Category: role of the Teacher Librarian


Oct
2022

Digital resources and the teacher librarian

categories: 21st century library, Copyright, Dynamic information environment, ETL501, Information literacy, Reflection, Resource selection, role of the Teacher Librarian

Technology is a great tool to harness information in the 21st century learning environment. It is the teacher librarian’s (TL) responsibility to ensure that students ‘have access to well-organised systems for retrieving resources’ (Gemell, 2022, July 24), since effective school libraries enhance student learning outcomes (Libraries Tasmania, 2022). This is achieved by providing easy access to information in a range of formats through the use of technology. Effective school libraries also assist with integrating information literacy skills across a range of curriculum areas (Libraries Tasmania, 2022). All these aspects are covered in a well-constructed research page.

Creating digital learning objects is an important role of the TL to support digital literacy for students. A digital learning object is ‘a standalone piece of digital content that can be used and reused for learning purposes’ (IGI Global, n.d.). ‘The TL is well-placed to curate digital resources for teachers and students to access’ (Gemell, 2022, August 22), making them a ‘one-stop-shop for accessing information quickly and easily’ (Gemell, 2022, August 22). This idea is supported by ACT Government (2019, p. 7), stating ‘Teacher librarians are professional curators – they select only the most useful resources for teaching and learning’. By creating research guides, TLs assist in locating  reliable, meaningful and authoritative resources in a world of information overload (ACT Government, 2019). Research guides also ‘encourage active engagement in the interactive information seeking process’ (Education matters, 2022).

Teaching and support are required in students’ development of information literacy and research skills (Loh, 2019). Students do not naturally have digital literacy skills (Kirscher & De Bruyckere, 2017). Kelly (2022, September 16) stated that there is ‘value in building the essential skills students need to be successful, particularly when using digital technologies’. I agree with this statement and as a TL it is imperative to teach our students the skills they need to be successful. ‘This world of ever-changing information is a minefield for students to navigate and we are all having to upskill in a variety of areas in order to successfully navigate and access the information we require’ (Gemell, 2022, July 24).

Creating research guides presents challenges relating to copyright. As the TL I must be an exemplar for best practice. This was discussed in relation to the use of book covers as pictures when creating research guides. The main point from the discussion is that using the book covers is highly unlikely to have any negative effects, however it’s important that correct copyright practice is modelled (Oddone, 2022, September 13). I found the smartcopying website to be reliable resource.

Another challenge that arose is the consideration of the reading level of the online resources. Knowing my students is key to selecting appropriate resources, but this was also backed up by the use of website readability checkers. The two that I predominantly used were Webfx for individual pages and Experte for entire websites. The accessibility of the online research guide also needed to be considered. ‘If students are presented with a resource that is not suitable for their needs, then it is of little use’ (Gemell, 2022, September 8). This is also true in the evaluation of search engines. ‘It’s important to think about what the students need out of their searching’ (Gemell, 2022, August 4).

To validate the effort of building a research page, it needs to be used by students and promoted by teachers. It is not a matter of ‘build it and they will come’. Having the research pages located on a platform that students use regularly helps in this conundrum. In my current role, LibBase (part of Infiniti) is used as the research guide platform. These are linked to class pages and promoted in class by the classroom teachers. As a result, these research guides are well-used (Gemell, 2022, August 2022).

In building the research guide I have learnt to consider the readability of a website, including the reading level, navigation and layout. I have also learnt to do some coding (thanks to a wonderful colleague) to ensure that the website was fit for purpose.

References

ACT Government. (2019). School Libraries: The Heart of 21st Century Learning. Canberra: ACT Government: Education. https://www.education.act.gov.au/__data/assets/pdf_file/0007/1435435/School-Libraries-The-Heart-of-21st-Century-Learning.pdf

Education matters magazine. (2022). School libraries supporting 21st century learning. https://www.educationmattersmag.com.au/school-libraries-supporting-21st-century-learning/

IGI Global. (2022). What is a digital learning object. https://www.igi-global.com/dictionary/enhancing-21st-century-learning-using-digital-learning-objects-and-multiple-intelligence-theory/67087

Kelly, S. (2022, September 16). Creating resources [Discussion board]. ETL501, Interact 2. https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_62875_1&nav=discussion_board_entry&conf_id=_127076_1&forum_id=_281396_1&message_id=_4131909_1

Kirschner, P.A. & De Bruyckere, P. (2017). The myths of the digital native and the multitasker. Teaching and Teacher Education, 67, 135-142. https://doi.org/10.1016/j.tate.2017.06.001

Libraries Tasmania. (2022). Effective school libraries. https://libraries.tas.gov.au/school-library/Pages/effective.aspx

Loh, C. E. (2019). Envisioning the school library of the future: A 21st century framework. https://doi.org/ 10.13140/RG.2.2.32524.36489.

Oddone, K. (2022, September 13). Referencing pictures [Discussion board]. ETL501, Interact 2. https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_62875_1&nav=discussion_board_entry&conf_id=_127076_1&forum_id=_281392_1&message_id=_4222723_1


Aug
2022

Schools and social media

categories: ETL501, Reflection, role of the Teacher Librarian

I think that using social media in the classroom is a slippery slope. There are arguments for and against using these platforms, but I personally would be reluctant to harness social media as an education platform.

There are several arguments supporting the use of social media. Students are using a variety of social media platforms and, as educators, and particularly as digital literacy experts, the teacher librarian are well-placed to support students in the safe use of these online spaces. Using social media opens up opportunities for ‘teaching moments’ to show students the importance of online responsibility and the use of privacy settings to ensure their online safety. Students also learn to engage with social media in a responsible manner and learn to only post what is appropriate. It’s the ‘think before you post’ mantra. My go to was always ‘if you wouldn’t put it on your grandmother’s fridge, don’t post it online’. These are vital skills for students as they interact with each other more and more in the digital world.

In saying that, interacting with students in a social media platform potentially opens a minefield of problems. When a page is opened for students to use it would become the responsibility of the teacher to monitor the use of the page. Teachers cannot monitor a page 24/7 so there is potential for the page to be used inappropriately. The page can’t be ‘closed’ overnight so students would have 24/7 access. Depending on which platform is chosen, students would be able to directly message the teacher, and this can place the teacher in an awkward situation in regard to child protection. These platforms are not monitored by the school and would breach child protection policies.

So, are there better options than teaching students how to be responsible in a public social media platform? Well, it depends on what the social media platform is being used for. Is it simply for sending out messages to students or is it for students to collaborate and contribute to the page? For messages being sent out be the teacher, the platforms School Stream and Class Dojo allows the school to make whole-school and individual class announcements. These platforms are monitored by the school to ensure that the content is appropriate.

Google Classroom allows interaction between teacher and students, and it includes a class homepage where students can post. I have previously worked in a ‘Google’ school and Google Classroom was used effectively to teach students about appropriate online interaction. The beauty of this choice is that the platform was monitored by school IT services, so the teacher was not on their own in monitoring the content. The page was also ‘closed’ from 8pm – 8am and on weekends. This is a setting the school chose to employ as a way to reduce issues around page monitoring.

I understand that students need to have real-world opportunities to build their skills in digital citizenship and that social media is not going away any time soon. However, I don’t think using public social media platforms is the way forward. I would suggest that teachers need to think carefully about what the purpose of using social media is before diving in headfirst.


Aug
2022

Web 2.0 and the teacher librarian

categories: ETL501, role of the Teacher Librarian

Key aspects of Web 2.0 that are likely to impact on education in today’s schools include web search skills, website evaluation strategies and the effects of social media.

The use of search engines has a huge impact on education. There are a vast number of search engines available, and they all allow a list of websites appearing at the click of a button. This information glut can be difficult to navigate, particularly if students do not have the skills to effectively evaluate websites. These skills are not innate, and students are not digital natives (Kirscher & De Bruyckere, 2017). It is disservice to our students to assume they have the skills to navigate and discern information presented to them online. Just because our students have grown up in a world where the internet always been in their lives, does not mean they naturally have the skills to navigate it. To put this in perspective, we all grew up in a world where there are cars, however we all needed explicit instruction to learn to drive one.

Web 2.0 provides an interactive experience for students, and they can comment on and ‘like’ pages and posts. They can create their own blogs and interact with other internet users. This opens a whole can of worms for schools around cyber-safety for their students. All schools have a responsibility to ensure that students are safe online. Schools need to have a ‘Responsible use of ICT’ policy and it needs to updated regularly and adhered to. This helps to ensure students’ online safety.

The impact of social media platforms is ongoing in schools. It’s more than teaching students about the dangers of these social media platforms (grooming, cyber-bullying, identity theft) but for schools to understand what behaviours are being promoted in trending videos (Wright, 2022). With this knowledge, teachers can support students in their safe navigation of these social media platforms. Our students are exposed to more information than ever before and they must have the skills to navigate this information. Remember, not everything you read in on the internet is true!

This might all seem like a lot of doom and gloom with the online dangers for our students. But there is a light! The teacher librarian can support students in their skills to navigate Web 2.0 tools. From effective search skills to website evaluation, the teacher librarian is well-placed to teach these skills explicitly in a range of subject areas across the curriculum. There is also opportunity here for the teacher librarian to provide professional development to staff to upskill them in these areas as well. Web 2.0 applications are here to stay and cannot be ignored. To ignore these is to ignore student needs.

References

Kirscher, P.A., & De Bruyckere, P. (2017). The Myths of the digital native and the multitasker. Teaching and Teacher Education. 10(67) 135-142.

Wright, A. (2022, April 7). TikTok: What Are the Dangers and What Should Schools Do? School governance. https://www.schoolgovernance.net.au/news/tiktok-what-are-the-dangers-and-what-should-schools-do

 


Aug
2022

Library layout – considerations and conundrums

categories: 21st century library, Dynamic information environment, ETL501, role of the Teacher Librarian

The layout of the library takes many factors into consideration. It needs to be visually appealing while servicing the needs of the school community. It needs to be a place of quiet study and collaboration. It needs to be a flexible, yet practical. Many of these considerations seem to be contradictory and presents the conundrum of ‘How does the library cater for all these needs?’

The conundrum

Different sections of the school are going to require different uses of the library space. This morning I was faced with one such conundrum around the use of the library. In the mornings, the library is a buzz of activity; students studying, chatting, playing cards, catching up on homework, and playing chess. There is particularly boisterous group of Year 8 students who enjoy sitting and chatting in the library. Their favoured space is close to tables at which the Year 12s like to study in small groups. One Year 12 student was labouring over a past paper and was getting frustrated about the Year 8s chatting. All students have equal rights to accessing the library space, but the Year 12 student didn’t see it that way. The year 12 student was offered a small study room, but he declined saying he preferred to be at the table. Who was right in this interaction?

This particular scenario is not unusual in the library space; one that I am sure we have all faced at one time or another. The question is, what do we do about it? Are we meeting the needs of the students in the current library space?

Role of the library

Loh (2019) states that “The five key roles of a 21st century school library are to support reading, research, collaboration, studying and doing” (p. 4). This is a far cry from the library of old, where it was simply a place to store and access knowledge and information (Australian Library and Information Association, 2014; Halder, 2020; Rashid, 2020). The library is a much more dynamic space now than ever before and is being used in dynamic ways. The space must have the flexibility to cater for all students needs within the five key roles. Reading, researching and studying require a quiet space, while collaboration and doing require a space that allows talking and movement.

Solving the conundrum

The key to the solution is being definite about what each section of the library is used for. There needs to be areas for quiet study, researching and reading, and there needs to be areas for collaboration and doing. When there is cross-over in these areas, that is when the situation outlined above occurs.

There is no one-size-fits all solution, and it’s vital for the teacher librarian to assess the needs of the students and staff through conversations and understanding the curriculum. They then apply this knowledge of their community to designing the space to suit the varied needs.

References

Australian Library and Infomation Association. (2017). Future of the library and information science profession school libraries. Canberra: Australian Library and Infomation Association. https://www.alia.org.au/futureoftheprofession

Halder, D. (2020). A transitional shift from traditional library to digital library. In A. K. A. Kaushik, Handbook of research on emerging trends and technologies in library and information science (pp. 147-156). IGI Global.

Loh, C. E. (2019). Envisioning the school library of the future: A 21st century framework. https://doi.org/ 10.13140/RG.2.2.32524.36489.

Rashid, M. H. (2020, December 28). Difference Between Traditional and Digital Library. Library & Information Managemet. https://limbd.org/


Jul
2022

Dynamic information environment. What does it mean?

categories: 21st century library, Dynamic information environment, ETL501, Information landscape, role of the Teacher Librarian

Before I sink my teeth too far into a new unit, I like to take a moment to pause and really think about what I already know (or think I know) about the subject. What does ‘dynamic information environment’ mean? The word ‘dynamic’ is really the key here. It shows that the world of information is ever-changing and not static or stagnant. The phrase does not specify whether the information environment is physical or digital so I’m going to apply it to both contexts. This world of ever-changing information is a minefield for students to navigate and we are all having to upskill in a variety of areas in order to successfully navigate and access the information we require. So, what does this all mean in the context of a school library and the role of the teacher librarian?

According to Australian School Library Association (ASLA) (2022) the teacher librarian has three main roles. These roles are as curriculum leaders, information specialists and information service managers. Teacher librarians as information specialists and information service managers both contribute to the navigation of a dynamic information environment. The teacher librarian ensures that students and teachers have access to well-organised systems for retrieving resources. For this to be effective the teacher librarian must ensure that these systems are well maintained with the focus being on the users. Just because a system works well for the teacher librarian, it may not be suitable for the school community. These systems must consider both the physical and digital resources.

How does the dynamic information environment relate to the physical space of the library? My initial thought is that the library space must be flexible to accommodate the variety of ways in which the school accesses information. Just like the way the information landscape is every-changing, then the library space needs to adapt to accommodate this constant change. A library space is a place for collaboration, exploration, leisure as well as research and individual study. The physical space must be dynamic in its own way to function within and support the dynamic information environment.

There is a lot to consider and unpack in three words but these thoughts are just the beginning of the learning journey in ETL501.


Jan
2022

Collection development: resourcing, policy and futureproofing

categories: 21st century library, Collaboration, collection development, collection management, Copyright, Creative Commons, ETL503, Information landscape, Reflection, Resource selection, Resourcing the curriculum, role of the Teacher Librarian

The role of the library is to support the needs of the school community by providing a wide range of physical and digital resources (Fleishhacker, 2017; International Federation of Library Associations (IFLA), 2015). It sounds quite simple but is a daunting task that involves knowledge of the curriculum, the school community, the current collection and how to build and manage a balance of resources that best support these needs.

Prior to ETL503 I did not realise that resourcing was the responsibility of both the teacher librarian (TL) and the classroom teacher (CT).  I thought that supporting teachers involved providing resources such as pathfinders, lists of websites and piles of books (Gemell, 2021, November 4). In fact, selection of resources is set out in Standard 3.4 of the Australian Professional Standards for Teachers (2014). I now understanding that for optimum resourcing, it is vital for the TL and the CT to collaborate, with the TL providing a whole-school birds-eye view of resourcing across the curriculum, and the CT focused on their class’ needs (Gemell, 2021, November 8).

I was also initially baffled by the seemingly interchangeable terms of collection development and collection management. Through further investigation and discussion, I sifted through the terminology to discover that the two terms are, in fact, different. I was involved in a great discussion with several other students, and we nutted out that management is what happens after the collection has been developed (Gemell, 2022, January 3). This was summed-up perfectly by Kay Oddone (2022, January 10) who commented that “development is an activity that is part of the overall management of the collection.” Through this discussion I developed further understanding in the nuance between collection development and collection management.

I then came face-to-face with the concepts of copyright and creative commons. I must admit, this is an area that I have never put much thought into and I’m sure I have been in breach of copyright at some time. I was under the impression that anything could be used so long as it was properly referenced (Gemell, 2021, December 12). However, this area is hugely complex and goes far beyond appropriate referencing. I believe there is an expectation that librarians have a basic understanding of copyright and licensing of electronic resources and, as such, support the school complying with copyright requirements (Copyright laws, 2021). To assist with this, I found an invaluable resource in the website https://smartcopying.edu.au/.

I had previously heard of creative commons, but like copyright, had never given it much thought. I now understand that creative commons licenses help with the sharing and reusing of creations. Creating my own post (Gemell, 2021, December 12) about the different licenses and their uses has definitely supported my understanding of the link between copyright and creative commons. This understanding is invaluable as a TL because it helps to ensure that the library is complying with copyright, and also able to provide resources under creative commons licenses to support the school community across the curriculum. Through this knowledge of creative commons and copyright the TL is also in a strong position to advise others on copyright issues and the use of creative commons materials.

Through ETL503, I have an improved understanding of the importance of a collection development policy (CDP) as a strategic document. According to the Australian Library and Information Association (ALIA, 2017), “A collection development policy is essential to a school library as it explains why the collection exists” (p. 8). During discussions with other students, it was surprising to realise just how many schools did not have a current CDP, or even more startling was the schools that did not have one at all. I found myself in that position with a policy available for my secondary school, but no policy for the primary school (Gemell, December 27). If it is such a crucial document, then why is it seemingly not a priority?

Collection development is an incredibly complex process with a multitude of facets (Oddone, 2019, August 19). These facets increase with the development of technology and changes in information access, not only in schools, but in society as a whole. It serves as a blueprint for the overall goals, processes and overall management of the library (Abercrombie, 2018, 30 May), ensuring there are clear processes for budgets, resource selection, deselection and challenged materials (Abercrombie, 2018, 30 May; Libraries Tasmania, 2021). The policy is also explicit in its descriptions of the school profile including their specific requirements. With all these elements in mind, the CDP must be updated regularly to stay current (ALIA, 2014).

The development of a CDP is an important matter to discuss with the school leadership and demonstrate the importance of developing, reviewing, and maintaining this document. The school leadership must be part of the development of the CDP (Libraries Tasmania, 2021) so they can best support the needs of the library through budgeting, and understand that the library is not stagnant, but continually changing and evolving with users’ needs, including technology and digital resources.

The CDP policy serves an important role in the issue of self-censorship. I had previously not considered self-censorship as an issue but, through my readings, have discovered that it is very common and easy to fall into to avoid conflict situations (Jacobson, 2016).  The CDP supports the librarian by having clear selection criteria and processes (including use of selection tools) as well as outlining the process for challenged materials. This ensures confidence in the selection of potentially contentious material (Gemell, 2021, 28 December).

Through collection development and management, the library can be equipped for the future. It is important for the library to consistently update materials (including deselection) and provide digital resources (Tonini, 2020, June 24). The key to future-proofing the library collection is fluidity. Samantha Macey (2022, January 2) summed this up perfectly, stating that “the collection development policy should be continually revised (collaboratively if possible) to reflect the fluid nature of libraries, and to keep on top of any new developments.” The information landscape is ever evolving, and it is the responsibility of the library to evolve with it. Remember, a stagnant library is a redundant library (Gemell, 2022, January 8).

The number one goal of any library is to provide knowledge to the community, no matter how that knowledge is accessed and it is up to the library and librarians to “understand the community and adapt to their needs” (Gemell, 2022, January 8).

References

Abercrombie, S. (2018, May 30). Why do you need a collection development plan? Knowledge Quest. https://knowledgequest.aasl.org/why-do-you-need-a-collection-development-plan/

Australian Institute for Teaching and School Leadership. (2014). Australian professional standards for teachers. https://www.aitsl.edu.au/teach/standards.

Australian Library and Information Association. (2017). A manual for developing policies and procedures in Australian school library resource centres. (2nd ed.). https://read.alia.org.au/manual-developing-policies-and-procedures-australian-school-library-resource-centres-2nd-edition

Australian Library and Information Association. (2014). Future of the library and information science profession: School libraries. https://read.alia.org.au/content/future-library-and-information-science-profession-school-libraries

Copyright laws. (2021, September 30). A simple guide to copyright for librarians: 15 essential facts and tips. Copyrightlaws.com. https://www.copyrightlaws.com/simple-guide-copyright/

Fleishhacker, J. (2017). Collection development. Knowledge Quest. 45(4). 24-31.

International Federation of Library Associations and Institutions School Libraries Section Standing Committee. (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

Jacobson, L. (2016). Unnatural selection. School Library Journal, 62(10), 20–24.

Libraries Tasmania, (2021). Procedures and guidelines. https://libraries.tas.gov.au/school-library/Pages/managing-procedures.aspx

Tonini, S. (2020, June 24). 7 tips for future-proofing school libraries. eSchool News. https://www.eschoolnews.com/2020/06/24/7-tips-for-future-proofing-school-libraries/2/


Jan
2022

The future of school libraries

categories: 21st century library, collection development, ETL503, role of the Teacher Librarian

Libraries must adapt to changes and the needs of the community. A library that remains stagnant in its services becomes redundant. The key point of libraries and librarians is to understand their community and adapt to their needs (Australian Library and Information Association (ALIA), 2014).

The principal must be future-focused for the library to continue to be of service to the school community. A principal who believes that a library is a place to house books will be doing a disservice to their school community. The collection development policy must reflect the changes in access to information and adapt to these for the library to remain relevant (Abercrombie, 2018).

In a primary school setting the physical non-fiction (NF) section will continue to be a vibrant area of the library collection, however this must be regularly updated (including weeding) to ensure current information is presented (Abercrombie, 2018; ACT Government Education, 2019). I know at my library the NF section is hugely popular and the books are suitable to the needs of the students.

In 10 years’ time, the NF section at the senior school would look vastly different. My library in the senior school has a well-resources NF section that is hardly touched by the students. When researching for assignments, the students use online platforms rather than physical resources. All students in the high school have their own laptop which is used in all classes, whereas the primary school students do not have uninterrupted access to information technology. I believe that within 10 years the NF section of the high school library will no longer be there or will be limited to a few bookshelves. This does not mean that the collection will have shrunk because the online collection will grow significantly. The budget that would have been spent on the physical NF resources would be used to purchase e-resources.

The teacher librarian themselves play a critical role in the function of the school library (ALIA 2014). Casting my mind back to my high school library experiences, I remember a ‘library dragon’ who was unapproachable and sent you out if you so much as breathed in the library. This was not a space where I wanted to go to do any kind of research but, being pre-internet boom, there was little choice. I am sure this was not everyone’s experience, but it definitely stuck with me and, as I embark on my TL journey, I know what I do not want to be. In a typical day at the library, I support students and teachers alike in selecting resources for research and recreational reading, and my main project is creating resource pages for students and teachers to use to support research across a range of subject areas.

I feel the library will always be a space where the school community can come to access resources (either physically or digitally), learn research skills, or simply enjoy some quiet time.

 

References

Abercrombie, S. (2018, May 30). Why do you need a collection development plan? Knowledge Quest. https://knowledgequest.aasl.org/why-do-you-need-a-collection-development-plan/

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

Australian Library and Information Association. (2014). Future of the library and information science profession: School libraries. https://read.alia.org.au/content/future-library-and-information-science-profession-school-libraries


Dec
2021

Creative Commons

categories: Copyright, Creative Commons, ETL503, role of the Teacher Librarian

I have just been reading about the overwhelming area of Creative Commons (CC)and my initial thoughts are “Wow! This is huge and complicated!” In this post I would like to unpack what is meant by CC and how the different licenses are built.

When something is created, it is automatically covered by copyright. This allows the creator to say who can share and reuse their creation. However, permission from the creator needs to be sought by the sharer on each occasion for the creation to be shared or distributed and this can be tedious for the creator. So, what’s the solution?

The answer is, Creative Commons.

“Creative Commons is a world-wide non-profit organisation that provides copyright owners with free licences allowing them to share, reuse and remix their material, legally” (Creative Commons Australia). CC does not mean the creator relinquishes the copyright on their creation. It simply means that it can be reused, remixed and shared legally. This licensing allows other to use works without having a seek permission from the creator each time the work is used. CCs all have baseline permissions and then there are four elements that are used to tailor the license to create six standard CC licenses.

 

Baseline permissions:

This allows the material to be copied, distributed, displayed and performed. This applies to all CC licenses. The baseline permission can be tailored using the four elements, outlined below.

Attribution (by):

The creator must be credited when the creation is shared.

Noncommercial:

The creation can be used for education and not-for-profit events. Creations cannot be used for profit or advertising.

No Derivative Works:

The creation cannot be changed or altered in any way. It can only be shared in its original format.

Share alike:

Alterations can be made to the creation, but when it is shared it must have the same licensing terms as the original creation.

 

These baseline permissions and elements can be combined to create the six different licenses.

It must be noted that Share Alike and No Derivative Works cannot be on the same license. This is because they are opposing elements. One gives permission for the creation to be altered, while the other does not.

A great overview of the different licenses is available here

I had previously heard of Creative Commons but hadn’t delved into the details. I always just thought that anything could be shared so long as it was properly referenced. As the teacher librarian, this is something that would need to be understood to help ensure the school is not in breach of copyright.


Nov
2021

Comparing selection aids

categories: ETL503, Resource selection, Resourcing the curriculum, role of the Teacher Librarian

In my readings during the week, I have been learning about the abundance of selection aids. I never realised there were so many available and how these sites were used to guide resources selection for TLs. I decided to review three online selection aids; Walker Books Australia and New Zealand, Booktopia, and Scholastic Book Wizard. The school library in which I work uses Booktopia as a selection tool. We have two libraries; one P-6 (co-ed day school), the other 7-12 (girls only boarding school) which means we have a variety of needs to address in resource selection. Here are my findings:

 

Walker Books Australia and New Zealand

Strengths

  • Easy to use
  • Variety of ways to search
  • Gives age range recommendations for each title as you click into it
  • Books are available in Australia

Weaknesses

  • Only displays books that are distributed by Walker Books Australia
  • Physical resources only – no ebooks or audio books available through this service
  • Pricing is embedded in the fine print
  • Can’t purchase direct from the publisher

I found this to be a valuable website, however I would probably only use it to get information about latest titles and age recommendations.

 

Booktopia

Strengths

  • Easy to use
  • Variety of ways to search
  • Shows other similar books when you select a book to look at
  • Books are available in Australia
  • When a book is selected it shows if it’s also available as an ebook and/or audiobook
  • Clear pricing
  • Reviews provided when a book is selected
  • Wishlist builder

Weaknesses

  • No age recommendations when a book is selected. This can be difficult for a school library because the content needs to be considered before purchasing. This is particularly pertinent when selecting manga.
  • Can be overwhelming as you go down the rabbit hole of recommendations

I found Booktopia to be a particularly user-friendly website and the search functions are easy to use. Everything is set out clearly and I like to wishlist builder so that I don’t lose track of what titles I am interested in.

 

Scholastic book wizard

Strengths

  • Select books by reading level or grade level
  • Simple funneling system to get to the recommendations
  • The more options you select the more refined the search
  • Click through to the main Scholastic teacher store
  • Search results are not overwhelming because of the series of filters on the search
  • Further recommendations are available for similar style books
  • Wishlist function

Weaknesses

  • Can’t just browse as soon as you open the webpage. You have to click through a series of options to get to the books.
  • Not a lot of options come up after each search so there are limited options.

I found this website looks good to start with but turned out to be slightly frustrating because the search functions were so restricting. Unless I was looking for a recommendation for a particular genre for a particular year level, I would probably rather go straight to the Scholastic Teacher Store site.

Overall, Booktopia seems to be a one-stop-shop for physical and digital resources and I believe this is why is it utilised as a selection aid at my school library.


Nov
2021

Resourcing: the role of the teacher librarian and the classroom teacher

categories: Collaboration, ETL503, Reflection, Resourcing the curriculum, role of the Teacher Librarian

As I begin diving into the content of ETL503 I am reflecting on the role of the teacher librarian (TL) and that of the role of the classroom teacher (CT) in relation to resourcing. This raises some interesting questions:

  • Do the roles overlap?
  • How do the roles complement each other?
  • How are the roles different?

First and foremost, the Australian Professional Standards for Teachers (2014) sets out in Standard 3.4 that all teachers must ‘select and use resources’. The four levels are outlined as such:

  • Graduate teachers are required to “demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.”
  • Proficient teachers “select and/or create and use a range of resources, including ICT, to engage students in their learning.”
  • Highly accomplished teachers “assist colleagues to create, select and use a wide range of resources, including ICT, to engage students in their learning.”
  • Lead teachers “model exemplary skills and lead colleagues in selecting, creating and evaluating resources, including ICT, for application by teachers within or beyond the school.”

With this standard in mind, my initial reaction is that the roles complement each other and collaboration is vital, as the final goal for both the TL and the CT is successful learning for students. I do feel that the TL, almost by default as a central curriculum and resourcing expert, comply with the criteria for Highly accomplished/lead standards as they collaborate with and assist classroom teachers. ‘The services (TLs) provide and the resources they access impact on every teacher and every student’ (ACT Government Education, 2019, p. 5).

The CT supports the TL by providing specialist knowledge of their subject area and understand the needs of the students in their class. CTs also are up to date with the curriculum requirements for their subject (NSW Department of Education, 2017). This knowledge is important in locating and evaluating potential resources. The TL provides the CT with expertise in locating and evaluating resources.

To complement the skills of the CT, the TL brings the general overview of curriculum, including links to General Capabilities and are up to date with new resources which are available. TLs are skilled at linking teachers and students with resources available both inside and outside the school.

The two roles differ in that the focus for the TL is more on the information service management role (Australian School Library Association, 2021; School Library Association of South Australia, 2015; NSW Department of Education, 2017). This management role is about the needs of the whole school and the selection of resources that meet the curriculum requirements of all students.

So, in some ways the roles of the TL and the CT overlap, but the TL is more focused on a whole-school view, whereas the CT is particularly focused on their class. As such the roles complement each other. It is very difficult for the TL to select appropriate resources without the input of the CT and the TL can provide insight into potential resources across a range of curriculum areas. The two roles become and partnership and work hand in hand.

 

References

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

Australian Institute for Teaching and School Leadership. (2014). Australian professional standards for teachers. https://www.aitsl.edu.au/teach/standards.

Australian School Library Association. (2021). What is a teacher librarian? https://asla.org.au/what-is-a-teacher-librarian

NSW Department of Education. (2017). Handbook for school libraries. https://education.nsw.gov.au/content/dam/main-education/teaching-and-learning/curriculum/media/documents/schoollibrarieshandbook2015.pdf

School Library Association of South Australia. (2015). Teacher librarian role statement. https://www.slasa.asn.au/Advocacy/docs/RoleStatement2015.pdf

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