Author: cthompson4613

I live in Muswellbrook and I have 3 chooks, 2 cats and 1 dog. I love quilting, knitting, reading and walking. I have been a secondary teacher since 2003, prior to teaching I worked in health.

Assessment 1 ETL503

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Part A – Priorities and issues 

Outline what you have learnt during this subject about priorities and selection issues that need to be considered to ensure the school library collection successfully supports teaching and learning programs. Include in-text references to academic and professional literature.

The priority of the School Library is to support the learning of the students by selecting resources that will support the curriculum and the syllabus.  The selection criteria for the collection should have resources specifically for all subjects.  This would include Literacy and Numeracy, Special Education and Aboriginal and Torres Strait Islander Peoples and the inclusion of cross-curriculum resources, therefore, a part of the selection criteria is teacher-centred (Hughes-Hassell, 2005, p. 6).  The collection should be age-appropriate for the students and come in different formats, particularly electronic resources in this digital age and easy to access.  () There is room for collaboration for a learner-centred approach for resources that are required as the needs of the learner must be the main criteria for the school and this should be the teacher-librarians role  (Hughes-Hassell, 2005, p. 20).  It is important there is a diverse general fiction collection to allow reading for pleasure and not focus on academic resources for the collection.    The criteria for the collection should include the selection There should be general fiction in the selection criteria to allow reading for pleasure and as a tool for literacy (Hughes-Hassell, 2005, p. 44)  Literacy programs are required in High School as many students do not have the literacy skills required therefore as Hughes and Mancall (2005) suggest catering for the needs of learners will require a learner-centred model as the selection process will need to purchase audio and non-fiction picture books p. 45.  Table 4.4 is a table that may be used as a template when the teacher-librarian is developing or adding to the library collection as it focuses on the learner-centred choice of library resources which need to remain within the budget (Hughes-Hassell, 2005, p. 46).  Annual budgeting plan and submission take place close to the end of the year.  This is a priority and an essential part of the Teacher-Librarian’s role.   There are two models of a Library Budgets and one is to submit a budget proposal to request funds for the Library and this would require to be reviewed by the executives of the school.  The priority of the budget will need to include the size of the collection, deselecting and weeding out resources  (Australasian Library and Information Association Schools and Victoria Catholic Teacher-Librarians, 2007, p. 13).   Maintaining the collection, the budget should include a percentage of resources that have depreciated and are no longer effective as part of the collection because it is essential the library collection remains current.   Part of the budget would reflect the acquisition of new resources (Australasian Library and Information Association Schools and Victoria Catholic Teacher-Librarians, 2007, p. 14)

 

Part B – Collection development in practice
Overview of collection development practice.

 

The cross-curriculum chosen for the annotated bibliography is sustainability from the Geography Australian curriculum and the cross-curriculum chosen is sustainable land management from an Aboriginal perspective about firestick burning in comparison to western farming practices.  The chosen topic relates to the collection development of the school library because one of the school library’s main function of the collection development policy is to support curriculum development by providing resources to facilitate the teaching and learning process.  The second function of the collection development policy is to provide resource material for students who are researching for assessment tasks. (source) The type of resources required would be multimodal learning such as; interactive graphics and diagrams, film, written and online text, simulations and audio  (Sankey, 2010, p. 852).  The research has shown the use of multimodal resources cater for a wide variety of learning styles improves the student’s comprehension of the information they are learning

The selection criteria for the topic chosen Cultural Burning as a sustainable land management practice.  The resources required would be linked to the Australian Curriculum, Cross-Curriculum priorities and the NSW curriculum.  There would be a mixture of resources used to cater to the learning needs of students. Multimodal resources will allow the teacher to present the topic in a variety of ways because this would improve the student’s attention and retention of the topic and would be beneficial for the students who struggle with the content (Sankey, 2010, p. 853).  When developing the collection for the chosen topic would be to ensure the collection will be inclusive, cultural diversity

There is a collaboration between the classroom teacher and the teacher-librarian to discuss the selection process for developing the school library collection.  The rationale for the choice of resources must be based on the importance the collection should reflect the school’s priorities regarding curriculum, teaching programs, assessments and resources required. A discussion of what percentage of resources should be part of a digital collection and percentage hard copies.  Prior to purchasing any resources evaluation of the resources to guarantee the acquisition is the right choice (Johnson, 2018, p. 112)  When selecting resources a learner-centred approach should be considered prior to the purchase of resources and the general selection criteria should be applied as part of the selection because the library collection must reflect the school priorities and encompass a collection to achieve learner-centred model (Hughes-Hassell, 2005, p. 22).

Prior to the acquisition of any new resources, the teacher-librarian will need to stocktake to determine whether some of the resources are already a part of the library collection and if so, evaluate whether the resource needs to be replaced.  A decision needs to be made whether to purchase an ebook and the cost of access such as unlimited or multiple users (Kimmel, 2014, p. 53)

Teaching strategies have changed dramatically in the last two decades behavioural theorists such as Skinner learning by rote and viewed as an empty vessel and has been replaced with constructivist theories.   Constructivism has changed teaching strategies to a learner-centred approach where students are engaging with the curriculum through varied classroom activities such as; group work, think-pair-share or practical component during the lesson.  The use of Gardner’s multiple intelligences allows the student to choose what format the assignment will be presented and the students use their strengths to perform the task.  The students take ownership of their assessment task because they have chosen the format it will be presented.  It is the learner-centred approach that needs to be considered prior to the selection and acquisition of resources and collaboration (Hughes-Hassell, 2005, pp. 5-6).

 

Part C Annotated Bibliography

 

Resource 1.

Format: Media

Teaching outcomes AC:  ACHGK070, ACHGK071 and ACHGK078.

Fire’s role in the Australian Environment (2013, May,26). ABC Landline, ‘Fire’s role in the Australian Environment’, ABC Education, NSW, Australia. Retrieved December 9 2020, from Fire’s role in the Australian environment – 10 (Geography) (abc.net.au)

This is a short 4:11 minute section aired of on Landline program between the compere Tim Lee and the guest historian Bill Gammage discussing the merits of controlled burning. There is a video clip of using incendiary bombs being dropped from a helicopter for back burning.   Before viewing the clip, ABC education has included questions to be answered prior to viewing the clip, whilst viewing the clip, after viewing and a reflection question to think about the use of Geographic Information system (GIS) asking the students to research whether the GIS would be a suitable tool to use to get an idea of the environment where backburning would be possible.  The main question for the students to understand is would control burns lessen fuel loads to protect the environment and give examples to inform their ideas about fire management.

 

Resource 2.

Format: Online

Australian Curriculum Code: ACSSU189, Learning Area is Science Year 10.

 

Aboriginal fire knowledge cuts greenhouse gas. (2009, October 8). ABC Catalyst, ‘Aboriginal fire knowledge cuts greenhouse gas’, ABC Education. NSW, Australia. Retrieved December 11, 2020, from http://abcspla.sh/m/30042

 

This is a short video clip 2:09 minutes viewed on the ABC program Catalyst.

There are questions the students answer prior to watching the clip, as it is viewed and after the clip has been viewed. The source is reputable and accurate.  Although this video clip is classified as science, however, greenhouse gases are studied in geography therefore this resource was chosen because it is relevant.  The clip is informative and discusses the Aboriginal rangers have the first carbon trading project in the world.  The research has shown Indigenous firestick burning in May releases half the greenhouse emissions than a hot November wildfire.

 

Resource 3.

Format:  Online article

Outcomes: cross-curriculum priority (CCP) O1.2, O1.7, O1.8, alongside the Australian Curriculum codes ACHGK071, ACHGK072, ACHGK074 and the NSW Curriculum outcomes GE5.1, GE5.3 GE5.4, GE 5.5.

Bowman, D. &. (2019, November 19). Our land is burning, and western science does not have all the answers. Retrieved December 3, 2020, from https://theconversation.com/our-land-is-burning-and-western-science-does-not-have-all-the-answers-100331

This resource is a short article which is a digital resource discussing the 2019 bushfires in Australia and climate change.  The article focuses on modern hazard reduction and suggests there is a lot to learn from the ancient Aboriginal practice of burning country as this is sustainable land management.  The article has given examples of how cultural burning is beneficial for the Australian environment and is suitable for year 10 students

 

Resource 4.

Format: Online

Outcomes: Cross-curriculum priority (CCP) O1.2, O1.7, O1.8, alongside the Australian Curriculum codes ACHGK071, ACHGK072, ACHGK074

Cool_Burning_Flipped_Classroom_Years 7_to_10 Teaching Worksheet. (2020). Retrieved December 2, 2020, from coolaustralia.org: www.coolburning.org

This resource is suitable for Years 7-10 Geography.  The format is a multimedia lesson plan with the Australian curriculum course codes: ACHGK071, ACHGK072, ACHGK074, NSW Curriculum outcomes GE5.1, GE5.3 GE5.4, GE 5.5 (CCP) O1.2, O1.7, O1.8. There are three lessons which encompass Quality teaching of interconnectedness between people and places, cultural understanding, deep knowledge, deep understanding incorporating higher-order thinking of critical thinking.  Cool Burning flipped, Burning questions about climate change and cool Burning Quiz.  The lesson plans include the learning objectives and learning intentions and the success criteria and teacher worksheets.   There are student worksheets that can be accessed with a mobile device or for those without access to a device a printed copy is available.  There are a variety of teaching strategies to meet the needs of learners. This is an excellent resource that can be used in the classroom.

 

 

 

 

 

Resource 5.

Gillies, C. (2017, March). Retrieved November 27, 2020, from Landcare Australia: www.landcareaustralia.org.au/project/traditional-aboriginal-burning-modern-day-land-management.

Format: media

Australian curriculum course codes: ACHGK071, ACHGK072, ACHGK074,

The paper published by Landcare discussing tradition Indigenous land management of the Australian environment which has gained attention as sustainable land management practice of firestick burning. (Gillies, 2017, p. 1). The paper gives a comparison between unsustainable land management practices such as European farming methods which are unsuitable for the Australian environment resulting in soil erosion and dryland salinity. The benefits of firestick burning burn off scrub creating regeneration of grassland which improves soil fertility and with an increase of grasslands the eucalypt forests become less dense which is sustainable land management practice and the growing awareness that firestick burning is beneficial to the environment.  (Gillies, 2017, p. 1).   The short paper would be a good resource for syllabus outcome ACHGK074, GE5.4, GE5,5 as it has discussed the rationale and the benefit of traditional fire stick burning and its capacity to reduce the risk of bushfires, regeneration of grassland, improve soil fertility and promote biodiversity which relates to sustainable land management.  The application of systems thinking to understand the causes and likely consequences of the environmental change being investigated (ACHGK073) examining the interconnections between biophysical processes and human actions that generate environmental change, together with the consequences of these changes which link in nicely with the Landcare article along with the cross-cultural code of Country/Place OI.2, OI.3.

 

Resource 6

Format:  Online News article

Outcomes:   the cross-curriculum priority (CCP) O1.2, O1.7, O1.8, alongside the Australian Curriculum codes ACHGK071, ACHGK072, ACHGK074 and the NSW Curriculum outcomes GE5.1, GE5.3 GE5.4, GE 5.5.

 

Koori Country Firnesticks | What is Indigenous Aboriginal Cultural Burning?

This resource is a two-page news article that can be printed from the website if a class set is required discussing Cultural Burning practices of the Indigenous people collaborating with the Parks and Wildlife Rangers using traditional firestick burning and modern technology to decrease the number of hot fires at the end of the dry season. The article explains the rationale of cultural burning and gives a description of what the process is when there is a cultural burn.  Koori Country Firesticks: Line of Fire was aired on the 15/2/16 on SBS Insight. It can be accessed online or printed out as a class set.  The resource is engaging and would suit Stage 5 students.  There are visuals and interviews with Indigenous elders on the merits of firestick burning as sustainable land management.

 

Resource 7

Steffenson, V. (2020). Fire Country: how indigenous fire management could help save Australia. Richmond, Victoria, Australia.

Format: Book

Outcomes:   the cross-curriculum priority (CCP) O1.2, O1.7, O1.8, alongside the Australian Curriculum codes ACHGK071, ACHGK072, ACHGK074 and the NSW Curriculum outcomes GE5.1, GE5.3 GE5.4, GE 5.5.

 

Firesticks – Fire Country – how Indigenous fire management could help save Australia

Victor Steffensen’s book ‘Fire Country’ published by Hardie Grant ‘Fire Country’ has focused on Indigenous land management practices and the lore of looking after country and the spiritual connection to Country in comparison to European land management practices which involves taking everything from the land to the extent the land becomes barren.  The western land management practices and the cultural spiritual belonging to nurture the land are at the opposite end of the spectrum.  Steffenson’s book explains the difference between the two and the message the book collaboration is required for sustainable land management.

 

Resource 8

Price, J., Douglas, P.,  Miles, D., Bedson, C., K., Head, J., Wilson, j., and Westhorpe, C. (2017) Geo Alive 10,  AC  LearnON & Print 2nd edn.  Jacaranda. Publisher Wiley  University Chapter 3:  Land environments under threat ISBN 9780730347859.

Format:  Online or printed book

Outcomes:   the cross-curriculum priority (CCP) O1.2, O1.7, O1.8, alongside the Australian Curriculum codes ACHGK071, ACHGK072, ACHGK074 and the NSW Curriculum outcomes GE5.1, GE5.3 GE5.4, GE 5.5.

 

A section of Chapter 3 has a case study about how an Indigenous community culturally manages the wetlands in Kakadu which have ecological diversity and the problem of the destruction the feral buffalo have had on the ecosystem.  The use of firestick burning, culling the buffalo have had a positive effect assisting the regeneration of the wetlands.  There are activities for the students to complete which will assist the students understanding of unsustainable and sustainable land management.  The important component of this section in the textbook is the interconnection between the custodians of their country and the environment.

 

 

Resource 9

March 10, 2020 5.15pm AEDT

Rohan Fisher and Jon Altman (2020) edited by Misha Ketchell, The world’s best fire management system is in northern Australia, and it’s led by Indigenous land managers accessed from The world’s best fire management system is in northern Australia, and it’s led by Indigenous land managers (theconversation.com)

 

Format:  Media

Outcomes:   the cross-curriculum priority (CCP) O1.2, O1.7, O1.8, alongside the Australian Curriculum codes ACHGK071, ACHGK072, ACHGK074 and the NSW Curriculum outcomes GE5.1, GE5.3 GE5.4, GE 5.5.

 

This article has been written by Rohan Fisher who is an Information Technology for Development Researcher, Charles Darwin University and Jon Altman, Emeritus Professor, School of Regulation and Global Governance, ANU, Australian National University Fisher.

The article has discussed the tropical savanna’s in northern Australia account for 70% of this area that is affected by bushfires on annual basis. However, the last 20 years there has been a change due to effective fire management has been reduced on an annual basis the size of Tasmania.  The landowners have continually worked on the ground with their ongoing work but the success for the massive reduction of greenhouse emissions in Australia is due to the Indigenous community-based rangers.  The article describes extensive fire management and fuel suppression.  There are visual maps revealing hot spots and the reduction of the area affected by bushfires. The key is traditional Aboriginal knowledge of country and Science.

 

Resource 10

 

Higgins, Isabella, (2020). Indigenous fire practices have been used to quell bushfires for thousands of years, experts say, Indigenous fire practices have been used to quell bushfires for thousands of years, experts say – ABC News

Format:  Digital media

Outcomes:   the cross-curriculum priority (CCP) O1.2, O1.7, O1.8, alongside the Australian Curriculum codes ACHGK071, ACHGK072, ACHGK074 and the NSW Curriculum outcomes GE5.1, GE5.3 GE5.4, GE 5.5.

 

This resource is suitable for Year 9 and 10 students and it has a variety of teaching strategies to meet the needs of the learner.  It can be accessed online and can be printed for the students who do not have an electronic device.  There are visuals as part of the news article and a link to a youtube clip which is 11:00 mins in length and narrated by Victor Steffenson.  Oliver Costello is a member of the Firestick Alliance Indigenous Corporation runs cultural burning workshops and has stated due to the 2019 bushfires there has been an increase of farmers, landowners and communities who want to learn about cultural burning and turning to sustainable land management practices.  There are key points that summarise the main points. There is information about cultural burning passed on by the traditional custodians of the land and has stated one aspect of cultural burning is a preventative tool to stop bushfires getting out of control.  Cultural burning is not the same as hazard reduction burning because its main focus is the reduction of fuel loads.  Mr Costello wants cultural burning to be implemented across Australia to recognise cultural lore and to heal our country. Cultural burning heals and protects the landscape.  Cultural burning is cool burning whereas hazard reduction burns are too hot.

 

Why I love to read?

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I love reading, my Mum was an avid reader and all my siblings love to read.  When I was a child I loved to read Enid Blyton’s The Famous Five. I think one of the reasons why I love to read is because when you read a novel you are transported into a story through your imagination and your empathy for the characters and you become a part of their lives and you become so engrossed in the book. Whilst reading a novel it can be an emotional roller coaster ride.  I’ll give you an example,  J.K. Rowling – Harry Potter and the Goblet of Fire.  It was Chapter 34 where Harry and Cedric Diggory both grab the cup at the same time and it was a portal and they arrived in front of Voldemort and Voldemort told Wormtail to kill the spare and the emotional roller coaster ride began.  When Harry finally got away he grabbed Cedric’s body and brought him back to Hogwart’s.  When I was reading this I began to cry tears rolling down my face.  My glasses began to fog up and I couldn’t read the words on the page.  I had to stop and wipe my eyes and clean my glasses so I could finish the chapter.

Resourcing the Curriculum

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I have commenced a short course with SCIS regarding the Library setup.  There is information about the importance of engaging spaces such as; does the layout flow, are the space inviting and lighting and display.  Before commencing the Master of Education I would walk into a Library and looks at the furniture, it was spacious and was tidy.  I never really scrutinised the layout of the Library.  The next time I visit the public library I wonder if I will be making a mental note about engaging spaces for informal reading.

Part B – Blog

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My key learning areas (KLAs) are HSIE years 7-10, Modern History, Geography & Society & Culture years 11 & 12.  Working in an isolated rural area the classroom teachers are expected to teach outside of their KLA.  I really enjoyed the challenge.  My first teaching position was in an isolated rural area which taught K-12.  As it was my first year out, I was the unqualified Teacher Librarian (TL) for 11 periods a week.  I was extremely fortunate to have a Library Assistant who had been in the Library for years.  Prior to teaching, I am ashamed to say my understanding about the role of a Teacher-Librarian was that they were responsible for looking after borrowing and returns for the students and teachers and the teacher resources.  I was surprised to find out the teacher-librarian was much more than I imagined and working as a teacher-librarian in a central school gave me a rudimentary idea of the role of a teacher librarian.

As part of the role of the TL, I was taught how to accession, the ability to enable students to borrow and return books.  My role also included completing a stocktake, ensuring all teacher resources were returned at the end of each term, producing the end of year Library report and teach Year 1 – 6 classes for one period a week in the Library allowing the Primary school teacher’s their non-contact hours and it was a steep learning curve but one that I relished.  I understand there are administrative duties and a budget for resources required for the library and as part of the team, we are all responsible for not going over the budget.  As part of the teacher librarian’s role, they are required to teach the students.  However, eighteen years later the role of the teacher-librarian has changed dramatically. The teacher-librarian has several roles and as such, the TL’s role is similar to the classroom teacher regarding teaching programs, lesson plans, inclusive learning and quality teaching.  Whereas, the Librarian has an additional skillset of information technology – media specialists. TL also teach the students about cybersecurity, assist the student to become a lifelong learner and technology literate (ASLA, 2010, p.14). The teacher-librarian is responsible for library orientation for new students and this would include Year 7 students (ASLA, 2010, p.13). The TL has an important role of assisting the students to improve their literacy and in turn improve the student’s information literacy and their ability to enhance their research skills (Skrzeczynski, 1995, p. 64). The TL collaborates with classroom teachers to ensure the library has adequate resources for student learning. Marketing is another skillset required of TL’s as they show various information skills required to assist students to become better at research, critically analyse, notetaking, referencing and how to avoid plagiarising. To bring this to fruition the TL must be a good communicator and collaborator.  As the digital  revolution is changing as is the teacher-librarians skill set

 

Reference

Australian School Library Association, 2014, Evidence guide for teacher-librarian in the proficient career stage.  Australian School Library Association, Canberra, ACT, pp.1-22.

 

Skrzeczynski, Christine. Linking Literacy: The Role of the Teacher-librarian in Literacy Education. Wagga Wagga, NSW: Charles Sturt University, Centre for Information Studies, 1995. CIS research reports, Chapter 6, pp.62-77 retrieved 11 Nov 20.

Reference List

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References

(n.d.). Retrieved July 23, 2020, from https://www.artsy.net/artwork/edvard-munch-the-scream

(n.d.). Retrieved July 25, 2020, from https://www.tilt365.com/Resources/News-and-Articles/Tilt-Blogs/PostId/219/what-happens-when-you-finally-stop-trying-to-outrun-your-emotional-baggage

(n.d.). Retrieved July 19, 2020, from https://en.m.wikipedia.org/wiki/Assassination_of_Martin_Luther_King_Jr.

James, H. (2007). Teacher librarian and the school library. In S. Fergerson (Ed.), Charting new directions in libraries in the twenty-first century (pp. 27- 42). Wagga Wagga, NSW, Australia: Charles Sturt University. doi:10.1016/B978-1-876938-43-7

 

 

 

Reflection on my last post

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I was thinking about my late-night post regarding the role of teacher-librarians (TL’s) and came to the conclusion that among their other roles they need to be a communicator and negotiator. The rationale behind this reflection is the fact is some classroom teachers can be territorial regarding their role as a classroom teacher and dare may I say it, at times insecure or have a very dominant personality.  Herring’s portrayal of the role of (TL’s) is commendable in a perfect world (Herring, 2007, p.28). There is a difference between rhetoric and reality as we carry baggage around with us, some more than others. However, this is only a personal opinion based on observation.

Cartoon  https://www.tilt365.com/Resources/News-and-Articles/Tilt-Blogs/PostId/219/what-happens-when-you-finally-stop-trying-to-  outrun-your-emotional-baggage

The Role of the Teacher Librarian

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I was reading chapter 2 The Role of the Teacher Librarian by James Herring last night.  Herring stated that Teacher Librarians have a multifaceted role in the school and I agree with that statement.  Herring suggested that the Library is seen as the centre of learning first and a centre of resources second (Herring, 2007, p.27).  However, I do not think that is how some classroom teacher’s and students see the Library.  My concern with that statement is the fact that some classroom teachers may feel the teacher-librarian is encroaching on the classroom teacher’s domain and I truly hope I’m wrong.  Herring also mentioned the teacher-librarian influences student learning by collaborating with the classroom teacher to develop learning opportunities that are challenging for the student and that is a role I believe would be beneficial for the student and the school.  Although, after 17 years as a classroom teacher I have noticed a lot of secondary students are not engaged in the classroom from year 7 -12.

In Catholic schools, all students have a laptop and their instructions and the majority of their work is on OneNote.  I recently had an extra class and it was Year 12 Maths.  I would say 20% of the students were on task and the rest were off-task.  3 of the students were playing games on their laptop.  After numerous warnings, I ended up moving to the back of the class so I could see their screen.

I believe the teacher-librarian plays a pivotal role in the school and can make a difference to the young adults and assist them to achieve their goals.

The Information Environment

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Image result for Edvard Munch The Scream by Original Small Image I found this module interesting and I never realised there were so many different definitions of Information. The classic and semantic definition and the quantity of information are measured and is seen in terms of probabilities. I never thought of information in terms of probabilities! I can understand measurable but not in a mathematical sense. I was thinking measurable as the quality of the information, its validity. As I was reading and began to mull over what I was comprehending re measurable information I thought, can information be a dependant variable and the quality of the information be the independent variable? Is it possible to creates a graph for information? My favourite sentence in the text that I read was, Information exists- it doesn’t need to be perceived to exist – requires no intelligence to interpret it and it does not have to have meaning to exist. Now, that was mindblowing… talk about philosophical… But then I thought – If it does not have meaning to exist, wouldn’t it just be a sea of blah?

19/7/20

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Hi,

I’m new to blogging and to be perfectly frank I have never blogged in my entire life. So I am going to try and work out what I’m supposed to be doing and try to get it right. I imagine the other students completing ETL401 are tech-savvy so they will be awesome. But you know what they say, “a quitter never wins and a winner never quits”. I know it’s a bit of a cliche but what can I say, I am a cliche. Here’s another one, “I’ll just keep on soldiering on”. I can promise that I will try my very best even though blogging isn’t as easy as creating a pathfinder.