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Thoughts on working and studying as a TL

April 26, 2019
by judyo54
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Acquisition workflow for ordering in a school library

Acquisitions workflow for KHHS

Identify need – (is it related to faculty need/fiction for library/specialty eg manga/nonfiction)

Search for best/appropriate provider

Search their website or call to check availability/price

Raise a purchase order

Provide details required for NSW Dept of Ed

Receive goods

Check they are what was ordered/in good condition/for eresources checks are different

Send invoice to acquittal clerk – matched to PO

Physical resources – catalogue – cover – spine label – write in cover- barcode

Promote (if appropriate) – put on shelf

The acquisition principles in this chapter describe a simple workflow for ordering resources for a school library, (ASLA, 2017, p.6). These principles could be used as a template for staff that are unfamiliar with ordering processes and are simple and straightforward enough to be useful as a skeleton guide. The workflow is very similar to the one I listed above.

In general, this workflow is efficient as long as there is a budget to start with – putting an order through when you have no budget left is not advised!

School systems can sometimes be slow and unwieldy – especially if something is out of the ordinary or unusual.

The chapter does not really describe how electronic resources are treated on receipt and the process for cataloguing e-resources.

I think it is a good idea to keep lists of suppliers – even though I find I use the same ones over and over- always good to have something to pass on to new staff, at least they have a place to start when searching for resources.

References

Australian School Library Association & Victorian Catholic Teacher Librarianss. (2007). A manual for developing policies and procedures in Australian school library resource centres.. Retrieved from https://asla.org.au/resources/Documents/Website%20Documents/Policies/policies-procedures-manual_ed2.pdf

April 25, 2019
by judyo54
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Debowski main points

Debowski

The strategies proposed by Debowski are thorough and  specific and cover the main issues in selection, acquisition and censorship. (Debowski, 2001). The strategies outline functions and principles that the library collection should follow. Many of these principles are still relevant although the references to electronic resources do not reflect current policies and procedures, to be expected given the publication date of 2001.

 

Budget proposal

“62% of respondents feel their library is not adequately resourced” according to a Softlink survey in 2017 (Softlink, 2017) as well as school libraries downsizing and being under constant threat for their survival, (Wood, 2017).

Collaboration is a key component of a successful school library. (Softlink, 2018). This concept should apply to preparation of budget proposals. According to Libraries Tasmania, library staff should plan and consult with the school administration and teachers to manage funding, (Libraries Tasmania, n.d.).

It is important for the school librarian to build relationships with all the stakeholders in the school community. It is important to liaise with faculty staff in particular to make sure that funds are allocated in sufficient amounts to cover the cost of resources that support the curriculum. Faculties usually have their own budget for textbooks but liaising with staff can ensure that the budget will permit key resources to be purchased. It is not appropriate for funds to be distributed to faculties for them to buy resources for the library collection. A selection policy for the school library lays out procedures which would assume prior consultation with faculty staff about collection development.

Some school libraries have a committee which could be made up of various stakeholders from different areas of the school. This committee could have input into the funding process though the final say would lie with the teacher librarian. Kimmel reinforces this idea emphasising the need for “a collection-development plan” that describes a “big picture” and that “presents the budget” to the executive or other parts of the school community, (Kimmel, 2014, p. 70).

My experience of budgeting is that the allocation for the school library is preset with little room for negotiation. However, the P& C are usually very enthusiastic about supporting the library and are often keen to organise fund raisers.

 

References

Curtis, N. (2019). CLEAR collaboration goals for school libraries [Blog post]. Retrieved from https://www.softlinkint.com/blog/clear-collaboration-goals-for-school-libraries/

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.

Kimmel, C. (2014). Developing Collections to Empower Learners. [America Library Association]. Retrieved from https://ebookcentral.proquest.com/lib/csuau/reader.action?docID=1687658

Libraries Tasmania. (n.d.). Budgeting. Retrieved from https://www.libraries.tas.gov.au/school-library/Pages/managing-budget.aspx

Softlink, (2017). The 2017 Softlink Australian and New Zealand School Library Survey Report. Retrieved from https://www.softlinkint.com/downloads/2017_Softlink_Australian_and_New_Zealand_School_Library_Survey_Report.pdf

Wood, P. (2017). School libraries disappearing as the digital age takes over. Retrieved from https://www.abc.net.au/news/2017-09-25/school-libraries-disappearing-as-the-digital-age-takes-over/8980464

April 25, 2019
by judyo54
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Consider the issues raised in Acquiring ebooks

Morris, C. & Sibert, L. Chapter 6, Acquiring ebooks. In S. Polanka (Ed.), No shelf required : E-books in libraries [ALA Editions version] (Chapter 6, pp. 95-124). Retrieved from http://ebookcentral.proquest.com.ezproxy.csu.edu.au/lib/csuau/detail.action?docID=598919
Consider the issues raised in this chapter

Digital platforms have become central to 21st education and libraries devote more of their budget to acquisition of e-resources. (Rutherford, Singleton, Derr & Merga, 2018, p.1) Ebooks have presented challenges for school libraries who are primarily designed for physical resources with “debate over the pros and cons of implementing e-books into school continuing to be robust” (Maugham, 2015).

This chapter on acquiring ebooks provides a thorough discussion of the many issues relating to ebooks and how they are purchased, processed and maintained. The detailed breakdown of types, fees, business models, access and delivery, licensing, cataloguing and managements are invaluable for understanding the complexity of this market. Librarians and publishers can select from many different models for different prices on a range of platforms.

Librarians could use this chapter as a guide in navigating the options available for acquiring e-books.

School libraries are increasingly providing ebooks , up to 50-60% of USA school libraries according to Matteson, (Matteson, 2016) which means that more school librarians will be spending more time engaging with these issues and managing ebooks as part of the school library collection.

References

Maugham, S. (2015). School and Library Spotlight: How Schools Buy and Use E-Books. A snapshot of today’s educational e-book market. Retrieved from https://www.publishersweekly.com/pw/by-topic/industry-news/libraries/article/67927-school-and-library-spotlight-how-schools-buy-and-use-e-books.html

Morris, C. & Sibert, L. Chapter 6, Acquiring ebooks. In S. Polanka (Ed.), No shelf required : E-books in libraries [ALA Editions version] (Chapter 6, pp. 95-124). Retrieved from https://ebookcentral.proquest.com/lib/csuau/reader.action?docID=598919&ppg=85
Rutherford, L., (2018). Do digital devices enhance teenagers’ recreational reading engagement? Issues for library policy from a recent study in two Australian. Public Library Quarterly, 37(3), 318-340. https://doi.org/10.1080/01616846.2018.1511214

April 25, 2019
by judyo54
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Microsoft licence agreement

Can I use this in a school? (Is a school a non-commercial enterprise?)
Yes, as long as you purchase the “Home and Student” edition. As the school is a not for profit entity and not engaged in retail activities, then it can be designated as a non-commercial enterprise.

Can I copy this content and distribute to multiple devices? How many copies?
Only one copy is allowed to be installed according to the licence – one backup copy may be requested from Microsoft and this also may not be copied.

Can I convert this content into a different format?
No, no changes can be made

Can I share it with another school?
No, one licence, one copy for the specific computer/user.

Will I own this content if I stop subscribing? What is the publisher removes it from sale?
If you stop subscribing your rights to the software also stop. If you have subscribed with a licence then Microsoft will upgrade or renew content. If you have used the software on a trial basis then rights are limited to the trial period. Microsoft uses licences so removing a product from sale can be covered by upgrading a licence or issuing a new one.

Content cannot be previewed though a user can purchase a trial version and choose not to continue with a subscription at the end of a trial.

Microsoft Software Licence Agreement. (n.d.). Microsoft office 2013 desktop application software. Retrieved from https://interact2.csu.edu.au/bbcswebdav/pid-2636381-dt-content-rid-4861340_1/courses/S-ETL503_201930_W_D/S-ETL503_201930_W_D_ImportedContent_20190109053749/PDF%20Files/Word_2013_English_73cd4bd0-863a-42d4-8da1-7ed333aaa640.pdf

picture of musical staves

April 25, 2019
by judyo54
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Using smartcopy to search for copyright rules as they apply to music

As I work in a specialist secondary school for music, I thought I should check that we are complying with current copyright legislation.

Students in my high school are taught music every day, and perform once a week. This information about the Australian Copyright Act provides information about how the rules apply and states that teachers and students can perform and communicate music in class under a special exception in the Act – as long as the performance is not for profit and the audience is connected to the instruction or performance. Under s 28 teachers and students can sing songs and play instruments and play sound recordings or a film containing music. Non-teaching activities, eg school concerts are not covered under this act. Because of this, schools are covered by the APRA (Australasian Performing Rights Association) which allows schools to perform where the act doesn’t. This licence allows schools to perform music at school or off-school for any event connected with school activities. (National Copyright Unit, n.d.).

 

As we copy a lot of sheet music in the school, I will also be checking with that we are complying with the legislation.

The Australian Copyright Act states that teachers can copy limited amounts of print musical works (sheet music) for educational purposes under the Statutory Text and Artistic Licence (s113P Licence) but this means 10% of a musical work – not a whole work. Because of this, schools have an agreement with AMCOS (Australian Mechanical Copyright Owners Society) to allow schools to make multiple copies.

There are limits depending on the type of print musical work, the number of originals and whether the school is primary or secondary. A table is provided for information of these copying limits which is really useful. The information includes what is NOT covered and also how original and copies should be marked when copied. (National Copyright Unit, n.d.).

 

National Copyright Unit. (n.d.). Performing and Communicating Music in Schools. Retrieved from http://www.smartcopying.edu.au/information-sheets/schools/performing-and-communicating-music-in-schools

National Copyright Unit. (n.d.). Copying sheet music in Schools. Retrieved from http://www.smartcopying.edu.au/information-sheets/schools/copying-sheet-music-in-schools

April 23, 2019
by judyo54
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Budget management: collaborator, steward or thinker?

Practical examples of situations in regard to budget and collection management where a teacher librarian has, or should have, demonstrated the role of:

 

Collaborator

According to the Australian School Librarian Association, Teacher librarians are leaders in the resourcing of the curriculum and they “evaluate collaboratively” with teachers to provide appropriate resources are available for teaching and learning, (ASLA, 2019). With the recent changes to the NSW syllabus, and the introduction of the Australian Curriculum, collaboration between teacher librarians and teachers is fundamental to ensuring that students have a wide diverse range of resources in order to engage effectively with the syllabus.

Steward

Teacher librarians are capable of being at the centre of the school in many senses. Stepping into a library that is a new environment can mean starting the big task of building your relationship with the school community. Being inclusive, communicating with all the stakeholders in the school builds networks, relationships and trust. Managing the budget effectively, demonstrating value for money and including suggestions from the school community shows strengths and leadership.   Kristine Woods advocates collaboration as one of the strengths of a teacher librarian and discusses examples of using data to evaluate programs and to “develop strategic plans”, (Woods, 2014).

Thinker

Teacher librarians have to demonstrate their ability to connect and to publicise what they do. Building relationships and networks is essential to running a successful school library. Christine Kaaland (2017) and colleagues “had to prove we connected with parents, teachers, and students…” by email, meetings and announcements to show evidence of collaboration for a major funding windfall that gave them funds for purchasing new resources.

 

Australian School Librarian Association. (2019).What is a Teacher Librarian? Retrieved from https://asla.org.au/what-is-a-teacher-librarian

Kaaland, C. (2017). Creating a Climate of Voracious Readers. Teacher Librarian, (45)1, 26-29.

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

Woods, K. (2014). A Footprint for Collaboration. Teacher Librarian, (42)1, 13-17

March 17, 2019
by judyo54
1 Comment

tension between what a teacher wants and what the collection has

I have worked with many teachers that base their attitudes towards a school library collection on assumptions about reading that are probably no longer valid. These thoughts are often around the  issue of the need for  ‘high quality’ or ‘classical’ resources.  On discovering that certain books are not in the school collection, this often leads to the discussion about selection criteria and where the classics fit in current selection policy. The idea that ‘The people who actually buy books, in thumpingly large numbers, are genre readers’ (Walter, D. 2015) may conflict with the idea that school libraries should provide the classics and may require rethinking by some educators.  An article from Hannah Richardson asks if the classics are ‘still relevant and appropriate for today’s children?’ (Richardson, 2015). The article reminds us that many reluctant readers are inspired to read because of Jeff Kinney’s Wimpey Kids! (wimpeykid.com, 2019)

There may be a case to be made for including the classics in the collection,  “the traditional canon. . .is, in fact, good for you. It provides invaluable insight into the thinking in the past that has helped form the present. (Greenburg, K. 2018). But if children are reading less, according to Gerald, ‘it doesn’t matter what children read so long as theyre reading’, so  the emphasis should be on providing a range of resources that appeal to a wide and diverse audience. Gerald also states that, ‘reading matters. Children who enjoy reading are happier, healthier, more empathetic, more confident than their peers.’ (Gerald, D. 2015)

 

 

Gerald, D. (2016). It doesn’t matter what children read so long as they’re reading. Retrieved from https://www.tes.com/news/it-doesnt-matter-what-children-read-so-long-theyre-reading

Greenburg, K. (2018). The Case for Classics: Why They Are Relevant in a High School Curriculum. Retreived from https://knowledgequest.aasl.org/the-case-for-classics-why-they-are-relevant-in-a-high-school-curriculum/

Richardson, H. (2015). Do children still need to read the classics of English literature?
Retrieved from https://www.bbc.com/news/education-34341656

Walter, D. (2015). Literature vs genre is a battle where both sides lose.
https://www.theguardian.com/books/booksblog/2015/nov/20/literature-vs-genre-is-a-battle-where-both-sides-lose

wimpykid.com. (2019). Wimpy Kid.com. Retrieved from https://wimpykid.com/

 

March 12, 2019
by judyo54
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Friction in fiction

Mosle’s article on ‘What should children read?’, (Mosle, 2012) provided a useful reminder of the importance of non-fiction in the school library collection. Firstly as a starting point for reluctant readers and also as an often overlooked source of quality non-fiction writing which can be also used as a teaching resources for English studies students.

One of the TL’s primary focus is on literacy and the love of reading – whether that love comes from fiction or non-fiction, of course matters not. According to the House of Representatives Committees Inquiry into school libraries, ‘a well stocked school library and a teacher librarian makes a difference to the reading achievement of students,’ ‘with appropriate fiction and non-fiction resources’ (Parliament of Australia, 2011, p.44). It is always useful to remember the impact TLs have on reading and again, this report reminds me that I have probably been focusing a little too intently on young adult fiction. However, the reality in school libraries I have managed, is that more readers read fiction and that they read more of it. If I have a limited budget, I will obviously spend cautiously and be mindful of getting the best value – ie books that will almost certainly be borrowed. 

Watson and Stencel, (2005), point out that  ‘Nonfiction about rappers or cars or your zodiac sign, to the reluctant reader, these interest areas are likely to be their true escape’. Holwerda, Lunny, Noakes, Boyd, and Morozov  have established a collection policy for reluctant readers that focuses on non-fiction and graphic materials, ‘selected by a team of experienced teachers and teacher-librarians’ (Holwerda, L., Lunny, J., Noakes, J., Boyd, K., and Morozov, K, 2013) and and have created a list of 300 books that they see as the ‘key’ to attracting regular and reluctant readers. 

In the future, I am going to pay more attention to the non-fiction side of the collection and focus on adding more resources with a wider spectrum of topics. I have bookmarked several sites while writing this blog and will keep adding to them and actively seek out links to more ideas for interesting non-fiction.

Holwerda, L., Lunny, J., Noakes, J., Boyd, K., & Morozov, K. (2013). Best Practices School Reluctant Readers Collection Development Proposal. Retrieved from https://sites.google.com/site/collectiondevelopmentproposal/selection/selection-list

Holwerda, L., Lunny, J., Noakes, J., Boyd, K., & Morozov, K. (2013). Giving Multi-Level Marketing a Good Name – A Model Collection Development Proposal. School Libraries in Canada, 31(2), 35–41. Retrieved from http://ezproxy.csu.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=95375261&site=ehost-live

Mosle, S. (2012, November 22). What should children read? [Blog post]. Retrieved from https://opinionator.blogs.nytimes.com/2012/11/22/what-should-children-read/?_r=0

Parliament of Australia, House of Representatives committees. (2011). School libraries and teacher librarians in 21st century Australia. Retrieved from https://www.aph.gov.au/Parliamentary_Business/Committees/House_of_Representatives_Committees?url=ee/schoollibraries/report.htm

Watson, J., & Stencel, J. (2005). Reaching Reluctant Readers with Nonfiction. Young Adult Library Services, 8-11. Retrieved from http://web.b.ebscohost.com.ezproxy.csu.edu.au/ehost/pdfviewer/pdfviewer?vid=16&sid=6fe1dccb-3f40-466f-92b6-051c583607ff%40pdc-v-sessmgr01

January 24, 2019
by judyo54
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Reflective practice – Assignment 3 – part C

Understanding of IL

My understanding of information literacy (IL) was vague before studying this subject. I now have a much better grasp of the vast area of knowledge underpinning information, literacy and IL as a concept in its own right. I recognise that there are many conflicting definitions of IL and that its use depends on context and purpose. My reading has reinforced my previous assumption that it is necessary to be able to read, write and understand before engaging with the complexities of the information landscape. I previously saw my role as TL in school as teaching students IL skills and competencies, in alignment with the Behaviourist Approach (School of Information Studies, 2018), and assisting students with achieving outcomes. I previously wrote that I saw this approach as ‘a chance to ensure that information literacy is included in lessons’ (O’Rourke, 2018). I still think this is true as students who are in schools without a TL ‘are missing out on learning key information literacy skills’ (O’Rourke, 2018) As a result of the course, I would really like to become proficient in using the GI framework and I am excited about putting my skills into action and learning how to be an effective participant in inquiry learning. This subject has opened my eyes to the importance of using this framework to assist students to develop key skills in information literacy which are a significant contributor to being able to successfully engage with the changing information landscape.

 

IL models

I have had very little experience of using IL models and my knowledge of the impact on student learning was limited, as was the importance that ‘students internalise an information process’, (Fitzgerald, 2015). I did not really understand the structure and terminology of guided inquiry or problem based learning. I had often seen the images for each of the levels of GI but had never been involved in any programming or real collaboration for the process and was unaware of how many resources, particularly scaffolds, were available to support the process. (Edublogs, 2018)

I have developed much more understanding of each stage of the GI process and really appreciate how the structure at each stage support students towards achieving their tasks and goals. I realise how unprepared and uninformed I was when I blogged about trying an inquiry approach to a science research lesson (O’Rourke, 2018, “TL – on the job”, para 3). I am particularly drawn to understanding and using the GI framework for inquiry learning as its use has been well researched, documented and evaluated, ‘grounded in research’. (Kuhlthau, 2007).

This subject has alerted me to the importance of introducing an IL model in schools to enable more effective teaching of the inquiry skills in the Australian Curriculum. I also understand the need for me to become more experienced and adapt at programming and collaborating with other teachers to be able to move learners from ignorance to understanding, (Fitzgerald, 2015).

 

TL role

In my experience as a TL, I have never successfully been involved with a structured process of inquiry learning. I have watched a few lessons as an observer, but now I have read more about the specifics of each model, I am not sure what I was observing! I would really like to be involved much more in this area – my next position is in a school where a lot of cross-curriculum teaching is practised which might lend itself to inquiry learning.

I have experienced teaching some elements of the GI process as I have taught skills, such as referencing, CRAP evaluation and searching and retrieval of databases as a regular feature at the beginning of lessons across faculties. To some degree, this fulfils the task of introducing information literacy skills throughout the inquiry process as needed at each GI stage. I have worked as a research librarian so I have experience of working with academic databases, and this has been useful for my senior students.  As I wrote in my ‘first thoughts’ blog, ‘The best part of my current job is working one on one with senior students to find appropriate resources’ (O’Rourke, 2018, “first thoughts”, para 7). However I realise that this is only one part of the GI process and I am now focused on developing my skills around the very important first stages of GI where students develop an interest in a topic and feel engaged enough to explore a subject that is of interest to them. ‘I am looking forward to upskilling myself and learning how to do the job better through studying this course’, (O’Rourke, 2018, “first thoughts”, para 2).

 

 

 

References

Edublogs. (2018). Guided Inquiry in Australia. Retrieved from http://guidedinquiryoz.edublogs.org/

Fitzgerald, L. (2015) Guided inquiry in practice. Scan, 34(4) 16-27. Retrieved from  https://search-informit-com-au.ezproxy.csu.edu.au/fullText;dn=211651;res=AEIPT

Kuhlthau, C. C., Caspari, A. K., & Maniotes, L. K. (2015). Guided Inquiry: Learning in the 21st Century, 2nd Edition : Learning in the 21st Century (Vol. Second edition). Santa Barbara, California: Libraries Unlimited. Retrieved from http://ezproxy.csu.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1061481&site=ehost-live

O’Rourke, J. (2018, January 8). RE: Forum 4.3: The TL and curriculum. [Online discussion comment]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_32994_1&nav=discussion_board_entry&conf_id=_59375_1&forum_id=_143382_1&message_id=_2032481_1

O’Rourke, J. (2018, November 12). Tl – first thoughts [Blog post]. Retrieved from https://thinkspace.csu.edu.au/judyo54/2018/11/12/first-thoughts/

O’Rourke, J. (2018, November 22). Tl – on the job [Blog post]. Retrieved from https://thinkspace.csu.edu.au/judyo54/2018/11/22/tl-on-the-job/

School of Information Studies, (2018). Information literacy. In Introduction to Teacher Librarianship [ETL401 Modules: Topic 5]. Retrieved from https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_32994_1&content_id=_2550329_1My blogs

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