic, become more innovative and change with developments. Therefore, school librarians need to ensure they are professionally aware, contributing and advocating.

References

Gavigan, K. (2018). School Library Research from Around the World: Where It’s Been and Where It’s Headed. Knowledge Quest, 46(5), 32–39. Retrieved from http://search.ebscohost.com.ezproxy.csu.edu.au/login.aspx?direct=true&db=lih&AN=129489737&site=ehost-live

Hammer & Tusk. (2016). Woman using black VR headset. Unsplash: Photos for everyone. Retrieved from https://unsplash.com/photos/y1If8AIBpzU. This image is used in accordance with Unsplash Licence.

Lewis, K. R., Boudrye, J., Panter, S. L., & Stout, R. W. (2017). School Library Best Practice Requires Innovation. Knowledge Quest, 46(2), 6–7. Retrieved from http://search.ebscohost.com.ezproxy.csu.edu.au/login.aspx?direct=true&db=lih&AN=125991976&site=ehost-live

Robichaud, C., (2017). Christopher Robichaud: How I used Dungeons and Dragons to teach ethics. Ted: Ideas worth spreading. Retrieved from https://www.ted.com/talks/christopher_robichaud_how_i_used_dungeons_dragons_to_teach_ethics

Category: ETL503, Technology | LEAVE A COMMENT
January 9

Journey to Discovery: Maintaining balance and then some

In the very first week or two of this course, we discussed and commented on the difference between collection management and collection development in the discussion forum. Full circle is now closing in. In the last weeks, I am throwing myself on it as you would a bucking bronco in an effort to, at least, retain my balance. I admit, I have struggled with the differences and my discussion forum response really reflects the confusion (Travassaros, 10/11/19).

‘Nutting it Out’

Logic would have it that development is a part of management. A teacher-librarian would go through the processes of evaluating the already acquired collection, establish the gaps and needs of the collection, collaborate with the principal, teaching colleagues, research most appropriate methods of selection and acquire the collection. All of this should be completed within the confines of the collection development policy, which would have been created earlier. Module 6 content reveals that this process  should be all about the what and why.  Therefore, defining what the context is and why have the purpose and goals of the library and (and make policies about that) and then manage the collection. My understanding is that the policy documents should be brief and broad and that there is a distinction between this document and the procedural document. When Module 6 content discusses the “how”, this would relate to the procedural information – how the policy is to be carried out or put in place. In contrast, it should be detailed and convey the method sequentially, exactly and logically. My question is: are the two – policy and procedures separate documents?

The collection development policy, according to the Australian Library and Information Association Schools and Victorian Catholic Teacher Librarians (ALIA Schools & VCTL), should contain the vision, values and principles of the school library. It should possess information about: the rationale, a policy statement, the audience, authorship, related documents, date of ratification and date for review (2007, p.8). Its “Collection Development” section consists of two sub-headings of “Collection Development Policy” and “Collection Development Procedures” – somewhat indicating that they could be separate.

However, on further research the IFLA clearly reveals that the procedures for developing and managing the collection should be either as an appendix or in a separate document to the collection management policy document (Oberg, & Schultz-Jones. (eds.), 2015, p. 34). The terms have now changed from collection development policy to collection management policy. Therefore, are the procedures part of the management process rather than the development process? Oberg and Schultz-Jones (2015) proceed to include procedures for selection and acquisition of the collection as part of this document.

After researching policy documentation, my findings are as follows:

  1. ALIA Schools & VCTL (2007, p.8-9) centers around vision, values and goals stood out. Their documentation is in context with the school environment in developing lifelong learners. Equitable access, scope of resources covered, central management, reference to national or international school library benchmarks, staff responsibilities and reference to related documents individualised this document. These organisations focus tailoring their policies around education – providing school library benchmarks,  giving students the best chances of obtaining the best education now and into the future by providing equitable access and crafting the collection goals, priorities and the scope of resources. To do this, the teacher librarian should evaluate the collection, have the ability to budget and apply needs to the goals such as collection gaps in the curriculum and student interest or fiction areas.
  2. The National Library of New Zealand (n.d.) emphasis includes management for donations or gifts, copyright and procedures for handling complaints; and
  3. IFLA’s Guidelines for a collection development policy using the conspectus model – publishes a very prescriptive model for a libraries in general. The headings include: introduction (including the mission statement, policy purpose, intended audience (also a brief comment about the community, description of programs served by the collection, size of the collection, budgetary overview, agreements made which affect policy or procedures); general statements (elements that determine the how the development evolves); narrative statements (policy statements unique to your library); subject profiles (collection strengths and weaknesses and reflection/revision of goals); collection evaluation methods; collection depth indicators (numerical assessment); language codes; policy implementation and revision timetables (Biblarz, Tarin, Vickery & Bakker, 2001 p. 2-6).

Coming full circle, the answers are not so simple. Context and individualisation of collection development policy is important. Collection development is part of collection management. Procedures can be part of the development or management process. Additionally, I am sure I will articulate my ideas further when actually completing the assessment.

References

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

Biblarz, D., Tarin, M-J., Vickery, J.,  & Bakker, T. (2001). Guidelines for a collection development policy using the conspectus model. (p. 2-6). Retrieved from hhttps://www.ifla.org/files/assets/acquisition-collection-development/publications/gcdp-en.pdf

Lachmann-Anke, P. & M., (n.d.) Pixabay Images. Retrieved from https://pixabay.com/illustrations/males-3d-model-isolated-3d-model-2091714/. Image used in accordance with Pixabay licence.

National Library of New Zealand. (n.d.). Developing a collection management plan. National Library of New Zealand. Retrieved from https://natlib.govt.nz/schools/school-libraries/collections-and-resources/your-collection-management-plan/developing-a-collection-management-plan. Use of this document was used in accordance with Creative Commons attribution 3.0 New Zealand.

Oberg, D., & Schultz-Jones, B. (eds.). (2015). 4.3.1 Collection management policies and procedures. In IFLA School Library Guidelines, (2nd ed.), (pp. 33-34). Den Haag,
Netherlands: IFLA. Retrieved from https://www.ifla.org/files/assets/school-libraries-resource-centers/publications/ifla-school-library-guidelines.pdf

Travassaros, E,. (10/11/19). Module 1 Discussion Forum, Charles Sturt University. 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.

 

Category: ETL503, Policy and Procedure | LEAVE A COMMENT
January 9

Pre-meditated self-censorship

Self-censorship is refraining from doing or saying something that another person may find objectionable (“self-censorship”, 2020). This can be intentional or subconscious. Most teacher-librarians and librarians are brought into the occupation ready to follow their association or guiding body’s instructions regarding self-censorship. Some may not realise they are partaking in it. This blog entry focuses on those instances where it is recognised by the “guilty party”.

Geralt @ Pixabay

There are many organisations, some stricter and seemingly unforgiving than others with their guidelines. In an international school library context, the International Federation of Library Associations and Institutions (IFLA) conveys that contained in the school library’s Collection Management Policy it should state that the school librarian has a responsibility to resist calls for censorship – no matter what the source is (Oberg, D. & Schultz-Jones, B., 2015, p. 34). The message here is blunt and seemingly inflexible. However, there are many situations where this may put the teacher librarian in a difficult situation whether it is due to the principal/executive input or a parent. Additionally, the material provided to students needs to be age-appropriate in schools, which the IFLA also recognises (Oberg, D. & Schulty-Jones B., 2015, p. 33) . Therefore, in a school, there is a type of censorship occurring.

Australian School Libraries Association in their ASLA School Policy Statement – School Bill of Rights, stops short of using the word “censorship” generally and states that the school library should provide materials “appropriate” to the user, as well as put “principle above prejudice and reason above prejudice”. It continues to reveal that the school library is concerned with the preservation of freedom which is achieved through the development of informed citizens [ASLA, 2011 (2018)]. Therefore, ASLA recognises that censorship does happen in a school library and it is appropriate in some circumstances.

However, the reality is more complicated than the ideal. Jacobsen, in her article Unnatural selection, reveals many reasons why censorship is on the rise. Reasons that include increasing controversial content, challenges for certain books to be excluded from the collection and age-appropriate concerns (Oct 2016, p. 20-24). Dawkins articulated that the ideal is not always the reality when it comes to self-censorship. Interestingly, she discusses the fear of challenge some teacher librarians may feel when selecting their collection – whether by principals and/or other teachers. Their choice may be in conflict with intellectual freedom and their own beliefs but they can feel pressured into self-censoring due to Noelle-Neumann’s Spiral of Silence theory (as cited in Dawkins, 2018, p. 8-9) – the fear of isolating oneself. I can imagine that support of the principal would very much affect a teacher librarian’s decision on how “free” choice would be perceived to be. Dawkins also mentions that it is important to communicate with the principal and ensure measures such as collaboratively constructed selection policy is in place as what is perceived is not always true (Dawkins, 2018, p. 8-12).

So, is self-censorship a dirty word? It can certainly put teacher-librarians in a difficult situation – having to decide or negotiate between what the ideal is and what the reality might be. Perhaps, it should be thought of as something to aspire to – an ideal that teacher-librarians should attempt to incorporate in their libraries. However, there are sometimes variables that are outside their control and other factors again will influence how the situation eventuates.

References:

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

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

Geralt @ Pixabay (n.d.). Pixabay. Retrieved from https://pixabay.com/photos/censorship-man-newspaper-read-news-4266441/. This image was used in accordance with Pixabay licence (Free for commercial use, no attribution required).

Jacobson, L. (2016). Unnatural Selection. (cover story). School Library Journal, 62(10), p.20–24. Retrieved from http://search.ebscohost.com.ezproxy.csu.edu.au/login.aspx?direct=true&db=lih&AN=118573940&site=ehost-live

“Self-censorship”. (2020). In Merriam-Webster, Incorporated. Merriam-Webster Dictionary. Retrieved from https://www.merriam-webster.com/dictionary/self-censorship

Oberg, D., & Schultz-Jones, B. (eds.). (2015). 4.3.1 Collection management policies and procedures. In IFLA School Library Guidelines, (2nd ed.), (pp. 33-34). Den Haag,
Netherlands: IFLA. Retrieved from https://www.ifla.org/files/assets/school-libraries-resource-centers/publications/ifla-school-library-guidelines.pdf

Category: Censorship, ETL503 | LEAVE A COMMENT
December 9

ETL503 Choosing Learning Resources

  

Embellished version of Hughes-Hassell, S & Mancall’s Decision-Making Model for Selecting Resources and Access Points That Support Learning. Their version was very straight forward. I tried to provide some detail and coloured areas. All is not so “black and white” in reality.

Reference

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

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October 7

INF533 Assignment 4 Part C: Critical Reflection

geralt / Pixabay

At the beginning of this subject, when I shared my knowledge, understanding and experiences with digital narratives in the Discussion Forum, I was concerned about the limited exposure I had with teaching some e-texts and non-existent exposure to digital narratives in the form of software applications and interactive texts. Since that time, I have developed as an educational professional, my ideas are more clarified, informed and evolved as my experiences have proliferated. The evidence of my learning is demonstrated the educational digital narrative, The water cycle: How Splish recovered his Splash.

The value of digital storytelling, is not to give students technological busy work but meaningful learning. This is confirmed by a Canadian third and fourth grade educator, Michelle Cordy(?) (Paikin, 2013), the educational quality of a digital resource is a concern also noted in my blog entry. Walsh asserts there should be a synergy between the literary and technological elements that creates various layers of support (Walsh, 2013, p. 187-189). When Splishy was depressed, the photographs were drained of colour, darkening the mood which correlates with the words. The overlaid images emphasizes the action Drippy was taking to assist Splishy and the high camera angles support Splishy’s mood – creating illuminating that feeling that he is feeling insignificant.   Due to the target audience, being a combined year 7 and 8 class in the Special Education faculty with a Stage 2 ability, it was important to be quite literal, while still challenging the students who are more capable.

Limiting the distractions was an important consideration (Yokota and Teale, p. 581) (Walsh, 2013, p. 181-186) to create better flow and engagement with the narrative. In Assignment 2A, of the interactive digital narrative review, hotspots became real distractions and interfered with not only the enjoyment of the narrative but with the progress of the story. Therefore, I refrained from incorporating more facts, activities and information. Features included are as important as the ones excluded in the digital narrative.

Choice of an appropriate digital medium in which to present the narrative was of paramount importance. Book Creator seemed an excellent choice of software application as it incorporates interactive, multimodal features that support the needs of students with diverse needs (Rhodes & Milby, 2007, p. 255) (Travassaros, 2019, 4 October). In particular, these students would benefit from the option of having literacy support, such as the option to have text read to them, words highlighted as they progress, visual images and videos and interactive supports such as being able to type, draw or record their answers in true or false or multiple choice questions in their own individual texts. Additionally, it was beneficial to have the option to hyperlink resources and sites so that students can create or use them for inspiration to create further activities as discussed by Fuhler (2010, p. 148) and previously noted in my Discussion Forum post. However, not only primary-sourced documents are beneficial for creation of student’s own texts but also documents such as the Make a Cloud experiment where students have the opportunity to write up a procedure.

However, it is not without its limitations as set out in my Revised Proposal for Assessment 3which included restrictions in linking other platforms such as links with G Suite (n.d.) (which requires the school’s approval). This is needed to for students and teachers to access to individual e-books. I also found that initially my expectations were too high. The project expanded, underestimating the time and volume of work. Initially, the plan was for the narrative to include recycling, as well as the water cycle. However, this was not possible.

When planning the digital narrative, copyright and fair dealing considerations weighed heavily in my mind. The work presented in The water cycle: How Splish recovered his Splash is original. It was an original idea scripted from public websites that were not subject to copyright restrictions then storyboarded. Applicable referencing was noted. The characters were created from plasticine by the author. All photographs were taken by the author too. Hyperlinks have been referenced such as the aforementioned Make a Cloud experiment (Sydney Water, n.d.). A video titled Birds eye view of the ocean waves pursuant to Creative Commons licencing has been used.

Future developments, will facilitate more individualised education for all abilities. More technological tools will be available that facilitate multimodal literacies. It will also encourage collaboration, not only within the school for students but globally for educators too. The volume of information and progress of technology will continue to flourish. Our challenge, as educators will be maintaining current with learning technology, enabling our students to cope with today’s technology and preparing them for tomorrow’s – the latter being impossible to predict.

References:

Altman, G. (n.d.). Pixabay images. Retrieved from https://pixabay.com/users/geralt/. (The image has been sourced from Pixabay and is pursuant to Creative Commons Licence.)

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

Fuhler, C. J. (2010). Using primary-source documents and digital storytelling as a catalyst for writing historical fiction in the fourth grade (Ch. 11). In B. Moss, & D. Lapp (Eds.), Teaching new literacies in grades 4-6: Resources for 21st-century classrooms (pp. 136-150). New York, NY: Guilford Press. Retrieved from https://ebookcentral.proquest.com/lib/csuau/reader.action?docID=465663&ppg=148

G Suite for Education. (n.d.). Spark learning with G suite for education. Retrieved from https://edu.google.com/products/gsuite-for-education/?modal_active=none

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

Miksanskiy, R. (Producer) (n.d.). Pexels. Retrieved from https://www.pexels.com/video/bird-s-eye-view-of-ocean-waves-1918465/ (Video was obtained under Creative Commons licence)

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

The Agenda with Steve Paikin. ( 2013, 5 October). Learning 2030: From books to screen [Video file]. Retrieved from https://www.youtube.com/watch?v=215NPpHsQPk

The Water Cycle. (n.d.) Sydney Water. Retrieved from http://www.sydneywater.com.au/web/groups/publicwebcontent/documents/document/zgrf/mdq3/~edisp/dd_047890.pdf

Travassaros, E. (2019, 14 July), Module 1.2: Evaluating digitally reproduced stories. Charles Sturt University discussion forum. Retrieved from https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_39502_1&nav=discussion_board_entry&conf_id=_76005_1&forum_id=_159417_1&message_id=_2347490_1

Travassaros, E. (2019, 24 July). Fast-paced digital buzz. Charles Sturt University ThinkSpace. Retrieved from https://thinkspace.csu.edu.au/ellene/2019/07/24/fast-paced-digital-buzz/

Travassaros, E. (2019, 31 August). INF533 Literature in digital environments, assignment 2 – part A, ‘The incredible tales of Weirdwood Manor’ interactive digital literature review , Charles Sturt University, Retrieved from https://thinkspace.csu.edu.au/ellene/2019/08/31/interactive-digital-literature-review/

Travassaros, E. (2019, 4 October). INF533 Revised Proposal for Assessment 3. Charles Sturt University ThinkSpace. Retrieved from https://thinkspace.csu.edu.au/ellene/2019/10/04/inf533-revised-assessment-3/

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

Walsh, M. (2013). Literature in a digital environment (Ch. 13). In L. McDonald (Ed.), A literature companion for teachers. Marrickville, NSW: Primary English Teaching Association Australia (PETAA) Retrieved from https://doms.csu.edu.au/csu/file/863c5c8d-9f3f-439f-a7e3-2c2c67ddbfa8/1/ALiteratureCompanionforTeachers.pdf

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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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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September 7

INF533 Assessment 3 Topic Proposal

WikiImages / Pixabay

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 tools and/or spaces to be used are: Book Creator [software application]. Attached will be videos (including simple animation/s), hyperlinks and voice recordings. There will be spaces for students to complete learning activities. Additionally, Book Creator will be connected to Google Classroom so students can submit their work.

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 are Life Skills outcomes:

  • GELS-3: explores interactions and connections between people places and environments
  • GELS-5: explores management of places and environments.

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 including a Kahoot quiz and an activity that relates to a (TEEEC) paragraphing. 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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