Author: noniharrison

Digital Environments

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Over my teaching career, I have taught in schools with no access to digital material or digital technologies, schools with limited computer labs (dated technology and limited access to resources) and now 1:1 schools (school-dictated and BYOD). I have found enhanced textbooks from JacPlus have been very useful resources for exploring concepts in a variety of modes (text and video) but are still limited when I compare them against Apple’s enhanced textbooks (highlighting tools, annotating, etc.) as mentioned in James and de Kock (2013). As Lena said, new features available through ClickView have been very beneficial in my classroom. I have been able to create interactive videos with embedded quizzes throughout, which has replaced the paper worksheet but have I truly been successful in embedding these in my lessons or, as Combes (2016) and many others posit, is it just simply a replacement? I’m still working that one out. Does it become truly and effectively embedded when it forms a substantial part of the information seeking and learning process rather than just a way to save paper? I suppose it needs to enhance the learning experience in a way that paper-based does not. As many people have mentioned, professional development for teachers in the area of embedding digital tools into teaching programs would be beneficial. At this point, it seems to be a mixed bag of some teachers reimagining their units and embedding these tools and teachers who are simply changing tools. There are so many possibilities and tools that we can take advantage of to enhance our students’ learning. It’s been great to explore more of these so far.

 

References:

Combes, B. (2016) Digital literacy: A new flavour of literacy or something different?Synergy, 14(1), retrieved from https://www.slav.vic.edu.au/synergy/volume-14-number-1-2016/reflections-and-actions/611-digital-literacy-a-new-flavour-of-literacy-or-something-different.html

James, R. & de Kock, L. (2013). The digital David and the Gutenberg Goliath: The rise of the enhanced e-book, English Academy Review: Southern African Journal of English Studies, 30(1), 107-123, DOI: 10.1080/10131752.2013.783394 retrieved from http://www.tandfonline.com.ezproxy.csu.edu.au/doi/abs/10.1080/10131752.2013.783394#.U4Aw0C8Vf38

 

[Forum Reflection: Module 2.1]

Interactive Multimedia Journalism

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While exploring digital literature thus far, I have found interactive multimedia journalism to be very engaging and filled with potential to incorporate in the classroom.

A compilation of interactive journalism that I have read so far (some of which I have already used in the classroom):

Drowning Megacities [Geography/Urbanisation]

Urbanisation: where, why, when? [Geography/Urbanisation]

Out My Window [Geography/Urbanisation]

After the storm [Geography/Natural Hazards]

Jacob’s Story [History/Rights and Freedoms]

The First World War: the story of a global conflict [History/WWI]

Junko’s Story [History/WWII Hiroshima]

The Making and Breaking of Europe [History/post WWII]

Exit Syria [History/Modern Histroy “the greatest refugee crisis since WWII”]

How Far We’ve Come [History/Modern History Refugees in Australia]

 

Graphic Novel:

The Boat [History/Modern History Refugees]

 

[Reflection]

Exploring Digital Forms: Incorporating tools into practice

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It was fantastic to explore the different categories and examples of digital literature in this module. I find some modes of digital literature challenging to navigate and sites difficult to engage with (and some sites not offering all aspects due to regional restrictions and others no longer available – perhaps this is a big challenge of access for digital literature). By far, my favourite is immersive and multimedia journalism. I feel that this mode really engages the reader and develops feelings of empathy or connection between story and reader. This way of presenting information heightens the experience and delves deeply into the topic to explore it on a different level. The Guardian has created some fantastic interactive resources, which I will definitely be using in my practice. Their Visual Journalism catalogue has a range of resources, which would be suitable for schools. As well as the incredible FireStorm report, they also have a History of Australian Bushfires interactive and Jacob’s Story about an Indigenous boy’s journey through the youth justice system, which includes elements of “choose your own adventure”.

In terms of incorporating social networking sites for literature organisation and access into my practice, I think GoodReads provides an excellent opportunity. As part of our Yr 8 – 9 Literature Circles assessment (between the library and English Department), the project culminates with the students creating an audio book trailer. This book trailer could be ploaded to Good Reads in order to share their thoughts with a wider audience. Additionally, GoodReads could provide students with a place to contribute and share their ideas about the book on forums before creating their trailers. This collaboration could help to inform their final product. Alternatively, the students could upload their reviews to YouTube, which could be another suitable social networking site.

[Forum Reflection: Module 3.2]

INF533 The Beginning

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I’m incredibly excited to start this subject and am already buzzing about the potential to develop great resources and learn widely and deeply about digital literature. I’ve already come across a podcast from ABC, which outlines the significance of digital storytelling for Indigenous communities (2013). What a fantastic way of documenting verbal histories and cultural knowledge! Many individuals and groups work with Indigenous communities to record their languages and knowledge. Digital storytelling appears to be another way for young Aboriginal and Torres Strait Islander people to document their stories and preserve their culture. A fantastic organisation already doing this is Sharing Stories.  Djungadjunga Yunpuingu, Sharing Stories cultural advisor, expresses that digital storytelling allows children to “make a bridge between themselves and other communities with technology” (2014). This concept is particularly relevant this year, as the theme for NAIDOC Week was Our Languages Matter.

Our Languages Matter. Winning poster for NAIDOC Week 2017 by Joanne Cassidy. Titled "Your Tribe, My Tribe, Our Nation".
‘Your tribe, my tribe, our nation’. NAIDOC Week 2017 Poster.

This already has me thinking about (and planning for) the topic I would like to use for my digital story, as part of Assessment Item 4. My Year 10 History students will complete a Rights and Freedoms unit in Term 4, with a particular focus on Aboriginal and Torres Strait Islander rights and freedoms; therefore, I may create a digital story about Charles Perkins and the Australian Freedom Riders. I can use this to illustrate the key events, motives and also impacts of the Freedom Rides. This will have great links to the Australian Curriculum, Cross-Curriculum Priorities, and relevance to my school context.

It seems that digital story telling has the potential to promote literature (and curriculum concepts) in a highly engaging and interactive way.

 

References:

Australian Broadcasting Commission. (2013). Indigenous students in remote community experiment with digital storytelling. PM: News and currents affairs radio. Retrieved from http://www.abc.net.au/pm/content/2013/s3756653.htm

Cassidy, J. (2017). Your tribe, my tribe, our nation [Poster]. Retrieved from http://www.sbs.com.au/yourlanguage/aboriginal/en/content/dream-come-true-wiradjuri-artist-joanne-cassidy

Yunpuingu, D. (2014). Our stories. Retrieved from http://sharingstories.org/our-stories/

Information Literacy and my IL role

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There is a need for a consistent approach to information literacy across the school and the TL is in an ideal position to assist and collaborate in the development and implementation of such a model. As much of the research suggests (Langford, 1998; Bruce, Edwards, & Lupton, 2007), when implementing an appropriate IL model, context and purpose must be taken into consideration. I agree with Lupton (2004) in that IL is an approach to learning. I believe IL to be the catalyst for deep and meaningful learning. When seeking and using information, IL assists in the process and in developing understanding of the material. The six frames seem to be suitable for different contexts of information learning; depending on the needs of the learner. For example, the Competency Frame takes on a behaviourist approach, whereby a set of competencies are taught at a particular time in response to a particular need. In Forum 5.2_2, Watterson (2017) highlights in her experience in primary education, these students need a skills-based approach to master basic IL skills before moving onto higher order skills in later years.

The Frame that sits most comfortably with me is the Learning to Learn Frame, as it is constructivist in nature and an approach that I believe is most useful and relevant to enhancing student engagement and learning. However, as mentioned earlier, all frames have their use and place in IL, so I also find the Relational Frame very interesting as a way of bringing together different approaches; content and experiences. Ultimately, it makes the most sense to make use of different frames to meet different needs. I thought this section of Bruce, Edwards and Lupton’s (2007) reading was really poignant: “Being encouraged to experience information literacy in a range of increasingly complex ways will mean that students have a broader repertoire upon which to draw with each situation where they are learning through finding and using information” (p. 54).

Bruce, Edwards and Lupton (2007) also identify the need to be explicit in our IL instruction and not assume that students know how to write an argument or find relevant information; therefore, we must explicitly teach the task words as part of IL instruction. So that students can achieve, we need to set them up for success by being explicit in our expectations. As IL specialists, we also need to address a range of different skills needed to be IL; including assessing the validity of sources. Bruce, Edwards and Lupton (2007) suggest there is a need to go beyond a web evaluation checklist, to highlight the level of writing or sophistication of sources (p. 53). There is a need for students to make use of a variety of reliable sources; therefore, there is a need for students to be able to assess the written quality of sources. Student evaluation of sources should include the “surface signs of authority” and the “ideas, opinions and perspectives apparent in the source and the quality, style and tone of the writing” (Bruce, Edwards & Lupton, 2007, p. 53). In my IL role, I could embed these different frames into an IL process for my students and into learning experiences, so that students can experience the process firsthand. I will need to work closely with my colleagues to develop an IL model that provides authentic contexts, relevant applications and/or issues, ongoing assessment, innovative learning experiences, and embedded information literacy skills (Abilock, 2017).

 

References

Abilock, D. (2015). Information literacy. Building blocks of research: Overview of design process and outcomes. NoodleTools. Retrieved from https://web.archive.org/web/20160409135915/http://www.noodletools.com/debbie/literacies/information/1over/infolit1.html

Bruce, C., Edwards, C., & Lupton, M. (2007). Six frames for information literacy education. In S. Andretta (Ed.). Change and challenge: Information literacy for the 21st century. Blackwood, SA: Auslib Press. eBook, CSU Library Reserve.

Langford, L. (1998). Information literacy: A clarification. School Libraries Worldwide, 4(1), 59-72. Retrieved from http://www.fno.org/oct98/clarify.html

Lupton, M. (2004). The learning connection: Information literacy and the student experience. Adelaide: Auslib Press.

Watterson, S. (2017, April 28). Forum 5.2_2 Information literacy [Online forum comment]. Retrieved from https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&forum_id=_84785_1&nav=discussion_board_entry&conf_id=_42098_1&course_id=_23912_1&message_id=_1117050_1#msg__1117050_1Id

 

[Reflection: Module 5.2]

What does it mean to be literate in the 21st century?

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New Literacies Word Cloud
New Literacies Word Cloud.

Being literate in the 21st century involves a wide range of skills in a wide range of contexts. Literacy encompasses the ability to participate fully in a range of situations including social and digital realms. It has transformed from the basic skills and understanding of reading and writing, to a tool, which is a means to participate in the technological society of the 21st century (Tompkins, Campbell, Green & Smith, 2015, p. 3). New literacies must respond to changes in the information landscape; therefore, literacy and technology can be seen to be interlinked in many ways. Tompkins, Campbell, Green and Smith (2015) posit technology has, and will continue to, transform literacy instruction. New literacies provide “sophisticated technological ways to read and write multimodal texts incorporating words, images and sounds – that provide opportunities for students to create innovative spaces for making meaning, exploring their worlds and voicing their lives” (Tompkins, Campbell, Green & Smith, 2015, p. 3). To be literate in the 21st century, Tompkins, Campbell, Green and Smith (2015) suggest students must become “proficient in new ways of accessing, comprehending and communicating information” (p. 8). Students must have a litany of skills to draw upon when necessary. These skills align with the traditional information literacy skills; however, students are required to use these in more dynamic and adaptable ways. Leu, Kinzer, Coiro and Cammack (2004) suggest that these “new literacies change regularly as technology opens new possibilities for communication and information” (p. 1). Therefore, with changes in social communication and new forms of media, literacy skills must also adapt. Sweeny (2010) supports this as she states “the current information and communication technologies (ICTs) are fundamentally changing the ways in which youth today read, write and communicate” (p. 121). The key to navigating the new world of literacies are the skills of searching for and locating useful information. Students also need new reading comprehension skills to support the retrieval of valid and meaningful information (Henry, 2006). Henry (2006) states “as new technologies increasingly become a part of classroom lessons, teachers are discovering that many students do not possess the new literacy skills required to successfully read and write with the many new technologies that regularly appear in today’s world” (p. 615). Henry (2006) also suggests a significant barrier to locating relevant information is the inability to successfully navigate search results on the Internet because a particular set of reading comprehension skills are required when using the Internet (p. 615). Students require skills in identifying important questions, locating information, critically evaluating information, synthesising information and communicating answers (Henry, 2006, p. 616). Being literate in the 21st century involves a multitude of skills concerning social, environmental, digital, and traditional literacies and will continue to evolve in response to our information needs.

 

References

Henry, L. A. (2006). Searching for an answer: The critical role of new literacies while reading on the internet. The Reading Teacher, 59(7), 614-627. Retrieved from https://search-proquest-com.ezproxy.csu.edu.au

Leu, Jr., D. J., Kinzer, C. K., Coiro, J. L., & Cammack, D. W. (2004). Toward a theory of new literacies emerging from the Internet and other information and communication technologies. In N. J. Unrau & R. B. Ruddell (Eds.), Theoretical models and processes of reading (5th ed.) (pp. 1570-1613). Retrieved from http://s3.amazonaws.com/

Sweeny, S. M. (2010). Writing for the instant messaging and text messaging generation: Using new literacies to support writing instruction. Journal of Adolescent & Adult Literacy, 54(2), 121-130. Retrieved from https://search-proquest-com.ezproxy.csu.edu.au

Tompkins, G., Campbell, R., Green, D., & Smith, C. (2015). Literacy for the 21st century: A balanced approach. Retrieved from https://books.google.com.au

 

[Reflection]

Information literacy transfer

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Herring (2011) found that a small minority of students identified as non-transferrers, in that they did not transfer knowledge or skills from one subject to another (p. 13). The majority of students believed in transfer in principle but were reluctant to transfer without the guidance and/or encouragement of teachers (Herring, 2011, p. 13). I have definitely experienced this in my teaching as a classroom teacher and as a teacher librarian. My students often do not clearly (or vocally) transfer their skills and knowledge from one subject to another. When I’m teaching, I explicitly make those connections for my students and ask them to tap into their prior knowledge and what they are studying or skills they are using in other subject areas. Herring (2011) also noted that teachers and teacher librarians are often found expecting that transfer just happens or is inevitable; however, this is not the case. As with most effective teaching, these strategies must be explicitly taught and practiced. I think transfer can be supported and encouraged by ensuring consistent literacy language and protocols are used school-wide. There needs to be a common approach and common terminology across all departments and with all teachers, so that students may clearly see the similarities and connections. Students should also be explicitly encouraged to transfer through best teaching practice, which highlights when skills or knowledge intersect between areas. By the sounds of it, most of us agree that consistent language and a common approach to transfer is a practical way of encouraging students to transfer information literacy skills and practices from one subject to another.

 

Reference

Herring, J. E. (2011).  Year 7 students, information literacy, and transfer: a grounded theory. School Library Research, 14, 1-31. Retrieved from http://bilby.unilinc.edu.au/

[Forum Reflection: Module 5.4_2]

Reflection: Opportunities for collaboration

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I have recently come across Eschler’s (2016) study of the collaboration behaviours of Finnish teachers – I found it was a great read. Eschler’s (2016) findings support the ascertain that the quality and effectiveness of Finnish teachers has greatly contributed to Finland’s educational success (p. 14). Ultimately, he found that Finnish teachers have two common principles that have contributed to their success; collaboration and autonomy. Regarding collaboration, Finnish teachers demonstrate three collaboration behaviours; sharing information and knowledge, planning, and problem-solving (Eschler, 2016). Out of his study, 95% of teachers indicated that they engaged in all three of these behaviours and teachers believed these to be interconnected (Eschler, 2016). His conclusions indicate that teachers engage in both formal and informal collaboration structures and collaborate in a variety of ways for different purposes. Teachers are also not confined to collaboration just within their departments. Effective collaboration occurs across the school and with and between most teachers.

Many other articles have also posited the importance of student and teacher autonomy in enhancing outcomes and education systems.

The Guardian: How Finnish schools shine

Forbes: Finland offers lessons for building student, teacher autonomy

 

So, my thoughts on collaboration:

What possibilities could arise for collaboration between teachers and teacher librarian?

  • The need for PD and shared learning to stay abreast of new pedagogical approaches and/or technology.
  • Planning and reflecting on programs.
  • Setting short and long-term goals for departments and wider school community.
  • Organising school events e.g. Literature Festival and/or book fare.
  • Organising guest speakers and other events.

In what ways could I begin to develop collaboration with teachers in my school?

  • Work with teachers to develop inquiry units of work.
  • Work with teachers to develop teaching and assessment material; including, Assignment Help Pages, source sheets, collaborative group work activities.
  • Offer PD opportunities for teachers.
  • Work with Learning Enrichment teachers to develop strategies that assist student learning; including digital support such as, text-to-speech software and Learning Tools in OneNote.

 

Reference

Eschler, B. H. (2016). Finnish teacher collaboration: The behaviors, learning, and formality of teacher collaboration. Retrieved from https://search-proquest-com.ezproxy.csu.edu.au

Reflection: Pedagogical Initiatives

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Critical Thinking Community MCEETYA four-year plan 2009 – 2012

Provides resources that link critical thinking strategies with curriculum.

Great practical strategies for enhancing teaching practice; therefore, learning experiences. I will be using this and referring back regularly. They are great reminders of effective teaching practice.

Also, the website provides a glossary of critical thinking terms, which will be very helpful for me as a teacher when planning and developing tasks and for students, so they can better understand the expectations of a task.

 

E.g.

Ensure students are actively engaged by employing these strategies when asking students to contribute their ideas:

1.     Summarise or put into their own words what the teacher or another student has said.

2.     Elaborate on what they have said.

3.     Relate the issue or content to their own knowledge and experience.

4.     Give examples to clarify or support what they have said.

5.     Make connections between related concepts.

6.     Restate the instructions or assignment in their own words.

7.     State the question at issue.

8.     Describe to what extent their point of view on the issue is different from or similar to the point of view of the instructor, other students, the author, etc.

9.     Take a few minutes to write down any of the above.

10.  Write down the most pressing question on their mind at this point. The instructor then uses the above tactics to help students reason through the questions.

11.  Discuss any of the above with a partner and then participate in a group discussion facilitated by the instructor.

The MCEETYA four-year plan outlines the strategies the Australian and state and territory governments will undertake to meet the Melbourne Declaration on Educational Goals for Young Australians (2008).

This document really focuses on the development of the individual student. It provides holistic learning and development goals by linking back to the 2008 Melbourne Declaration on Educational Goals for Young Australians.

This document helps to provide links to the Third Space of student’s learning, as it encourages stronger connections between learning institutions and students’ lives.

The document also provides recommendations to ensure quality teaching and leadership.

For each aspect MCEETYA outlines their role in the enhancement strategy.

 

E.g.

Agreed strategies and actions for supporting senior years of schooling and youth transitions:

·       providing stimulating and relevant experiences, excursions and school-community links for senior years’ students

·       ensuring all students have access to quality support, information and advice to facilitate access to further education, training, careers, and employment options

·       enabling more rural and remote young people to participate in higher education programs

 

References

Foundation for Critical Thinking. (2015). The Critical Thinking Community. Retrieved from http://www.scseec.edu.au/archive/Publications.aspx

MCEETYA. (2009). MCEETYA four-year plan, 2009-2012. Retrieved from http://www.scseec.edu.au/archive/Publications.aspx