Author Archives: lucykim1004

The four FRBR user tasks

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The four Functional Requirements for Bibliographic Records (FRBR) user tasks are find, identify, select and obtain.

The International Federation of Library Associations (IFLA, 2017) defines:

“ Find – To bring together information about one or more resources of interest by searching on any relevant criteria

Identify – To clearly understand the nature of the resources found and to distinguish between similar resources

Select – To determine the suitability of the resources found, and to be enabled to either accept or reject specific resources

Obtain – To access the content of the resource ” (p.15)

References

IFLA, IFLA Library Reference Model: a conceptual model for bibliographic information (2017), www.ifla.org/files/assets/cataloguing/frbr-lrm/ifla-lrm-august-2017.pdf.

My thoughts on Colvin’s article

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How does the content of Colvin’s article relate the school libraries?

  • TLs and library staff are knowledge workers rather than physical workers.
  • The school libraries are not machines but organisms.
  • TLs are to motivate their library users and encourage them to use infotech wisely.
  • TLs are to create, articulate and sustain the good value of school library teams.
  • By flattening hierarchies between school library staff, TLs are able to create the atmosphere of interaction and recognition and to build good relationships between school library staff.

References

Colvin, G. (2000). Managing in the info era. Fortune, 141(5). Retrieved from http://archive.fortune.com/magazines/fortune/fortune_archive/2000/03/06/275231/index.htm?iid=sr-link1

Assignment 3 Part C : Reflective Practice

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Part C : Reflective Practice

In my blog post, Information Literacy (2019) is viewed as the ability to evaluate the quality and usefulness of the information found as well as the ability to locate and use the information in a variety of formats. (Grassian & Kaplowitz, 2009, p.5)

Before I read the book of ‘Information Literacy Instruction : Theory and Practice’, I thought Information Literacy (IL) was for students to be literate in subjects with the help of available information. But, Grassian & Kaplowitz gave me another viewpoint to understand IL because they explain IL is “a process, a skill set, a competence, an attitudinal or a personality trait, a set of abilities, a way to help people contribute positively to the learning community and to society, and a construct that is created by the ways in which a person interacts with information.” (Grassian & Kaplowitz, 2009, p.5)

According to the definition of IL by Grassian & Kaplowitz, students get competence and abilities to interact with information and contribute to society positively through IL skills and practices.

To do discussion ‘forum 5.3a : information literacy model’, I chose the reading of ‘Inquiry Skills in the Australian Curriculum v6 by Lupton, M. (2014)’. Lupton (2014) states that inquiry processes across Science, History and Geography in the Australian Curriculum reveal consistencies and inconsistencies because Science and Geography have similar evaluation and reflection on the inquiry process and History does not have them. (p.15) Therefore, she points out that the TL has to evaluate sources critically in developing information literacy. (p.15) Also, Lupton (2014) explains that the Australian Curriculum omits information literacy and it makes the TL find present elements of information literacy from the Curriculum and make links between them. (p.15) The TL can develop inquiry skills strands in the Australian Curriculum and introduce a IL model in their school.

After I read the ‘Inquiry Skills in the Australian Curriculum v6 by Lupton, M. (2014)’, I realised that inquiry skills strands are required to be developed and TLs could unite the strands with the use of IL as a framework. (p.15)

ETL 410 Module 5: information literacy (IL) introduces the different types of IL which are Herring’s PLUS Model, NSW Information Search Process (ISP), Newman’s (2014) iLEARN Model, Big 6 and GIDP. (p.7) In my personal opinion, I would prefer to use the GIDP as a librarian because it provides detailed stages of Guided Inquiry learning.

In terms of the role of the TL, my understanding of them was very limited until I had studied module 5 : Information Literacy. But, now I have another perspective on the TL’s roles in inquiry learning. The rapidly changing information landscape, including digital information has impacted on the roles of the TL.

In my blog post, the three main roles of the TL in Guided Inquiry are ‘resource specialist, information literacy teacher and collaboration gatekeeper’. (Kuhlthau et.al., 2007, p.57)

In terms of resource specialist, the TL “develops school library resources and provides Internet resources. (Kuhlthau et.al., 2007, p.57) When the TL is specialized in resources and provides resource users with them, he/she can ensure students’ learning and teachers’ teaching.

The TL as information literacy teacher “teaches concepts for information access, evaluation, and use and fosters constructive learning environment.”. (Kuhlthau et.al., 2007, p.57) TLs are information literacy teachers and help students and teachers to access, evaluate and use information well to meet the state and Australian Curriculum standards.

The role of the TL as collaboration gatekeeper is to coordinate a Guided Inquiry team and communicate with the learning community by keeping communication open and using flexible managerial skills. (Kuhlthau et.al., 2007, p.57) TLs are able to implement a Guided Inquiry model when they work together with teachers in designing inquiry units of work and lesson plans.

In conclusion, TLs are ‘resource specialists, information literacy teachers and collaboration gatekeepers’ in Guided Inquiry and they can introduce a IL model in their schools for students to become competent and able IL learners.

 

References

Grassian, S.E., & Kaplowitz, R.J. (2009). Information literacy Instruction : Theory and Practice (2nd ed.). New York : Neal-Schuman Publishers.

Kuhlthau, C.C., Moniotes, K.L., & Caspari, K.A. (2007). Guided Iearning : Learning in the 21st Century.London : Libraries Unlimited.

Lupton, M.(2014)  Inquiry skills in the Australian Curriculum v6, Access, November. Retrieved 8 may 2019 from: https://search-informit-com-au.ezproxy.csu.edu.au/fullText;dn=584040093322031;res=IELAPA

O’Connell, J. (2019). Information Literacy                       [S-ETL401_201930[module5]] Retrieved 28 April 2019. From Charles Sturt University Website : https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42380_1&content_id=_2633966_1&mode=view

Assignment 2 Part B : Reflective Practice

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Part B : Reflective Practice

  1. My extended knowledge and understanding of the role and nature of school library collections.

In my first blog post, Reflection on the school library collection (2019), I describe that the development and changes of information are affecting the school library collection and one day digital collections could replace print collections. However, the school library teachers need to develop a well-balanced collection to support the curriculum and meet the needs of teaching and learning. (Queensland Government eResource Service, 2012, p.1)

After I have been studying ETL 503 Resourcing the curriculum, I have learnt that a balanced collection should support the curriculum through a wide range of information resource formats and should acquire resources such as novels, films, comics, magazines, music and computer games for the users’ leisure purposes. (IFLA School Library Guidelines, 2015, p.35)

Also, my new learning is that inter-library loans resource sharing is to enhance library users’ access to library materials. (IFLA School Library Guidelines, 2015, p.36)

School library collections should meet the learners’ diverse needs and be informed by the requirements of learning and teaching with balanced print and digital resources. (ASLA, 2016, p.2)

  1. The importance of a Collection Development Policy (CDP) as a strategic document.

I have learnt the difference between Collection Development Policy (CDP) and Collection Management Policy (CMP) through this subject. In general, CMP is “the whole range of activities involved in managing access to information resources”, while CDP is “particularly associated with the selection and/or acquisition of library materials”. (Fieldhouse, M., & Marshall, A., 2012, p.5)

Kathleen Power (2019) states in her forum post, the stages of CDP (resource selection, acquisition, deselection and collection evaluation) need to be followed to ensure that there are quality collections being put forth in school libraries.

While I was doing ETL 503 assignment 2 Part A, I realised the importance of having a strong policy and a good review committee at school. When a TL encounters the challenges of controversial resources, he/she needs a CDP as a strategic document to refer to and consult with a good review committee and then has to accept the decision of the committee and the Principal. (Debowski, 2001, p.135-136)

  1. How a Collection Development Policy (CDP) assists in future proofing the collection.

In my blog post, Collection evaluation plan (2019), I explain why school library collections need to be evaluated. Collection evaluation must be ongoing and focus on the readers not the resources and library collection needs to be evaluated continually to provide its users with appealing, effective and relevant resources. (Braxton, 2018, p.18)

Teachers and students cannot avoid using digital resources in learning and teaching environments. In my blog post, Creative Commons Licences (2019), I describe the need of Creative Commons Licences and its benefits. Teachers and students communicate and share ideas with the use of websites, wikis and blogs in the classroom and this can bring various copyright challenges. (National Copyright Unit, n.d., para.1) When I become a TL in the future, I would like to educate my school about copyright, censorship and Creative Commons Licences in using digital technology.

Also, I have learnt the importance of collaboration. To meet the curriculum requirements and needs and interests of the school community, TLs need to work with teachers collaboratively because “collection building is a collaborative endeavour”. (IFLA School Library Guidelines, 2015, p.33-34)

In conclusion, Collection Development Policy (CDP) should be developed continually to meet the needs and interests of students, teachers and the school community and to provide them with good quality of library resources. (Braxton, 2018, p.2) According to Braxton (2018), CDP is to be reviewed and revised every three years because policies have a life of about three years. (p.22-23) When schools have strong and well-balanced CDP, they will have future proofing library collections.

References

Australian School Library Association. (2016). ASLA Statement on School Library Resource Provision. Retrieved from https://asla.org.au/school-library-resource-provision

Braxton, B. (2018). Sample Collection Policy. Retrieved from http://500hats.edublogs.org/policies/sample-collection-policy/

Debowski, S. (2001). Collection management policies. In K. Dillon, J. Henri & J.McGregor (Eds.). Providing more with less: collection management for school libraries (2nd ed., pp. 126-136). Wagga Wagga, NSW : Centre for Information Studies, Charles Sturt University. Retrieved from https://doms.csu.edu.au/csu/file/b9feaf8b-3c64-48cf-a5f2-ba87f023bc47/1/debowski-s.pdf

Fieldhouse, M., & Marshall, A. (2012). Collection Development in the Digital Age. UK : Facet Publishing.

International Federation of Library Associations and Institutions. (2015). IFLA School Library Guidelines. Retrieved from https://www.ifla.org/files/assets/school-libraries-resource-centers/publications/ifla-school-library-guidelines.pdf

Kathleen Power (2019, May 5). Online Discussions. Forum 1.2 Definitions of Collection Management and Collection Development. Retrieved from https://interact2.csu.edu.au/webapps/discussionboard/do/forum?action=list_threads&course_id=_42383_1&nav=discussion_board_entry&conf_id=_78886_1&forum_id=_147530_1

National Copyright Unit. (n.d.). Creative Commons. Retrieved from http://www.smartcopying.edu.au/open-education/creative-commons

Wessely, T. (2010). Collection Management Policy, Learning Resource Centre, Kolbe Catholic College. Retrieved from

https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42383_1&content_id=_2636321_1

Collection evaluation plan

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Collection evaluation must be ongoing and focus on the readers not the resources and library collection needs to be evaluated continually to provide its users with appealing, effective and relevant resources. ( Braxton, 2018, p.18 )

Before evaluating collection, I will prepare the criteria for collection evaluation for my school. Based on the criteria, I will evaluate library collection.

When the library resources do not fit into the criteria, I will consult with the review committee at my school and deselect the resources after permission is given.

Reference

Braxton, B. (2018). Sample Collection Policy. Retrieved from http://500hats.edublogs/org/policies/sample-collection-policy/

Creative Commons licences

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Teachers and students communicate and share ideas with the use of websites, wikis and blogs in the classroom and this can bring various copyright challenges. ( National Copyright Unit, n.d., para.1 ) However, Creative Commons (CC) provides teachers and students with CC licensed materials to copy, communicate, remix and repurpose freely for the education sector. ( National Copyright Unit, n.d., para.2 )

As a future TL, I would like to educate my future school community about Creative Commons (CC) licences because they can access CC licensed materials without breaching copyright laws.

Reference

National Copyright Unit. (n.d.). Smartcopying : How to find creative commons licensed materials. Retrieved from https://www.smartcopying.edu.au/open-education/creative-commons/creative-commons-information-pack-for-teachers-and-students/how-to-find-creative-commons-licensed-materials

The roles of the TL in Guided Inquiry

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The three main roles of the TL in Guided Inquiry are ‘resource specialist, information literacy teacher and collaboration gatekeeper’. ( Kuhlthau et.al., 2007, p.57 )

In terms of resource specialist, the TL “develops school library resources and provides Internet resources. ( Kuhlthau et.al., 2007, p.57 ) When the TL is specialized in resources and provides resource users with them, he/she can ensure students’ learning and teachers’ teaching.

The TL as information literacy teacher “teaches concepts for information access, evaluation, and use and fosters constructive learning environment.”. ( Kuhlthau et.al., 2007, p.57 ) TLs are information literacy teachers and help students and teachers to access, evaluate and use information well to meet the state and Australian Curriculum standards.

The role of the TL as collaboration gatekeeper is to coordinate a Guided Inquiry team and communicate with the learning community by keeping communication open and using flexible managerial skills. ( Kuhlthau et.al., 2007, p.57 ) TLs are able to implement a Guided Inquiry model when they work together with teachers in designing inquiry units of work and lesson plans.

In conclusion, TLs are ‘resource specialist, information literacy teacher and collaboration gatekeeper’ in Guided Inquiry.

Reference

Kuhlthau, C.C., Maniotes, K. L., & Caspari, K. A. (2007). Guided learning : Learning in the 21st century. Libraries Unlimited.

What is Information Literacy ( IL ) ?

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Information Literacy ( IL ) is viewed as the ability to evaluate the quality and usefulness of the information found as well as the ability to locate and use the information in a variety of formats. ( Grassian & Kaplowitz, 2009, p.5 ) Grassian & Kaplowitz explain IL is ” a process, a skill set, a competence, an attitudinal or a personality trait, a set of abilities, a way to help people contribute positively to the learning community and to society, and a construct that is created by the ways in which a person interacts with information.” ( Grassian & Kaplowitz, 2009, p.5 ) The definition of IL by Grassian & Kaplowitz gives me another perspective on Information Literacy.

Reference

Grassian, S. E., & Kaplowitz, R. J. (2009). Information Literacy Instruction : Theory and Practice (2nd ed.). New York : Neal-Schuman Publishers.

Should TLs have the responsibility of submitting a budget proposal to fund the library collection to the school’s senior management and/or the community?

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Who has the responsibility of submitting a budget proposal in the school community? Is it the teacher librarian or the school library committee?

Debowski, S. (2001) states that the teacher librarian has the responsibility for the collection management decisions in most schools. (p.128) TLs know their library collection better than any other member of the staff in their school, so they are able to decide which resources are to be purchased. I think it is preferable for the TL to submit a budget proposal to fund the library collection to the school’s senior management and/or the community.

“Budgeting can be said to consist of four phases : budgetary needs analysis and planning; development of the budget submission; allocation of the budget funds; and finally, expenditure of the budget.” (Debowski, S., 2001, p.304) When TLs are aware of the four phases of budgeting suggested by Debowski, s. (20010), they are able to submit sound budget proposals and use the allocated budgets well.

Debowski (2001) points out that “every teacher librarian needs to address :

  1. how to obtain an adequate budget. 2. how to ensure those funds are appropriately spent. 3. how to publicize the good work that has been accomplished. 4. the increasing need to lobby for additional funds.” (p.309)

As TLs are able to hanle the addreesed issues by Debowski wisely, the budget proposal will meet the user needs in the learning community.

Reference

Debowski, S. (2001). Collection management policies. In K. Dillon, J. Henri & J. McGregor (Eds.), Providing more with    less : collection management for school libraries (2nd ed.) (pp. 126-136). Wagga Wagga, NSW : Centre for Information Studies, Charles Sturt University.

Debowski, S. (2001). Collection program funding management. In K. Dillon, J. Henri & J. McGregor (Eds.), Providing more with less : collection management for school libraries (2nd ed.) (pp. 299-326). Wagga Wagga, NSW : Centre for Information Studies, Charles Sturt University

What’s involved in managing a budget?

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“A good budget manager doesn’t need to be a math whiz. Instead the person must be a collaborator, steward, and thinker.” (Lamb, A. & Johnson, H.L., 2012, p.2) Lamb & Johnson reminded me of the different roles of the TL as collaborator, steward and thinker.

In terms of the TL as collaborator, he/she needs to have good relationships with students, other teachers, and the school community. When TLs collaborate with the people in their school community, they can secure and allocate budget monies securely. (Lamb, A. & Johnson, H.L., 2012, p.2)

Lamb & Johnson (2012) define that the TL as steward is “a leader seeking a wide array of input, basing purchase recommendations and choices on sound needs identification, carefully monitoring and accounting for all expenditures, implementing and assessing the results, and communicating to the learning community.” (p.2) I learnt about many different aspects of the TL’s role as steward.

In terms of the TL as thinker, they are able to make use of the budget allocated to the library. However, Lamb & Johnson (2012) point out that TLs are also to “look for additional funding from other sources and help others spend their monies for media materials and equiptment.” (p.2) When the TL is a good thinker, he/she are able to manage the library budget effectively.

In conclusion, the TL should demonstrate the roles of collaborator, steward and thinker to manage the library budget efficiently. This is another challenge for me as a future TL.

Reference

Lamb, A. & Johnson, H.L. (2012). Program administration: Budget management. The School Library Media Specialist. Retrieved from http://eduscapes.com/sms/administration/budget.html.