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
February 28

ETL507 – Igniting a Reflective Chronicle

Reflection can be an illuminating experience. To gain the full benefit of experiences and learning, reflection is imperative. When “in the moment” it is extremely easy to become caught up paddling frantically trying to keep afloat. It is not until we have the affordances of later sitting back in buddhist style to reflect on the happenings, can the subject gain a better understanding of what just happened. Additionally, collaborative reflection is also beneficial.

I hope to gain out of this unit, a broader understanding of how school libraries slot into the information landscape. I expect that each library services their clients differently. Each would have similar considerations but emphasis would be on different elements. Primary school libraries, for instance, would have a large emphasis on learning to read but a library in a hospital that specialises in health and medicine would obviously be driven toward providing information on medical issues. “Clients” who would access that library would be more than proficient in literacy but may still have differing education and skills in certain areas. Each library works to service certain clients but do not necessarily work in exclusion to other libraries. For example, a school library and a public council library may have similar, if not, the same texts. Their target audiences cross over. Both are pitched for educating children to their ability level.

I have worked in both a council public library and a school library. There are similarities and differences in both places. I am looking forward to differences in policies and procedures but also in technologies used. In other school libraries, I am interested in hearing and seeing what happens in those libraries. I am looking forward to observing various other libraries such as the TAFE libraries, academic libraries, medical libraries and museums. The role of libraries, broadly is to serve their customers needs: educate, enrich and balance the socio-economic inequalities. Every person’s library’s needs in the library’s community should be catered to.

My professional goals at this point is simply to be a library educator who specialises in literacy and digital/technological improvements. I can envisage that by observing various ways procedures are practiced, I will be able to becomes more flexible and in a better place to make informed decisions about practices I will use in my school library (once I obtain a teacher librarian job).

I envisage (hope) I will be enabled to speak more flexibly with fellow information professionals. Likewise, my expectations are that professional connections will be gained and networks built for future opportunities.

An information agency is a place that specialises in knowledge and/or data. How information has been conveyed has evolved, the amount of information has exploded due to the internet and technology, accessibility has become more complex and digital literacy has developed as an issue. As a study visit in a previous year, I chose the Fiji Museum. What makes this an information agency is that it contains items and information about the past. Although, patrons cannot borrow items, it serves the need of customers by being a source of reputable knowledge and data that is catalogued. Fiji Museum’s objectives are: education, preservation and heritage management. It keeps safe the country’s cultural history for present and future generations. Services they offer are: cultural preservation;  venues, functions and exhibition space hire; virtual tours of the museum; and a reference library and archive.

Libraries provide opportunities. Many of them work equity and equality. They are about servicing their library users.

 

References

Fiji Museum, (2017), Fiji Museum, http://fijimuseum.org.fj/

 

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May 24

Doors opening … mind the gap

ETL504 – Assessment 2 – Part B

All aboard the leadership train! All stops to Leadership Town. Mind the gap.

Like bouncing tennis balls flung at force we intermittently sprung to grab our leadership experiences. Far from being just passengers, we travelled straight into Leadership Town … and we will never be the same again!

My understanding of leadership has flourished over the last semester. The reality of leadership is that it is hard work but can be rewarding. It is about having a shared vision, mission and empowering others. As I teacher librarian, it is beneficial to acquire effective leadership traits such as being respectful, treating everyone as an individual and making people feel valued (Travassaros, 2020, 1 March). Collaboration is a key 21st century skill and readily apparent in a teacher librarian position. From my own experiences with the case studies, if encouraged in a positive manner, the outcomes is likely to be better, the participant views the activity more positively and more likely to want to collaborate again.

Improving leadership, comes from authentic learning experience as well as applying the theories. The case studies were an excellent way to become immersed in teacher librarian experiences. Individually, we began being led (Travassaros, 2020, March 3) through a case study and only contributing my part. This was a valuable part of the learning process as it enabled students to observe how the process of collaboration can work. After Case Study 3, my blog entry (Travassaros, 2020, 4 April) reflects that  my anxiety had dissipated and, after reflective questioning from Bales (2020, April, 9) about leadership styles demonstrated in the activity, I focussed on seizing the opportunity to lead from the middle and adopt more of a leadership role my focussing on my strength – organisation. It was more challenging than I expected. I facilitated volunteers for roles, applied deadlines and made my contributions (Travassaros, May 10). Although I found it beneficial, initially it was time consuming to set up the activity. Endeavouring to keep to the timeframe, I jigsaw puzzled relevant bits transferring information, from discussion forum to wiki to facilitate the process. Each time we participated, the process and our submission became better (Travassaros, May 10). Through demonstrating a combination of leadership styles (instructional, distributive, transformative and servant), by providing organisation, other group members were empowered to excel in their ‘expert’ roles. Our group, (Group 8) established a positive culture in which everyone felt supported and could thrive. This is evidenced in the lecturer’s comments (Bale, 2020, May 9) to Case Study 4’s submission.

In case study 4, we experienced unexpected change. Having already started the first activity, it was fatiguing to have the activity abruptly changed. I learned from this experience that it is imperative to communicate with the leader (and vice versa) so that circumstances can be resolved (Travassaros, May 10). With permission, we continued with our original activity – unaffected by the changes.

Learning better ways to lead from a teacher librarian’s role stems from the synthesis of combining experience leading and researching. Effective leadership is about seizing opportunities, empowering and motivating others, building and sustaining a shared vision, effective communication, positive interactions with others including managing change fatigue and facilitating the process by ‘minding the gap’. Hence, student outcomes staff morale and output improved. A more enjoyable ride had by all.

References:

aitoff. (2016, October 24). Railway platform. Pixabay. https://pixabay.com/photos/railway-platform-mind-gap-1758208/. This image is pursuant to Pixabay Creative Commons Licence.

Bale, J. (2020, May 9). Case Study 4 (original, not co-vid) Group 8. Charles Sturt Discussion Forum. https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_44236_1&nav=discussion_board_entry&conf_id=_88817_1&forum_id=_180720_1&message_id=_2918458_1

 

Category: Collaboration, leadership, Organisation theory, Uncategorized | LEAVE A COMMENT
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

Category: e-book, e-literature, INF533, Technology | LEAVE A COMMENT
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

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

 

 

Category: Curriculum and Learning, e-book, e-literature, INF533, Information literacy, Technology, Uncategorized | LEAVE A COMMENT
July 24

Fast-Paced Digital Buzz

Literature in Digital Environments has lit up my imagination like an electrically circuited Yellow Brick Road that zooms in, out and through Literature City (LeRoy, Cukor, Fleming, LeRoy, Taurog, Thorpe, & Vidor, 1939). Digital literature is capable of enhancing my everyday teaching practice. My professional background has been a fuddled metamorphosis (Kafka, 1946) where I scuttle between classrooms teaching a multitude of subjects for various Stages in secondary schools. Hopefully, I will transform into a teacher librarian.

My knowledge and understanding of concepts and practices in digital literature is developing. I have used such digital narratives as the Dust Echoes videos, a YouTube of [Shakespeare: The Animated Tales] Macbeth, and Storyline Online. Each has a purpose. As pointed out in Learning 2030: From Books to Screen, the novelty of gadgets and busy work soon wears off. In History, the Dust Echoes – Moon Man online video was viewed through the electronic whiteboard and some of the activities were obtained from the online study guide. The [Shakespeare: The Animated Tales] Macbeth was used as a visual synopsis to support student understanding of the play. At a more “primitive” level, I have used video to teach film and advertising. Extra features on the DVDs such as with Finding Nemo (Walters, Stanton, & Unkrich, 2003)and The Corpse Bride (Abbate, Auerbach, Frey, Ranft, Shaw, Burton & Johnson, 2005) explore the process of making the animations have been learnt from. Adapted texts have been compared such as 10 Things I Hate about You (Chernov, Hedien, Jaret, & Lazar, Silverman, & Junger, 1999) with The Taming of the Shrew (McWhorter, Taylor & Zeffirelli, 1967).  Now streaming resources are also used: Netflix, Stan and ABC iview. I aspire to use interactive and transmedia texts.

The progress of digital literature has proliferated. Issues have arisen. For instance, the quality of these resources can vary as anyone can publish on the internet. The implications for effective teaching and learning involves the discriminating use of texts possessing quality literary and digital features – questioning the need for varied ways of evaluating digital texts. The purpose for using these texts should comply with the scope and sequence and the relevant syllabus. The literary and digital features need to be presented educationally, appropriately and well – not with inappropriate distractions (Yokota and Teale, p. 581) (Walsh, 2013, p. 181-186).

Transmedia narratives are an exciting development. When stories are more than paper: Transmedia trends in Young Adult Literature tells of narratives such as Patrick Carman’s Skeleton Creek that can be read, viewed and listened to. The multimodal presentation of the text can be beneficial for a range of learning needs. It is important to study the effects these developments have on learners. In a case study conducted by Simpson and Walsh (2015), it was revealed that when a codex text was teamed with a digital version of the text, the young readers’ critical awareness was expanded due to engagement of their sense of empathy and aesthetic responses. The use of digital literature needs to be further investigated.

Literature in the digital environment offers many possibilities. However, educators need to evaluate every text, learning situation and be aware that the information age is racing ahead. This subject provides the opportunity to extend learning, acquire a number of versatile, engaging resources for a diverse audience and may broaden my professional scope.

References

Chernov, J, Hedien, J., Jaret, S., & Lazar, A., (Producers) & Silverman, G. (Associate Producer) & Junger, G., (Director), (1999), 10 Things I Hate About You, United Stated: TouchstoneAbbate, A., Auerbach, J., Burton, T., Frey, D., Ranft, J., & Shaw, T., (Producers) & Burton, T., & Johnson, M., (2005), The Corpse Bride, United States: Warner Home Video

Kafka, F. (1946), Metamorphosis, New York The Vanguard press Inc.

LeRoy, M. (Producer), & Cukor, G., Fleming, V., LeRoy, M, Taurog, N., Thorpe, R., & Vidor, K., (Directors), (1939), Wizard of Oz [Movie], United States: Warner Bros. Pictures.

McWhorter, R, Taylor, E., (Producers), & Zeffirelli, F., (Director), (1967), The Taming of the Shrew, United States: Columbia Pictures

Pexels Video – Video used on this blog page is used pursuant to Creative Commons Licence, https://www.pexels.com/video/bonfire-in-timelapse-mode-1998132/

Simpson, A., and Walsh, M.,(2015), Children’s literature in the digital world: How does multimodality support affective, aesthetic and critical response to narrative?, https://doi-org.ezproxy.csu.edu.au/10.1108/ETPC-12-2014-0005, 14(1), p.28-43

Walters, G., (Producer), Stanton, A., &  Unkrich, L., (Directors), (2003) Finding Nemo, United Stated: Pixar

The Corpse Bride

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)

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

Category: INF533, Technology | 1 Comment on Fast-Paced Digital Buzz
May 9

Information literacy = healthy society and a fulfilled individual

Information literacy, technology and the student – Photo by Waldemar Brandt from Pexels

To enable a person to be able to function in their community in a way that if capable, confident and competent, they must be educated and capable in every literacy that allows them to do that. Whether the format of the text is in a new medium, new platform, technology or format, a student or adult should have the skills and knowledge to be able to read, comprehend, deconstruct, create another texts based on this one which includes critical analysis and synthesis of information. All people need to be not only consumers of information but also creator. They need to know the pitfalls and implications of that. They need to know the ethics involved. They need to know ways to determine whether are being deceived (“fake news”) or whether they are using credible sources.

At the end of the day, it is important for students to become enriched, life long learners who are capable and confident members of society. They need to be able to contribute in a meaningful way to society but also have the ability to lead fulfilled, positive lives. For this to happen, they must be taught the skills, theory and processes of information literacy and all the different forms that information literacy morphs into – whether it is digital literacy or transliteracy or many other forms.

With the incorporation of all the different elements of information literacy, it is advantageous to have an information literacy model so that every opportunity to enhance the information literacy learning process can be snapped up. The learning activities need to be up to date with technological developments and be inspirational to students to capture their interest. They need to be adapted for differentiation purposes.

Category: ETL401, Information literacy, Technology, Uncategorized | LEAVE A COMMENT
May 4

Information literacy (… where do I start?) and the role of the teacher librarian

 

To be honest, there have been moments when I have found the thought of the concept and practice of information literacy overwhelming. I mean, where do I start? It is complex. It involves broadening our minds to include all known elements, thinking critically and placing it in context. How the practitioner interprets the concept affects what and how it is used, taught and implemented. It involves learning and researching all the information relevant to information literacy so that we can choose and be flexible with aspects of multiple approaches being ways to define information literacy (such as the sociocultural approach and the behaviourist approaches) and models and resources used to teach our ‘trade’.

Information literacy is an incredibly complex development. It is not new but the evolution of it has exploded into the another dimension and unstoppable, shrapnelled pieces are to shoot into the future. We seem to be scrambling to catch up. We certainly can’t stop it. It’s progress. But action needs to be put in place to deal with all facets of it.

So … information literacy has evolved. It encompasses more than just literacy’s traditional skills of reading, writing, listening, speaking, viewing and comprehension. The information landscape is filled with; multiple literacies (including internet literacy, computer literacy and transformational literacies); perspectives and context; the ability to not only consume texts but to create and repurpose texts; critical thinking skills; knowledge development; researching techniques; credibility and authority; and appropriate ethical principles and behaviour associated with information literacy. B. Combes says that an information literate person knows when they need to search for information and how to seek it. (Coombes, 2016). What we do learn is that it is context and purpose that is important regarding information literacy.  Additionally, a globalized perspective is also necessary.

The Six Frames for Information Literacy Education (Bruce, Edwards, & Lupton, M., 2006) explicitly labels a perspective of information literacy. All frames are interesting and they would be and are of use as an educator and teacher librarian. I could see myself using aspects of most frames. They include: the content frame, competency frame, learning to learn frame, personal relevant frame, social impact frame and relational frame. The authors discussed, in depth was the relational framework which consists of producing a range of ways students can experience learning that are increasingly more complex and powerful. Detailed information was conveyed relating to the Reflective Online Searching Skills (ROSS), again explicitly and comprehensively teaches students about online searching. While this is a beneficial activity and an excellent resource, the reality is that as teacher librarians usually would not have the luxury of spending the large amount of time it may take to teach information literacy in isolation of discipline content. Perhaps select modules on the website could be targeted to complement an activity or unit.

The Situated information literacy in the disciplines presents an interesting  sociocultural theory that requires the librarian to work with the relevant faculty in their disciplines. This, needs to be a part of the teacher librarian’s role. It involves getting to know teaching staff in each school faculty so that these elements can be considered in terms of contributing to information literacy: epistemology, metanarrative and methodology (Farrell and William, 2015).  Each discipline is different and the differences need to be considered. Students will benefit by being “enculturated or socialised” and teacher librarians can help by giving “authentic experiences” to students which will allow them to become members of the community within that discipline.

There are many definitions and approaches to information literacy. The concept and/or practice of it is central to the teacher librarian’s role. It is important to keep apprised of developments in the area. Ultimately, it is the teacher librarian’s aim is to transform students into independent life long learners.

References:

Bruce, C., Edwards, S., & Lupton, M. (2006). Six frames for information literacy education: A conceptual framework for interpreting the relationships between theory and practice. ITALICS, 5(1). doi: 10.11120/ital.2006.05010002

Combes, B. (2016) Information Literacy – competencies, skills, making meaning and thinking -https://interact2.csu.edu.au/bbcswebdav/pid-2633992-dt-content-rid-4430767_1/courses/S-ETL401_201860_W_D/InformationLIteracy.jpg

Farrell ,R. & Badke, W. (2015). Situating information literacy in the disciplines: A practical and systematic approach for academic librarians. Reference Services Review, 43(2). CSU Library.

 

Category: ETL401, Information literacy, Miscellaneous | LEAVE A COMMENT
March 22

Are School Librarians an Endangered Species?

 

Teacher librarians (TL) must adapt to changing conditions or face extinction. That is the message in Karen Bonanno’s Key Note address titled “A professional at the tipping point: Time to change the game plan” at the ASLA conference (as cited in O’Connell(?), n.d.).  Bonanno conveys that teacher librarians must take the “glass half full” approach, to work within the boundaries, be pro-active, change with developments, be aware of learners and keep current.  In particular, to be successful, TLs should follow what she calls the “Five Finger Approach” which makes them a valuable and relevant asset. Powerfully, Bonanno re-iterates throughout the video that “The rhetoric must engage with the audience”.

 

References

O’Connell, J, (n.d.) 3.2 The Role of Teacher Librarian, 3. The Role of Teacher Librarian (TL), Retrieved from https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42380_1&content_id=_2633957_1&mode=view

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