Tag Archives: Resources

Reflecting on the use of technology in learning environments

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I had previously considered the various ways information presented itself (Piper, 2022b) but this subject has encouraged me to consider the benefits of accessing, experiencing and utilising digital information for many purposes. Critical information literacy is at the forefront of learning for the 21st century learner, and TLs are best placed to support change and growth in digital literacy (Neely-Sardon & Tignor, 2018).

I find myself uniquely positioned in the school community for: curriculum needs; information literacy skills; knowledge; and expertise in the use of digital tools. As information experts in a growing digital world, TLs increasingly create resources such as learning objects (LOs) to guide users in the digital environment. Digital LOs add value to learning outcomes when critical thinking strategies are explained in interactive learning experiences (Goodset, 2020).

The opportunity to create a digital research guide, prompted me to consider factors such as web page layout, content accessibility, and content relevance (Cousins, 2014). The creation of a research guide for a group of Stage 2 students highlighted some challenges such as the variety of resources available and readability evaluations. Resources available online were often repetitive and presented in similar formats such as videos. Critical selection criteria were applied to ensure the resources were inclusive of the needs of my students. Students use and learn from research guides in different ways, so these resources needed to provide equitable access through imagery, text, audio, and opportunity for extension (Alverson et al., 2015).

In discussion forum 2.2, it was observed that some resources recommended for certain age groups were identified as being of a much higher readability level when  analysed by readability tools (Piper, 2022, August 1). Whilst the readability tool is helpful in recommending reading levels, our professional judgement as TLs is equally important when selecting resources for learning experiences.

Search engines are often utilised in information literacy programs. A comparison of search engines identified advantages and disadvantages in layout for the 21st century learner. I highlighted the benefits of having less ads presented when researching for specific content and discussed the reliability of some search engines over others (Piper, 2022d). Similar thoughts were shared with fellow students having identified a lack of consistency amongst many search engines and the need to promote one over the other when it came to teaching our younger students Piper, 2022, October 2).

Identifying these differences in search engines made me reflect on the digital tools I use in teaching. The use of specific digital learning tools during the pandemic made me realise that I hadn’t been critically applying selection criteria for using diverse tools (Piper, 2022c). Carrington’s Padagogy Wheel presents a selection of tools available for critical information learning and how they can support different domains of pedagogical thinking (Carrington, 2016). This model spurs me to consider how I can change and diversify the digital tools I use in my teaching practice to best support my 21st century learners.

My current library space demonstrates many limitations, not least because of the lack of digital resources and tools physically available (Piper, 2022a). As the TL within my school, I know that I must maintain current knowledge of digital tools and resources. Embedding future-focused pedagogy and tools in my dynamic library environment will ensure that my students remain critical users and creators of information.

 

References

Alverson, J., Schwartz, J., Brunskill, A., & Lefager, J. (2015). Creating audience and environment-friendly research guides: Findings from a user study (pp. 125–133). https://alair.ala.org/bitstream/handle/11213/17841/CreatingAudienceEnvironmentFriendlyResearchGuide.pdf?sequence=1

Carrington, A. (2016, June 20). The Padagogy Wheel. Education Technology Solutions; Interactive Media Group PTY LTD. https://educationtechnologysolutions.com/2016/06/padagogy-wheel/

Cousins, C. (2014, November 24). Website design for kids: Tips and advice. Design Shack. https://designshack.net/articles/graphics/website-design-for-kids-tips-and-advice/#

Goodsett, M. (2020). Best practices for teaching and assessing critical thinking in information literacy online learning objects. The Journal of Academic Librarianship, 46(5), 102163. https://doi.org/10.1016/j.acalib.2020.102163

Neely-Sardon, A., & Tignor, M. (2018). Focus on the facts: A news and information literacy instructional program. The Reference Librarian, 59(3), 108–121. https://doi.org/10.1080/02763877.2018.1468849

Piper, J. (2022a, August 1). Making the most of my school library space. Lines of Thought: Reflections of a Teacher Librarian. https://thinkspace.csu.edu.au/jennyp/2022/08/01/making-the-most-of-my-school-library-space/

Piper, J. (2022b, August 1). The dynamic information environment. Lines of Thoughts: Reflections of a Teacher Librarian. https://thinkspace.csu.edu.au/jennyp/2022/08/01/the-dynamic-information-environment/

Piper, J. (2022c, October 2). Exploring the use of digital tools in the learning environment. Lines of Thoughts: Reflections of a Teacher Librarian. https://thinkspace.csu.edu.au/jennyp/2022/10/02/exploring-the-use-of-digital-tools-in-the-learning-environment/

Piper, J. (2022d, October 2). Using search engines well. Lines of Thoughts: Reflections of a Teacher Librarian. https://thinkspace.csu.edu.au/jennyp/2022/10/02/using-search-engines-well/

Utilising learning objects

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Prior to this course, I hadn’t really considered the TL as a publisher of resources. As TLs providing support for students and teachers, particularly in the information field, it is no surprise to learn that TLs are indeed publishers of resources such as Learning Objects (LO).

LOs offer unique opportunities to inform and guide both students and teachers, in the learning of a specific task (Memorial University, 2016). Providing digital LOs allow users to access these resources outside of school, or without the presence of a TL. For teachers, the flexibility of digital LOs means they can edit copies of LOs to suit their specific teaching task and to meet the needs of identified students.

As a TL, the creation and publication of LOs for my school clientele, opens up the opportunity to utilise specific resources within my school’s library collection that will support the school’s teaching and learning programs. The creation of templates allow the flexibility of creating multiple online resources addressing specific topic requirements in a very short space of time. As we all know, time is valuable and precious.

When I have taught my Stage 3 (yrs 5 and 6) students content that has required notetaking, I have often struggled with providing a user friendly tool that can be accessed repeatedly as their need arises. The idea of creating an LO for this specific task, is inspirational. Reading Dr Claire Brown’s article on effective note-taking has prompted me to reflect and think about how I can improve my services as TL for my students.

Becoming confident creators of LOs for the benefit of our library clientele, ensures that library users will value the creation of digital resources that can be applied to various aspects of teaching and learning.

 

References

Brown, Dr. C. (2015, May 21). What’s the best, most effective way to take notes? The Conversation.
https://theconversation.com/whats-the-best-most-effective-way-to-take-notes-41961

Memorial University. (2016, April 18). What are Learning Objects? Instruct­ional Resources: Resources
for Instructors to Use When Planning, Creating, Teaching, and Assessing.
https://blog.citl.mun.ca/instructionalresources/what-are-learning-objects/#

Using search engines well

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My role as TL supports the teaching of information literacy. Certainly for my mid and upper primary students, the use of search engines for researching is going to be a common practice. Google has been the go to for most of these researches, but Module 3 on ‘Search Engines’, has reminded me of other search engines which I have used in the past. It made me question why I don’t use these any more.

Previous search engines I have been familiar with are Dogpile and Yahooligans. Sadly, Yahooligans no longer exists however I do have fond memories of it being an accessible site to young students. Instead we are left with Yahoo, a search engine not too disimilar to Google in appearance. An activity in Module 3 encouraged me to compare two search engines and reflect on key differences. A quick comparison of Dogpile and Yahoo demonstrated some the differences that I consider to be important in my potential recommendation and use of search engines in classroom scenarios.

Using the same key search terms for both practices, I found that Dogpile provided a list of ad related coverage, followed by alternate search terms to try, then finally, the required list of potentially useful resources for research purposes. Contrastingly, Yahoo provided the list of search results straight away. It was interesting to note that the results were ultimately the same, but the key difference was in the layout and presentation of results. As a TL, I am drawn to using Yahoo as a suitable and student friendly search engine to avoid unnecessary distractions in learning. When teaching time is limited and precious, it is important that TLs make the most of the best and most relevant resources for our student engagement, understanding and learning.

Reflecting on collection development

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Early in my journey to becoming a qualified teacher librarian (TL) I had not contemplated the complexities of the TL role (Piper, 2020). Resourcing the curriculum has given me the opportunity to deepen my understanding and knowledge of collection development and management. This reflection demonstrates my understanding of the role and nature of library collections. I highlight some key challenges TLs need to overcome in their multifaceted role while maintaining a dynamic library collection. As I embark on my professional journey as TL, I contemplate some practical ways in which I can meet the needs of my school community and advocate a collection of dynamic resources to strengthen the school curriculum.

Having worked in a school library, I have had the fortune to develop some understanding of library collections and how these are managed. The application of my understanding, however, was limited to basic management practices. I now know that library collections require expert management and development practices (Piper, 2022b). School libraries aim to provide access to resources for students, teachers, parents and the wider school community (NSW Government, 2021). TLs ensure that library resources are available to entertain, inform, support, and develop curriculum needs through their expert collection management (Australian School Library Association, 2022).

As a small school in a lower socio-demographic area, my library has historically relied on physical resources that are increasingly dated and provide little stimulus for innovative learning. Library collections should hold diverse resources presented in a range of formats for optimum engagement. A well-maintained library collection includes quality resources that support the school’s curriculum; is actively supported by the school community; considers potential limitations such as budget, accessibility, and ethics (Cooney et al., 2017). Library management must be undertaken with purpose and accountability through the implementation of a library collection policy and procedure. It is clear then, the library is a repository for a dynamic collection of resources that is managed and maintained by the expert TL.

Examining the many facets of collection management highlights necessary processes for evolving school libraries. Historically, communities have acknowledged libraries as repositories of resources (Vaughan, 2022). Collection management requires cyclic reviews of the resource collection to ensure resources are useful and meaningful (Saponaro & Evans, 2019). It has long been recognised that library users must have access to current resources to meet the demands of rapidly changing information landscapes (Fitzpatrick, 2000). By critically reviewing and assessing digital and physical resources within school libraries, TLs can ensure that relevant resources are meeting the needs of teachers, their diverse learners, and the evolving curriculum.

A library’s collection is informed and guided using policies and procedures (Braxton, 2018). Library policies and procedures are necessary for ensuring the library collection is useful and relevant for the library clientele. A search online demonstrates many examples of school library policies which include frameworks describing resource selection, acquisition, budgets, maintenance, and challenges (Christensen, 2018; St Andrew’s Cathedral School, 2012; Our Lady of the Assumption School, 2019).

A notable observation of library management policies show that selection and deselection criteria are reliable collection maintenance frameworks. The American Library Association identify selection criteria and aids that are used assist the TL when evaluating resources (American Library Association, 2017). As part of my course requirements, I had to create an annotated bibliography specific to the needs of my clientele, a Stage 3 cohort within my school (Piper, 2022a). My annotated bibliography identified examples of selection criteria that included: budget, learning needs, current collection holdings, resource formats, availability, and appropriateness of resources. Further, selection aids were identified as being helpful tools to source and evaluate resources that could contribute meaningfully to the library collection (Bertland, 2015). This exercise made me realise that I had already been using selection aids without understanding their relevance to collection management and development. With this knowledge, I now know that my resource selection practices will be enhanced.

TLs are expert managers of resources as well as teachers of information literacy (NSW Government, 2021b). TLs are qualified to lead information literacy programs which are supported by relevant and accessible resources that facilitate a quality curriculum. The use of collection policies and procedures enable TLs to demonstrate accountability and integrity when collating resources (IFLA School Libraries Section Standing Committee, 2015). Advocating a quality selection of resources demonstrate leadership from the TL in developing information literacy programs and facilitating the needs of the school community (Allen & Taylor, 2017).

TLs face several challenges when developing and managing collections (Softlink, 2019). These challenges can include budgeting, acquisition workflow and ethical issues. I reflected on elements of supply issues for school libraries and how overcoming shortfalls in access and budgeting needs can vary due to school specific scenarios (Piper, 2022c). Budgets can be sensitive topics with various curriculum areas vying for larger budgets. Expert TLs advocate strategically for reliable resources that meet curriculum needs (Ejikeme & Okpala, 2016). Similarly, ethical concerns must be monitored ensuring authorship is recognised, user responsibilities are practiced, equitable access considers the sensitivities of cultural and linguistic needs (Jacobs, 2008).

When I consider my own priorities for my TL role within my school, three areas stand out as being of importance: developing a greater understanding of school budgets; the implementation of a library collection procedure; and ensuring teaching and learning programs have access to relevant quality resources. These priorities will facilitate a quality library collection that is recognised and used by all members of the school community.

Looking ahead, I know that I need to encourage robust collaborative practices with my school leaders so that the development of the library collection is transparent, purposeful, and applicable to the needs of my school (Hutchinson, 2017). Consulting the school’s scope and sequence and liaising with colleagues will develop clear recommendations in budgeting for the acquisition of resources to support changing curriculums. Implementing a collection development policy will strategically advocate specific resources to support innovative learning programs. Together, these resources and learning programs will foster information literacies skills equipping students for the future (ACT Government, 2019).

The use of policies and frameworks to govern library collections establishes confidence in the TL to demonstrate professionalism in their role. By applying my knowledge and expertise in collection development and management, I aim to curate a dynamic collection meeting the discerning needs of my school community.

References

ACT Government. (2019). School libraries: the heart of 21st century learning (pp. 1–13). ACT Government Education. https://www.education.act.gov.au/__data/assets/pdf_file/0007/1435435/School-Libraries-The-Heart-of-21st-Century-Learning.pdf

Allen, L. E., & Taylor, D. M. (2017). The role of the academic Library Information Specialist (LIS) in teaching and learning in the 21st century. Information Discovery and Delivery, 45(1), 1–9. https://doi.org/10.1108/idd-09-2016-0030

American Library Association. (2017, December 20). Selection criteria. ALA American Library Association. https://www.ala.org/tools/challengesupport/selectionpolicytoolkit/criteria#:~:text=Top%20Five%20Recommended%20Public%20Library,Publishers%20Weekly

American Library Association. (2021, December 19). The importance of library policies. ALA. https://www.ala.org/advocacy/importance-library-policies#:~:text=Libraries%20have%20a%20responsibility%20to,equitable%2C%20and%20non%2Ddiscriminatory.

Australian School Library Association. (2022). What is a Teacher Librarian? ASLA. https://asla.org.au/what-is-a-teacher-librarian

Bertland, L. (2015). Selection tools for school librarians. Resources for School Libraries. https://www.sldirectory.com/libsf/resf/selection.html

Braxton, B. (2018). Policies and procedures. 500 Hats the Teacher Librarian in the 21st Century. https://500hats.edublogs.org/policies/

Christensen, E. (2018). Heaton Public School library collection management policy. NSW Government Education. https://heaton-p.schools.nsw.gov.au/content/dam/doe/sws/schools/h/heaton-p/localcontent/2018_library_collectionmanagementpolicy.pdf

Cooney, E., Galvin, M., Graetsch, S., Mitchell, P., Ryan, S., & Stoove, T. (2017). A manual for developing policies and procedures in Australian school library resource centres. (2nd ed.). Australian Library and Information Association.

Ejikeme, A. N., & Okpala, H. N. (2016). Promoting children’s learning through technology literacy: challenges to school librarians in the 21st century. Education and Information Technologies, 22(3), 1163–1177. https://doi.org/10.1007/s10639-016-9481-1

Fitzpatrick, C. (2000). Navigating a new information landscape. Social Education, 64(1), 33–34. http://www.socialstudies.org/sites/default/files/publications/se/6401/640107.html

Hutchinson, E. (2017). Navigating the information landscape through collaboration. SCIS, 101. https://www.scisdata.com/connections/issue-101/navigating-the-information-landscape-through-collaboration/

IFLA School Libraries Section Standing Committee. (2015). IFLA school library guidelines (B. Schultz-Jones & D. Oberg, Eds.). International Federation of Library Associations and Institutions. https://www.ifla.org/wp-content/uploads/2019/05/assets/school-libraries-resource-centers/publications/ifla-school-library-guidelines.pdf

Jacobs, M. L. (2008). Ethics and ethical challenges in library instruction. Journal of Library Administration, 47(3-4), 211–232. https://doi.org/10.1080/01930820802186548

NSW Government. (2021). Library. NSW Government Education. https://education.nsw.gov.au/policy-library/policies/pd-2005-0221#:~:text=The%20purpose%20of%20the%20school,Information%20Communications%20Technology%20and%20literacy.

Our Lady of the Assumption School. (2019). Library policies. Our Lady of the Assumption Ennogera; Brisbane Catholic Education. http://www.olaenoggera.qld.edu.au/about-us/policies-and-procedures/Pages/Library-Policies.aspx

Piper, J. (2020, March 13). Thoughts on being a teacher librarian. Lines of Thoughts Reflections of a Teacher Librarian. https://thinkspace.csu.edu.au/jennyp/2020/03/14/thoughts-on-being-a-teacher-librarian/

Piper, J. (2022a, May 9). Developing a relevant library collection. Lines of Thoughts Reflections of a Teacher Librarian. https://thinkspace.csu.edu.au/jennyp/2022/05/09/developing-a-relevant-library-collection/

Piper, J. (2022b, May 9). Developing and managing library collections – first thoughts. Lines of Thoughts Reflections of a Teacher Librarian. https://thinkspace.csu.edu.au/jennyp/2022/05/09/developing-and-managing-library-collections-first-thoughts/

Piper, J. (2022c, May 16). The makings of a good supplier. Lines of Thoughts Reflections of a Teacher Librarian. https://thinkspace.csu.edu.au/jennyp/2022/05/16/the-makings-of-a-good-supplier/

Saponaro, M. Z., & Evans, G. E. (2019). Collection management basics. In Proquest.com (7th ed.). ABC-CLIO, LLC. https://ebookcentral.proquest.com/lib/csuau/reader.action?docID=5762942

Softlink. (2019, August 13). 7 Challenges for school libraries – revisited. Softlink. https://www.softlinkint.com/blog/7-challenges-for-school-libraries-revisited/

St Andrew’s Cathedral School. (2012). St Andrew’s Cathedral School Library Policies. St Andrew’s Cathedral School. https://www.iasl-online.org/resources/Documents/PD%20Library/sacs_library_policies_2012_NEW.pdf

Vaughan, D. (2022). A brief history of libraries. In Encyclopædia Britannica. https://www.britannica.com/story/a-brief-history-of-libraries

The makings of a good supplier

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As TLs managing library collections, it is necessary that we consider resoruce acquisitions. Having reliable suppliers of quality resources is imperative to maintaining a current and relevant school library collection.

Quality suppliers for library resources include those who promote quality texts that are recognised by subject lists and literary awards. CBCA springs to mind! Similarly, suppliers that have helpful administrative staff are welcomed by school librarians.

Schools that have had previous author visits, book fairs and book performances are advantaged by being on mailing lists and can receive updates about new material on offer. Working in my part time role as TL, something I look for in suppliers is their sense of personalised communication. COVID-19 brought many challenges, one being many cancellations of author visits and book fairs. The organisers of these events are also suppliers of resources and frequently kept in touch throughout lockdown to promote new material as alternatives to the above mentioned events. One thing I really enjoyed throughout this process, was having the benefit of communication with one person. They took the time and effort to get to know our school’s needs and thus were able to forward relevant catalogues, book lists, etc.

The option to select book packs and thus cut down on costs, can equally be helpful and a hindrance. The ability to select individual titles for a collection of books would be the best case scenario, however this is not always possible. I know Scholastics Australia provide packs for end of year awards. My school give book prizes as end of year awards but find these book packs limiting as we prefer only hard cover books. It is difficult to chase up the explicit content of these packs. I have recently come across The Book Grocer and it seems to provide options for book collections/ packs based on age groups and genres. I haven’t had any experience with this supplier, the reviews seem positive, although I am aware these reviews can be biased.

A challenge for regional and remote schools would be access to physical suppliers. In this instance, developing a relationship with local book stores and libraries that provide specialised loans for schools would prove beneficial to facilitaing the needs of the school. As always budget will influence any collection, be it physical or digital. When the school community values reading, quality books can be added to the school library collection through book donations and fundraising opportunities. Further, collaboration with nearby regional schools can perhaps provide opportunities for sharing quality resources within library collections for specific learning opportunities.