Producing learning materials enables teachers and teacher librarians (TLs) to customise lessons for diverse student needs, enhancing engagement and effectiveness (IFLA, 2015). Technology significantly aids this process, offering innovative resource creation and distribution methods. Teachers can create unique visuals, such as posters and infographics using Canva, to present key concepts effectively. Tools like Screencastify facilitate instructional videos for homework, ensuring students understand their tasks. In our school, students receive online assignments via SeeSaw, which could be enriched with instructional videos. Interactive games and quizzes from WordWall or Kahoot serve as engaging introductions to new topics or fun assessment tools.

The TL plays a vital role in supporting teachers and students by curating resources, integrating technology, and promoting information literacy (Oddone et al., 2024). They provide professional development, enhance research skills, and help create engaging materials tailored to student needs. The American Library Association (2018) highlights essential skills for students and the TL’s role in fostering them. As a 21st-century TL, I aspire to stay updated on educational trends and improve my ICT skills to collaborate effectively with teachers. My goal this academic year is to integrate library lessons with at least one unit at each grade level.

When studying ETL501, I made connections with other subjects that I had already completed. For example, when learning about physical libraries in Module 2 of ETL501, I used my knowledge of collection development from ETL503 where I wrote a blog post expressing my concern about having a shared library space for primary and secondary students (Kaigotodova, 2022, Dec 17). Assessment 1 of ETL501 gave me a chance to investigate this problem more deeply and find a solution by proposing a new library design. Module 3 of ETL501 built up my understanding of the role of TLs in the digital era, which was discussed earlier in INF 506, where I identified ICT skills and teaching inquiry skills as essential for information professionals (Kaigorodova, 2023, Dec 20). Now I see teaching information literacy skills as a vital part of the TL’s job, which could support the students’ inquiry and provide them with strategies and tools for research and lifelong learning. 

The process of creating a library research guide made me look at all steps of the research with children’s eyes. Puckett (2015) argued that editing texts in research guides changes the way the users understand the material. Since I work in the elementary school setting, I wrote my research guide for Grade 5 students, and  I found it challenging to paraphrase the text the way young learners would understand. The Assessment 2 task also made me think of appropriate visual aids and learning objects that would scaffold the research process for my target audience. I will collaborate with Grade 5 teachers to create research guides for other historical conflicts to support their Unit of Inquiry. I would like to add a detailed assessment rubric to break down learning outcomes by ability level.  I will also apply my learning in this subject to improve our information services by surveying the users’ information needs and providing wider referencing support. 

References:

American Association of School Librarians. (2018). AASL standards framework for learners. American Library Association https://standards.aasl.org/wp-content/uploads/2017/11/AASL-Standards-Framework-for-Learners-pamphlet.pdf 

International Federation of Library Associations (IFLA). (2015). IFLA school library guidelines.https://www.ifla.org/wp-content/uploads/2019/05/assets/school-libraries-resource-centers/publications/ifla-school-library-guidelines.pdf 

Kaigorodova, I. (2022, December 17). School library collection in my current context. Inna’s reflective journal. https://thinkspace.csu.edu.au/inna/2022/12/17/school-libarary-collection-in-my-current-context/

Kaigorodova, I. (2023, December 20). Defining information professional in the digital era. Inna’s reflective journal. https://thinkspace.csu.edu.au/inna/2023/12/20/oljtask-8-defining-information-professional-in-the-digital-era/ 

Oddone, K., Harrison, N., & Waring, P. (2024). Curation of information resources [Study notes]. ETL501, Brightspace. https://learn.csu.edu.au/d2l/home/17888 

Puckett, J. (2015). Modern pathfinders: Creating better research guides. Association of College & Research Libraries https://ebookcentral.proquest.com/lib/csuau/reader.action?docID=5888816&ppg=1

Generative AI, which refers to AI systems capable of creating content such as text, images, and music based on input data, is becoming increasingly relevant in education (Smith, 2022). Its integration into educational settings promises to enhance both teaching and learning by providing personalised and interactive experiences.

In my experience, generative AI is a timesaving tool when you need to create a lot of content. I personally used generative AI when I worked as a homeroom teacher and needed to write a lot of emails and announcements to parents. Generative AI helped me write email templates given certain prompts, which optimised my work time allowing more time for lesson planning.  

Significant benefits of generative AI in education

• Personalised learning: Generative AI can tailor learning materials to individual students’ needs, learning styles, and pace, improving engagement and understanding (Johnson & Lee, 2023). AI-driven platforms can also adjust content difficulty based on student performance, offering a more responsive learning experience (Miller, 2021).

• Enhanced teaching tools: AI can assist educators by generating quizzes, lesson plans, and educational resources, thus allowing more time for creative teaching approaches (Roberts, 2023). AI can also develop virtual environments and simulations that offer immersive learning experiences (Taylor & Zhang, 2024).

• Support for diverse learning needs: AI tools such as text-to-speech and speech-to-text improve accessibility for students with disabilities, making learning more inclusive (Nguyen, 2022). Real-time translation services provided by AI help non-native speakers understand course material better.

• Improved engagement: AI can design engaging educational games and activities that enhance motivation and retention (Clark & Fisher, 2024).Immediate feedback on assignments helps students learn from mistakes and grasp concepts more deeply (Brown, 2022).

Challenges and potential drawbacks of generative AI in education

• Data privacy and security: The use of AI involves managing large amounts of student data, raising concerns about data privacy and security (Adams, 2022).
• Dependence on technology: Excessive reliance on AI tools could undermine traditional teaching methods and critical thinking skills (Green, 2022).
• Quality and accuracy: AI-generated content might not always be accurate or relevant, necessitating careful monitoring by educators (Nguyen & Roberts, 2023).
• Ethical considerations:The rise of AI in education might impact the role of educators, leading to concerns about job security and the nature of teaching (Clark & Lee, 2023).

The future of education with the continued integration of generative AI technologies holds exciting possibilities, but it also comes with challenges and considerations. GAI can generate content tailored to various learning needs, including materials in multiple formats (e.g., text, audio, visual) to support students with disabilities. This could mean more effective text-to-speech tools for students with visual impairments or AI-generated captions for hearing-impaired students (Nguyen, 2022). AI can create adaptive learning environments that respond to individual needs, ensuring that every student has access to resources that suit their unique learning styles and paces (Johnson & Lee, 2023). AI can develop custom learning materials based on student performance and preferences. This could include personalised quizzes, study guides, and interactive activities that target specific areas of difficulty. AI systems can design dynamic curricula that adapt as students progress, ensuring that the learning journey remains relevant and engaging (Smith, 2022).

Potential changes in teacher and student roles

As AI handles more administrative tasks like grading and content generation, teachers may shift towards roles that emphasise mentoring, emotional support, and facilitation of deeper learning experiences (Brown, 2022).  Roberts (2023) suggests that educators will need to continually update their skills to effectively integrate and leverage AI tools in their teaching practices.

With AI providing personalised learning paths and resources, students might take on more responsibility for their own learning, making decisions about their study focus and pace (Williams, 2023). While AI handles routine tasks, students will need to develop critical thinking and collaborative skills to analyse and synthesise information effectively (Green, 2022).

Martin (2024) claims that the most effective learning environments will likely be those where AI and human educators work in tandem. AI can handle repetitive tasks and provide insights, while teachers provide contextual understanding and emotional support.

The integration of generative AI in education promises to transform how learning is delivered and experienced. It offers opportunities for greater accessibility, customised learning experiences, and evolving roles for both teachers and students. However, this future also requires careful consideration of ethical issues, data privacy, and the need for ongoing professional development to ensure that AI technologies enhance rather than detract from the educational experience.

References: 

Adams, J. (2022). Data privacy and security in educational technology. Academic Press.

Brown, A. (2022). Immediate feedback and its impact on learning. Journal of Educational Psychology, 114(2), 245-258.

Clark, H., & Fisher, L. (2024). Gamification and AI in education: Engaging students in the digital age. International Journal of Educational Technology, 15(1), 45-60.

Clark, H., & Lee, S. (2023). AI’s impact on teaching roles and responsibilities. Teacher Education Quarterly, 50(2), 112-129.

Green, P. (2022). Balancing technology and traditional teaching methods. Journal of Modern Education, 28(3), 201-218.

Johnson, M., & Lee, C. (2023). Personalised learning through AI: Opportunities and challenges. Educational Innovations,10(2), 98-114. 

Martin, K. (2024). Ensuring fairness in AI applications. AI Ethics Journal, 12(1), 33-47.

Miller, T. (2021). Adaptive learning technologies in modern classrooms. Learning Technologies Review, 19(4), 78-92.

Nguyen, T., & Roberts, D. (2023). AI and language translation in diverse classrooms. Multilingual Education Journal, 7(1), 45-60.

Nguyen, T. (2022). Accessibility in education through AI tools. Journal of Inclusive Education, 14(3), 112-127.

Roberts, D. (2023). AI tools for educators: A practical guide. Education Technology Review, 16(1), 56-72. 

Smith, J. (2022). Generative AI in education: An overview. Educational Technology Insights.

Taylor, J., & Zhang, L. (2024). Creating immersive learning environments with AI. Virtual Education Journal, 22(1), 85-101.

Williams, R. (2023). Predictive analytics for educational improvement. Journal of Data Science in Education, 11(4), 143-159.

Creating an environment across the entire school that promotes and values reading can significantly change the school into a place where reading is not only encouraged and supported but also seen as a regular and essential activity (Merga, 2023). The strategies and techniques employed to foster these cultures are directly linked to heightened enthusiasm for reading and enhancements in overall literacy abilities. The development of reading culture is a key focus of our elementary school. In this blog post I want to share what we do in our library to promote reading culture among Grade 1 to 5 students. 

Comfortable Reading Areas: In our school library we create cosy nooks with cushions, bean bags, or comfortable chairs where students can curl up with a book. Providing varied seating options accommodates different preferences and promotes relaxation while reading.

Diverse Book Collection: We curate a diverse collection of books that cater to different interests, reading levels, and cultural backgrounds of Grade 1 to 5 students by including a variety of genres and booktypes in our collection. The books are displayed by reading genres and book series which makes it easy for students to find and select books that appeal to them. Children’s area with thin picture books is arranged to display front covers of the books to attract students’ attention.

Interactive Displays: Every week we create thematic book displays based on seasons, holidays, or popular topics and school events that drive the students’ curiosity and encourage them to pick up books related to those themes.

Reading Challenges and Programs: Our school library organises the Book Week event every year. During the Book Week we hold various reading competitions, author visits and storytelling sessions with parents as guest readers in each classroom. We celebrate the end of the Book Week with a dress up day, when students and teachers dress like their favourite book characters. 

Technology Integration: We incorporate technology by providing access to digital books or educational apps that complement the reading experience.It is important to balance traditional print materials with digital resources to cater to different learning preferences.

Student Involvement:  We involve students in the library’s organisation and activities. Our passive programming sections of the library encourage students to recommend books, create book reviews or book trailers, and look up new words in a dictionary. This fosters a sense of ownership and engagement with the library.

Quiet and Reflective Spaces:The library provides areas for quiet reading and reflection. These spaces are free from distractions and conducive to concentration, allowing students to immerse themselves in their reading without interruptions.

Regular Library Lessons : All classes have a scheduled Library lesson once a week where the students can explore the library, participate in activities related to books and reading, and receive guidance from the librarian on selecting appropriate reading materials.

Fostering a reading culture in primary schools aligns with several relevant learning and wellbeing goals outlined in the General Capabilities of the Australian Curriculum. Specifically, it supports literacy development, critical thinking, personal and social capabilities, ethical understanding, intercultural understanding, and student wellbeing (Australian Curriculum, Assessment and Reporting Authority, n.d.).

References:

Australian Curriculum, Assessment and Reporting Authority (n.d.). General capabilities in the Australian Curriculum. https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities

Merga, M. K. (2023). Creating a reading culture in primary and secondary schools : a practical guide. Facet Publishing.