Category: ETL501

ETL501 Assessment 2: Critical reflection

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Who C-A-I-R-S about library research guides?

The TL does!

“Information has moved…” by choffee is licensed under CC BY-SA 2.0

As I progressed through this subject, I have developed greater understanding and insight into how technology can be used and applied to enhance student learning. In today’s information-driven and information-overloaded society, there is a great need to equip students with the appropriate skills and strategies to navigate through this ever-changing information environment. As an information specialist, the teacher librarian (TL) plays a crucial role in developing student information literacy skills and the ability to utilise digital technologies in developing problem-solving and critical thinking methods.

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The library: the learning hub

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Undoubtedly, there are various uses for library spaces other than to ‘just read’! The following table demonstrates how a school library could fulfil the functions of a library noted in ancient times.

FunctionHow is it fulfilled?
Storing information/repository of knowledgePhysical book collection; digital resources and eBook and audio book collection; reference materials; journals; multimedia resources.
Meeting place for community members (public/academic) Teacher PDs; staff meetings; P&F committee meetings; school events; parent-teacher meetings; various student groups in collaborative learning/discussion sessions.
Find informationStaff and student support in seeking information; connecting users with resources; library guides; reference materials; ICT facilities to aid with research.
Publishing informationMakerspaces for tinkering, modelling and creating student works; ICT and printing facilities; displays of student work; student-led social media posts, blogs/vlogs and podcasts.
Ways in which school libraries today fulfil the functions noted of libraries in ancient times.

Tools for Bloom’s

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As teachers, we are all familiar with the Bloom’s Taxonomy framework, which is often referred to throughout our teaching career (particularly during professional development sessions!). When creating activities that engage students on the different levels/categories of this framework, it is helpful to find relevant resources that allow students to develop skills in each category. The table below outlines examples of such resources:

ObjectiveQuestionResources/Web 2.0 tool
KnowledgeWhat is an ecosystem?Dictionary – print or online or basic textbook, eg. Wordnik, Visuword, …
ComprehensionList the different parts of the ecosystem and explain what they do.Search engines/databases – eg. Google, Britannica, Carrot2, YouTube.
ApplicationUsing a diagram, show how the water cycle operates in an ecosystem.Graphic and diagram design apps/tools – for creating flowcharts, relationship mindmaps, diagrams – eg. Popplet, Spark, Canva.
AnalysisContrast the natural water cycle with that used by our community.Tools to create charts, graphs, diagrams, reports or models – eg. Canva, Popplet, MS PowerPoint.
SynthesisIdentify an unspoilt ecosystem and design a way of preserving it.Presentation creation and design – eg. Canva, ThingLink, Padlet, MS PowerPoint, WeVideo.
EvaluationIs it reasonable that people pollute our waterways? Defend your answer.Podcasting, collaborative, video creating and discussion platforms – eg. Miro, Padlet, WeVideo, Canva, ThingLink, WordPress.
Web 2.0 tools/resources relevant to Bloom’s Taxonomy learning areas