Dive a little deeper… What is the Deep Web?

Wikipedia is often the first stop for many information seekers searching for definitions. This free encyclopedia service is a great platform to start one’s search, but just like the whale, diving in a little deeper leads to a better understanding.

As I type in ‘Deep Web’, I think back to when I would interchange this term with the ‘Dark Web’. I had no idea they were two different sections of the Internet. All I knew was I couldn’t access them using a simple internet search or web address.

According to Wikipedia, the Deep Web is a section of the World Wide Web whose contents is not accessed through standard search engines. Therefore, when accessing content on the Deep Web, a direct URL or IP address may be required, accompanied by login forms and passwords. Such content on the Deep Web includes online banking, online news services and restricted access profiles.

Upon further investigation, according to

https://www.upguard.com/blog/dark-web-vs-deep-web

The Deep Web has two distinct factors: obscurity and authentication. Obscurity refers to the inability to find content in a standard search engine such as Google. Authentication refers to the requirement of proving one’s identity to access the systems or information.

The majority of Internet information is found on the Deep Web. Whether it is to access subject material on Interact2, online banking or catching up on subscription news feeds, each requires a specific process to connect to and authenticate ourselves before accessing the data.

 

Thinking about information – The data – knowledge continuum

Information is used every day; the term is commonplace. However, the definition is varied according to its context. According to the Macmillan Dictionary, information is  ‘knowledge or facts about someone or something.’  This is a simplistic definition of a frequently used term.

One perspective on how to define the attributes of information is the data-knowledge continuum. I devised a table to illustrate the concept.

Chaos Symbols are random and not organised into groups. @, 5, %, t, Q, *, £, S, P, v, s, 8,e,m
Data The meaning of the symbols(in this case, letters) is organised into groups. However, the understanding of the symbols is not essential. S, m, a, f, P, t, l, L, e, t, a,e
Information Symbols (the letters) are making connections. The letters are forming words. Stem, Leaf, Petal
Knowledge The data is organised to convey meaning or context. A stem, leaf and petals are all parts of a plant
Wisdom An individual uses the data for a higher purpose and applies the knowledge to another context. Identify the stem, leaf and petals by labelling the diagram of the plant.

 

Macmillan Education. (2020). Information. In Macmillan dictionary. https://www.macmillandictionary.com/dictionary/american/information

Assessment 1: Little did I know…. My understandings of the role of the Teacher Librarian

 

 

 

 

 

 

 

As an Early Childhood specialist with over twenty-five years of experience, my understandings of a teacher-librarian role within a school setting were somewhat limited. In fact, I only ever referred to them as “Librarians”.

To me, Librarians, especially within the school environment, were the custodians of books and a fountain of knowledge, presumably from reading the books that lined the endless rows of books on metal stacked shelves all ordered according to the Dewey Decimal System, (or more recently, was it from “Googling” the answers like the rest of us?)

Whole classes were shuffled to the library for their allocated library lesson time. Often the class teacher would disappear to catch up on marking homework, lesson preparation or maybe a well-deserved coffee?

In between reading books to classes and helping children search for an interesting book for home borrowing, the librarian would be entrusted with organising a book fair and, of course, the annual book week parade.

When I initially thought about studying to become a Teacher Librarian, I didn’t understand the scope of the role. I have always been interested in young children’s literature and supporting learning through collaborative and inquiry-based learning. Still, as I read through the introductory material, I am becoming more aware of the Teacher Librarian’s role within the school community.

According to the Australian School Library Association (ASLA), the Teacher Librarian takes on three primary roles:

1)      As a curriculum leader

2)      As an information specialist

3)      As an information service manager.

Before starting this degree, I hadn’t considered these three specific aspects of a Teacher Librarian’s role. How will I do all of this when I begin working in a school library? After all, I have over two decades of Early Childhood experience and none within a Primary school environment.

First and foremost, I will draw upon my commitment to collaboration with colleagues. Working within a school community alongside teachers and executive teams will provide valuable insight into how the school delivers the curriculum. I want to become a significant contributor within the school community, not just during book fair fundraisers and running the book week parade, but as an advocate for developing individual students’ ability to become critical and creative thinkers.

My passion for collaborative learning spaces and creative classroom environments lends itself to promoting the physical library as an innovative learning hub. A Teacher Librarian who strives for a library environment that supports literature and provides a creative and collaborative learning space to explore, imagine and think sets students on a positive path, preparing the twenty-first-century learner for the challenges that lay ahead.

Learning about the role of the Teacher Librarian throughout this degree will help me become a positive influence by engaging students in critical and creative thinking and effectively using information and communication technologies to support their learning and understanding of how to engage in the world around them.

 

Australian School Library Association. (2014). What is a Teacher Librarian?https://www.asla.org.au/what-is-a-teacher-librarian

Baby Steps… Early Childhood Teacher to Teacher Librarian

As I start the first few weeks of reading, writing and experimenting with technology, I find myself taking baby steps on what I hope to be a long and accomplished career as a Teacher Librarian. As I mentioned in my introduction, my educational skill set and experience has been in Early Childhood. An educational sector that is often undervalued and overworked, but in my opinion, the most important stage of education for children.

Over the past few years, I reassessed my contributions within this sector. I was beginning to feel the urge for a challenge, academically and professionally. Becoming a Teacher Librarian sounded enticing to me:

  • Experienced teacher
  • Love of children’s literature
  • An understanding of children’s language acquisition and development
  • Organised and methodical
  • Able to work independently yet collaboratively as part of a larger educational team.

I wrote my job description for a future role as a TeacherLibrarian. Little did I know, the above attributes are only the foundation on which a career as a Teacher Librarian can be built. I quickly discovered that there is so much more to the role than I first anticipated…I am excited to begin this academic journey and apply new learnings, prior educational experiences and understandings to my future role as a Teacher Librarian.

I am ready to join the GLAM squad

 

I am ready to join the GLAM squad…

I know GLAM is a sector, but it sounds so cool to say, GLAM squad!

GLAM is an acronym for ‘Galleries, libraries, archives and museums.’

The term GLAM is used to refer to the preservation or promotion of culture by providing access to knowledge.

As I start my journey on becoming a qualified Teacher Librarian, I am excited to be part of GLAM.

Not only will I be able to support students with their learning, collaborate with teachers by resourcing the curriculum within a Primary school, I will also be part of something bigger, the GLAM squad.

Allow me to introduce myself…..

My name is Suzanne Gonye. I am from Sydney’s North West (2151). I love coffee, colour, music, gardening and a healthy dose of daydreaming!

I am a mother to a creative and spirited, ten-year old girl. It is refreshing to see the world of language acquisition, literature and learning through her eyes. She is my number one cheerleader and has encouraged me to study again.

I had graduated as a Primary Teacher in the mid-’90s, and believe it or not; I have never worked within a school setting. However, over the past twenty-five plus years as an Early Childhood Teacher, I have enjoyed being part of countless young children’s early development and education. I am excited to transfer my knowledge, skills and experience into a Primary School setting.

I have always been interested in young children’s literature and supporting learning through collaborative and inquiry-based learning. I am looking forward to learning how teaching and librarianship can be integrated into my professional practice.

This is my first experience in online learning. I know it will be a steep learning curve for me. For sure, I will be challenged by this course. I guess that is what I signed up for!