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Posted in ETL501 The Dynamic Information Environment

ETL501 Critical Reflection

Website design layout for desktop and tablets
kreatikar / Pixabay

Information literacy develops the knowledge and skills students need to navigate complex information environments. Adopting a model like the New South Wales (NSW) Information Process integrates information fluency and can be implemented using a schoolwide approach (NSW Government Education, 2023). The role of the teacher librarian (TL) supports teaching and learning by providing quality information services. Research guides offer an opportunity for TLs to embed library instruction into classroom practice when time restraints limit in-person contact (Puckett, 2015). A structured guide with a pedagogical focus including curated resources and logically sequenced menu items helps make researching less stressful for students (Friend, 2023b, August 27). Continue reading “ETL501 Critical Reflection”

Posted in ETL501 The Dynamic Information Environment

Smart Searching

Boolean operators infographicWhen searching databases, there are different strategies that can be used to conduct more efficient information searching. After identifying important keywords, boolean operators may be used to refine search results on a given topic. Using synonyms can expand the number of results you can expect to find. A combination of operators forms a search string, which can be used to find more specific and relevant information. When conducting Google searches, the AND operator is automatic and a minus sign is used in place of the NOT operator. Continue reading “Smart Searching”

Posted in ETL501 The Dynamic Information Environment

Library Research Guides for Content Curation

Mohamed_hassan / Pixabay

Developing library research guides with a pedagogical focus creates valuable learning experiences for students. They offer an effective way of presenting a variety resources using an information literacy approach. When librarians don’t have scheduled time with every class, a research guide is a good way of expanding library presence in classroom practice. Common problems that appear when designing research guides include presenting too much text, poor visual design, and pages of nothing but links (Puckett, 2015). They should be carefully designed to ensure information is accessible for the intended users. Gilbert (2019) recommends maintaining a clear focus on presenting a professional looking website, which is up to date and easy to navigate. Continue reading “Library Research Guides for Content Curation”

Posted in ETL501 The Dynamic Information Environment

Campfires, Waterholes, Caves and Life

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David Thornburg’s (2014) archetypal learning spaces provides four simple metaphors to describe the purpose of physical library spaces for teaching and learning. This model names spaces using familiar words that can used by teachers and students alike. Including more comfortable and informal soft furnishings in the school library, would set the space apart from other learning areas in the school. Continue reading “Campfires, Waterholes, Caves and Life”

Posted in ETL501 The Dynamic Information Environment

The Dynamic School Library

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Note. The Dynamic School Library by E.Friend, 2022, adapted from Algorithms Analysis Analytics by [TukTukDesign] via Pixabay
School Library Models
Different school library models can be adopted to turn the library into a learning hub at the heart of the school. All of them are focused on delivering a quality service with the information needs of library users in mind.
Continue reading “The Dynamic School Library”

Posted in ETL523 Digital Citizenship in Schools

ETL523 Reflective Practice

(Erol, H, 2020)

This subject allowed me to explore the concept of responsible digital citizenship in the twenty first century. In a world saturated with information and digital tools, educators must be innovative to help students navigate changing digital landscapes. With social media blurring the boundaries between our personal and professional lives, consideration must be given to our digital footprint and the impact it may have on one’s future. In the discussion forum, I considered my own digital footprint and reflected on the need to set boundaries to ensure privacy is not compromised (Friend, 2022, March 12). When considering legal implications in the digital learning environment, I acknowledged how difficult it can be for teachers to understand copyright restrictions (Friend, 2022, March 12). The crowded curriculum allows little time for teachers to source compliant learning materials and departmental filters can cause unnecessary restrictions. To model best practice for students, classroom teachers need to integrate the teaching of issues such as copyright and plagiarism into their daily practice. Continue reading “ETL523 Reflective Practice”

Posted in ETL523 Digital Citizenship in Schools

ETL523 Creating a Digital Citizenship Guide

digital media
13687374 / Pixabay

I chose to look closely at the theme of copyright because it overlaps my work as a photography and digital media teacher with the role of the teacher librarian. While I already had a good understanding of intellectual property, the research I have done to compete this task has provided me with practical skills and the ability to apply that knowledge to a school context. Now I can share information about finding Creative Commons licenced material, how to provide an attribution and what constitutes acceptable copyright practice for students in schools. Continue reading “ETL523 Creating a Digital Citizenship Guide”

Posted in ETL504 Teacher Librarian as Leader

ETL504 Reflective Practice

mohamed_hassan / Pixabay

I had never given much thought to the leadership structure that existed in schools. To untrained eyes, formally recognised leaders hold positions of authority over a hierarchy of middle managers who oversee professionally trained teachers. It is a simple view, but until you’re asked to examine school leadership more closely, it is a fair assessment. With an unusual start to the school term, I posted my thoughts to my blog about leadership in lockdown and how the leadership team in my school changed their focus to support staff through a crisis situation (Friend, 2021, August 26). Continue reading “ETL504 Reflective Practice”

Posted in ETL504 Teacher Librarian as Leader

Leading Change in School Direction

ar130405 / Pixabay

When I returned from maternity leave our school principal had taken on a position of higher duties and one of our deputy principals was relieving in the role. The deputy principal was doing a wonderful job of managing the school and she knew the community well. But she had made it clear that it was not her long-term aspiration to remain in the principal’s position on a permanent basis. Under her leadership the staff were well supported as the first wave of covid sent schools into the unknown world of home learning. Leading in a crisis environment must have been a big challenge, but this leader had developed trust with staff and ensured communication was always forthcoming. Returning to school was daunting for many, but the staff trusted our senior executive team and their safe and well considered reopening plan. Continue reading “Leading Change in School Direction”

Posted in ETL504 Teacher Librarian as Leader

Old Worlds, New Worlds, Other Worlds: Library Leadership in Lockdown

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There was a frenzy of activity in my household this week as my own kids sprung to life to find perfect Book Week costumes. Learning has been challenging for everyone this term during lockdown. I have been observing how the teacher librarian at my children’s school has supported learning across the whole school during home learning. As a secondary teacher currently still working in a classroom, this experience gave me insight into some of the ways primary teacher librarians were supporting and leading their learning communities. Continue reading “Old Worlds, New Worlds, Other Worlds: Library Leadership in Lockdown”