ETL504 | Assessment 2 Part B | Reflection

There is a fabulous Venn diagram that floats around the internet, with no real source of attribution, which breaks group work down into a few key qualities you learn: communication, collaboration and responsibility all feature in a small sliver, and then 97% of the circle is coloured red for ‘TRUST NO ONE’. Pleasingly, group work at the postgraduate level was slightly more bearable!

reflections on group work

Setting group work in a unit on leadership, and asking the students in those groups to participate in and identify their own leadership styles, seems to preempt what inevitably turned into ‘too many cooks spoil the broth’… My group was made up of four students other than myself, all of us in different stages of our MEdTL degree; this is my final subject and the second or third for all other participants. Alongside ETL504 I have had to complete my 10 day professional placement this session, complete and submit the resulting prac report, and also […]

conflict resolution questionnaire

What is your approach to managing conflict? According to the questionnaire, after super strongly avoiding the conflict in the first place (19/20), I then have an equally strong preference for problem solving (17/20) and compromising (17/20). In using force to win conflict I scored 13/20, closely followed by yielding on 12/20. Does this match to how you think of yourself? I absolutely, 100% like to avoid conflict. Who likes conflict? What kind of a person actively goes out to try and find/cause/create conflict??? However, I also like to stand up for myself and my ideas, […]

managing school libraries in a knowledge-based society

Module 2.1 Colvin’s (2000) article remains relevant almost 20 years later in the way it speaks of knowledge workers and their managers. As Colvin mentions, organisations are more like organisms than machines, and the management style of those leading the organisations need to recognise and feature this. Managers who utilise their employees “most essential humanity” are leading with a competitive advantage, states Colvin, for the employees “ability to create, judge, imagine and build relationships”. This is especially true of employees in school libraries- the hub of the school where knowledge, creativity, imagination, information and working […]

literary learning; a reflection

Use literature to teach without the curriculum content area being English, they said. It will be attainable, they said. But me? An English teacher by training with not a day of school library experience to my name? I thought it must surely be impossible. Luckily, however, it turns out the answer is something that nine-year-old me who couldn’t finish Anne Frank: The Diary of a Young Girl from fear, despite wanting to learn more about World War II, is really all too familiar with. In reading Serafini and Moses’ (2014) article on the role literature […]

read like a girl

Consider how key arguments are evidenced in the varied activities incorporated in the Read Like a Girl project. Identify one that you could leverage in your school or library to promote a love of reading. The Read Like a Girl project has included events such as an International Women’s Day Breakfast with keynote address from an author, book launches, Literacy Week festivals, Read Like a Girl with your Dad events, and a writer’s conference. The Read Like a Girl founders themselves note that their primary aim was to promote reading for enjoyment (and that they are well and truly […]

literacy levels and an affirmation

Consider the research findings presented in regard to literacy levels, interest in reading and students’ preferences. Present a brief statement on one affirmative action that you could initiate in your school or library as a response to one issue identified in  your readings across this section. I’ll be honest; it wasn’t with my clearest head that I read the prompt for this discussion piece. Rather than reading ‘one affirmative action’ my brain skipped a few letters to read instead ‘one affirmation’. Being a child of the 90s and having a father who was a little […]

a vision for the future of children’s literature

Do you have a vision for the future of children’s literature?  Who will be the drivers of change? I was ecstatic to read in Short’s (2018) article that children’s literature is not becoming extinct, but rather trending upwards in sales; helped no doubt by the cult-like popularity of YA book series and the instant gratification of e-books. Short (2018) further identified a number of trends evident in children’s literature, the influence of visual culture and literature for a diverse society being the two main observations. My vision for the future of children’s literature has definitely […]

The Picture of Dorian Gray (INF506 assessment four)

Being an Early Career Teacher in the MEdTL often feels alienating to some degree, and even more so considering I’m not currently in a teaching role. In this elective I felt very much within my depth, however, being of the millennial generation and having grown up with technology in the sense that gadgets and devices have always been present in my life, but also in the sense that as I have grown, so too have technologies and the overwhelming possibilities they are capable of. While I joked in my first post for this unit (Jeffery, […]