What search methods, tools and repositories are teacher librarians in Australia and the United States of America using to discover Open Educational Resources (OER) and how are they curating and promoting OER to teachers in senior secondary schools? Do the strategies employed by teacher librarians differ between countries?
Description of the project
Open educational resources (OER) were first embraced by higher education institutions at the start of the 21st century (Kompar, 2016) and have been used in many secondary schools over the last decade. School librarians are experienced at identifying quality resources and are perfectly placed to be leaders in the discovery, curation and promotion of OER. With the introduction of Common Core State Standards (CCSS) in the United States, OER has become a key initiative for resourcing the curriculum (Welz, 2017) but I do not believe this is the case in Australia.
Expected outcomes of the project
Provide teacher librarians, that may or may not have experience with OER, insight into how other school librarians are managing the evolving area OER. It is expected that a range of strategies, tools and repositories will be identified and described. The use of OER in Australian and American school libraries will be explored and any differences in adoption of OER will be explained. The project hopes to encourage teacher librarians to be leaders in supporting OER and Creative Commons initiatives in their schools (Welz, 2017).
Case study plan
Literature review – Week 5 and 6 Conduct a literature search to learn more about the history and current use of OER in higher education and secondary education. Look for recent and current examples of strategies, tools and repositories being used by teacher librarians in secondary schools. Gather documents such as library websites, Libguides and curation tools to examine.
Prepare interviews – Week 7 Formulate questions and prompts that will generate conversation about OER with interviewer and interviewee.
Recruit participants – Week 7
Recruit six teacher librarians/school librarians (three from Australia and three from the United States) from my professional learning network to interview. Arrange a mutually convenient time to conduct interviews in person or using Google Hangout or Skype.
Conduct interviews – Week 9 and 10 Record or use screen capture to capture interview for transcription purposes.
Write – Week 11, 12 and 13 Integrate data from documents and interviews and write-up case study.
When I began this subject my knowledge of game based learning was very limited. I was not an active player and was mostly oblivious to the complexities of games, gaming culture and educational use of games. I think other teacher librarians may also be in the same situation. My chapter proposal reflects my own need to learn more about game based learning in school libraries and I feel it could be of value to others in the profession too.
Title: Game based learning in secondary school libraries: Getting teacher librarians on board
School libraries are a communal space where students can read, study, research, discuss, use technology and socialise. Secondary school libraries provide access to a variety of print, digital and multimedia resources to support the curriculum and recreational needs of students and staff. Access to a range of multimodal resources promotes and develops multiliteracies (O’Connell, 2012). Traditional games have been used in school libraries for a long time and are recognised as instructional media (Elkins, 2015). Digital games have not always been embraced as enthusiastically due to negative perceptions by teacher librarians, parents and school administration however this is starting to change. Recent research on game based learning (GBL) notes the positive effects games have on learning and the promotion of twenty-first century skills (Qian & Clark, 2016). School libraries that restrict particular technology, such as digital games are at risk of alienating students that are exposed to diverse learning opportunities outside of school. Teacher librarians who are willing to learn about and incorporate GBL into the school library have the opportunity to meet the diverse learning and social needs of their students (Elkins, 2015).
perception of game based learning (GBL) amongst teacher librarians
exploration of any negative views held about GBL
school libraries’ role in providing access to multimodal resources to support the curriculum and recreational needs of students and staff
school library as a social place
positive features of GBL for literacy and general capabilities (twenty-first century skills)
ways in which GBL could be implemented in secondary school libraries
barriers that may be encountered and possible suggestions for overcoming them
professional learning required by teacher librarians to support GBL in libraries
Elkins, A. J. (2015). LETS PLAY! Knowledge Quest, 43(5), 58-63.
O’Connell, J. (2012). Learning without frontiers: school libraries and meta-literacy in action. Access, 26(1), 4-7.
This artefact will introduce senior secondary students (years 10-12) to content curation, the ability to organise, categorise, tag, present and share content (Tolisano, 2011). The artefact will present a range of tools that students can use to filter and make sense of vast amounts of information that they are exposed to through digital networks. The artefact will be used by teacher librarians during research and information literacy classes and be made available online.
Conduct a literature search (week 5)
Using my preferred curation tool Pearltrees, curate relevant resources from internet search, social networks, and literature search (week 5 and 6)
Converse with students about how they bookmark, aggregate and curate resources for school and personal interests outside of school. To be used as quotes in the video (week 5 and 6)
Synthesise the information curated (week 7)
Create a storyboard of images, clips and narration for the video (week 7)
Just-in-time learning of specific features of Adobe Spark using tutorials and help (week 5 onwards)
Compile and narrate the video with my own voice (week 8 and possibly week 9)
My intention with this digital story is to introduce students and teachers to the concept of Creative Commons and to demonstrate how to find materials that use Creative Commons licenses. My audience is senior students undertaking their Victorian Certificate of Education and their teachers.
The ISTE Standards for Students require students to ethically use information from a variety of sources (2015). Teacher Librarians have a role to play in modeling good digital citizenship and educating students about their responsibilities. While some teachers may be aware of Creative Commons, there are others that have not been exposed to the concept.
I will use images, video and text to create a digital artifact with Animoto that can be shared on the library website and played via the library’s digital signage screen. Animoto also allows for sharing via social media and can be embedded into a blog where interaction with the user may occur. Canva will be used to design original content for use in Animoto. I will use my own photographs and Creative Commons material.
Non-fiction storytelling is widespread in marketing and public relations. My challenge with this subject matter is to make the story engaging to the audience (Alexander, 2011).
Alexander, B. (2011). Storytelling: A tale of two generations, Chapter 1. In The new digital storytelling: Creating narratives with new media. ABC-CLIO.Retrieved from http://www.eblib.com