Resources for a range of topics

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Cultural Diversity

Privacy

Misinformation

Personal/Professional Boundaries

 

OLJ Task 3: Mobile exploration

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Oliver as a Library management system has the capacity to act as a social platform, Moving it beyond just a cataloguing and catalogue exploration tool. This is primarily seen with the option to post and share reviews about books and other resources that users have written, which is a growing feature of the platform. This social function allows users to assess based on other’s reviews whether they think a resource will be an appropriate choice for them, assisting them in their use of the library system and collection. As a web-based platform, Oliver functions incredibly well, and the mobile access provides “enhanced user oriented servives” and “experiences” (Obinyan, 2020, p. 371.). As a platform to inform users of other library information, however, it is not the most effective platform. Likewise, the access to the platform via smaller smart devices, such as moblie phones, has abysmal functionality that must be addressed before users may effectively use it not only as a catalogue tool, but also as a social tool. Simply put, the platform is not designed or suited to smart phone use, and when accessed in such a manner the social aspects of the site become inaccessible, thereby rendering them useless. This lack of functionality is in direct detriment to libraries who implement Oliver as a Library Management system, as users are often in favour of accessing such resources from moblie phone (Obinyan, 2020).

 

Facebook and Instagram, on the other hand, may offer a range of other positive attributes for libraries whilst also being accessible by mobile devices, rather than just operating as a web based information service (Obinyam, 2020). With specific sites designed for both mobile use through an app, and web-based browsing supported on computers, Facebook and Instagram are more effectively supported for user access. Operating as a social platform, whilst they do not provide direct access to Library Management Systems, they can be linked to them, and offer further social opportunities that libraries may to exploit to the benefit of their users. Announcements may be made about events and collection items, and opening times and contact information may be shared and made readily accessible to users. Whilst not offering all the library-specific functionality of a designated library website or Library Management System, where users may peruse the collection or access current and previously borrowed items in their accounts, they can still provide stable links to these services, thereby enhancing user experience and access to the library. It is clear that Libary Management Systems such as Oliver have a long way to go in terms of mobile technology accessiblity and functionality if they too would like to reap the rewards of larger social sites such as Facebook and Instagram, with their priority being the creation and disemination of a user friendly app that allows for all of these functions to occur in one place.

Word count: 506

Reference List

Obinyan, O. O. (2020). Application of mobile technologies in library service delivery. In A. Tella (Ed.), Handbook of Research on Digital Devices for Inclusivity and Engagement in Libraries (pp. 371-381). Hershey, PA: IGI Global. doi:10.4018/978-1-5225-9034-7.ch019

 

OLJ Task 2: The influence of technology on society

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Advancements and developments in technology since Web 2.0 first emerged have had an immense impact and influence on society overall. The most obvious influence has been the influence of technology on the level of connectedness now achieveable by people across the world, who now exist in a globally, technologically connected world. This impacts individuals in society on both a personal, familial level, as well as a business level (Wall Street Journal, 2022). For example, prior to the popularisation of social Web 2.0 technologies such as Facebook and Instagram, I had never communicated with my extended family in Holland. Now, with the development of Web 2.0 technologies, I have strong relationships with my Dutch family and speak to them regularly, despite the differences in culture, language and time.

This increased connectedness has implications for businesses as well, particularly for those in rural communities. Individuals regulated to “shopping local” prior to Web 2.0 developements now have access to services and goods on a global scale. This also has positive implications for small businesses in rural communities, who now have the potential to reach national and international customers, expanding their consumer base and providing more opportunities for business growth and profit. This impact is seen and felt in organisations as well. For example, the education sector has been greatly influenced by such technology, with social media providing a new avenue for connection and communication with parents and the community. Gone are the days where the only contact parents had with schools was through formal newsletters, parent-teacher interviews, and notes sent home. Now, parents can access school websites and social media pages for photos of special occasions and events, digital newsletters, reminders of upcoming deadlines and events, and can send in questions that may be quickly answered by admin staff. Schools can additionally diversify and improve their teaching and learning programs by implementing technology-based learning experiences, or alternatively offering distance education options, which benefits students in locally isolated communities.

However, with these advancements come new considerations organisations such as educational institutions have not had to consider in the past, including but not limited to the following:

  • Privacy – the publishing of names and photographs of students and teachers can have implications for privacy concerns, particuarly for individuals whose photos are not to be posted online for safety and privacy concerns.
  • The blurring of professional and personal boundaries, as increased access to schools through Facebook may and can result in more frequent communication and expectations for instantaneous responses outside of schooling hours.
  • The digital divide, which has been widening further since the pandemic when hybrid and online learning increased exponentially. Education systems need to consider and account for this digital divide, which with improvements in technology “will only widen between those with every digital advantage and those who struggle to gain access to even the basic devices and network necessitites.” (EDUCAUSE, 2021, pg 7.).

Word count: 469

Reference List

EDUCAUSE. (2021). 2021 EDUCAUSE Horizon Report: Teaching and Learning Edition. chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://library.educause.edu/-/media/files/library/2021/4/2021hrteachinglearning.pdf? 

Wall Street Journal, The. [WSJ]. (2022). Why Some See Web 3.0 as the Future of the Internet – WSJ. [Video]/ YouTube. https://www.youtube.com/watch?v=OEJGQD1OuKA

 

 

 

Social media in professional settings – initial thoughts

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“Social media enables connectivity, interaction and collaboration.”

Social media enables connection beyond the ties of friendship, family, and acquaintences. As an English/HSIE Teacher and Teacher Librarian, I personally so far have found immense use for social media sites in my professional career. In fact, I frequently find them more useful than websites set up by the Department of Education. Well-managed social media platforms are a platform for professional questions, discussions, debates, collaboration, the sharing of resources and ideas, and more. They have become, over time, a kind of “digital faculty” or staffroom – an invaluable resource to connect and exchange resources and ideas with colleagues, particularly for those such as myself who live in rural and remote locations where one or two people make up a whole subject faculty. They do, therefore indeed, “enable connectivity, interaction and collaboration” (Giannikas, 2020) by individuals in the profession.

It is a resource that I, personally, would be professionally lost and disadvantaged without.

Word count: 179

Reference List 

Giannikas, C. (2020). Facebook in tertiary education: The impact of social media in e-Learning. Journal of University Teaching & Learning Practice, 17(1) https://ro.uow.edu.au/jutlp/vol17/iss1/3

ETL512 – Professional Placement Module 2 Activity

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Review of myself against ALIA’s Foundation Knowledge, Skills and Attributes relevant to Information Professionals working in Archives, Libraries and Records Management. 

Knowledge of the broad context of the information environment 

At present, I believe I have a sound, still developing knowledge of the broad context of the information environment. I feel confident in my ability to respectfully acknowledge, learn about and understand the important contribution of our first peoples, and have a deep understanding of the historic context in which information management exists. However, I have much to learn in the realms of information storage and description, analysis and interpretation, partnerships, and how the TL role aligns with government and coporate goals and values.

The purposes and characteristics of information architecture, organisation and access

Over the years I believe my knowledge on this topic has developed to a significant extent. I understand the theories behind information practice and management, and how I can analyse user needs to ensure their needs are being met, using my knowledge of information flow. I have already begun to source and manage records and collections to ensure collections are reliable and accessible with Oliver, and my current enrollment in ETL505 wil help me in building this knowledge. However, there are opportunities still to strengthen my knowledge of collaboration with technology service providers, as well as the deeper complexities of information management.

Processes and practices relating to information management

Developing and applying metadata was a foreign concept to me at the start of this year. My work so far in ETL505 has started me on my learning journey to understand this concept of information management, the completion of which I feel will see vast improvements here for me. Providing and facilitiating access to free information in a range of media and formats is a goal I have previously identified as wanting to work towards, and I and making very slow progress towards it. For example, I have worked with my principal and IT specialist in my school to arrange for access to a bank of 20 iPads for students to use, and have begun to compile a list of free applications to enrich student learning. The first app I requested was the NSW AECG Languages App, to provide students with an opportunity to learn local Gamilaraay language. This is a goal I am excited to continue persuing.

Management of records and collections is an area I need improvement in. Weeding is one area I am begining to work towards developing my skill and knowledge, which is a necessary requirement for a quality relevant collection. I would like to engage in more collection evaluation in order to effectively manage it, and would like to refine and make more transparent the metadata used in my school and local library.

Information sources, services and products 

I have already begun to research and explore how information is sought and used, as well as the value of current collections. The result of this research led to the genreficition of our fiction collection in our central school. However, I believe there is more room for improvement in this field to improve the library services offered, as well as marketing opportunities to educate our users on what services and products are available.

General employability skills 

Areas I feel confident in:

  • Critical, reflective and creative thinking
  • Customer service
  • Digital literacy to manage and use multiple technologies
  • ICT application
  • Problem-solving
  • Research methods
  • Risk assessment
  • Self-direction and management
  • Training and development

Areas I believe I need to improve my skills in:

  • Business analysis and audit
  • Communication and interpersonal skills
  • Development of governance and information frameworks
  • Ethical standards and social responsibility
  • Financial and budgetary management
  • Human resource management
  • Information and statistical analysis, manipulation and dissemination
  • Leadership and mentoring capabilities
  • Marketing
  • Partnership and alliance-building
  • Project management
  • Supervisory

ETL512 Study Visit – Module 1 Activity

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Cunningham Library

  • Romany Manuell, Research Librarian
  • Australian Council for Educational Research
  • Information Agency type: Special Library

Who do I think the users will be?

I think the users will be information professionals conducting research into the educational field.

 

Research of the agency

  • The Cunningham Library is a collection of Australian educational research material, including ACER research such as reports, conference papers, etc. It also contains research on and information about international education, not just Australian.
  • It was very easy to find information on this agency, as it is a well-funded, well edstablished library used to support research into one of the most prolific institutions in Australia – the education system. A simple google search brought up the home page of the institution, including information about the purpose and contents of the library and its collection.
  • This information does therefore confirm my assumptions of the site.
  • My investigation of the site would therefore be from a cataloguing and organisation perspective – how do you organise the resources, and categorise the metadata attached to them, when there is such a broad range of resources? How do you provide access to the resources (e.g. is there multi or single user access? Is it online or only accessible in person?)

ETL503 Post-Study Reflection

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How has the subject has extended your knowledge and understanding of the role and nature of school library collections?

Engaging with the module content, resources and assessment tasks associated with this unit has led to some significant developments in my knowledge and understanding of the dynamic nature of school library collections and their role in meeting user needs. Early blog posts published during the beginning of the semester reveal preliminary understandings of the role of library collections in resourcing the curriculum – that the collection should contain relevant, current and accurate resources that support student and teacher needs and access to the curriculum, and that they should know how to access collections so that these needs can be met (Coddington, 2022a).

A later blog post (Coddington, 2022g) and my work in assessment one reveal that this knowledge has developed to include the awareness about the nature of collections – that whilst they indeed should cater to and reflect the needs of the users and the curriculum, this does not happen automatically. It shows that I learned that collections are evolving and dynamic, requiring constant evaluation by the TL to identify strengths and areas for improvements based on collected data and knowledge of the diversity of student needs to ensure they continue to be met by a balanced collection (ASLA & ALISA, 2001; Lamb & Johnson, 2007; Patte, 2013).

What is the importance of a collection development policy as a strategic document?

During this unit I learned that collection development policies (CDP) are highly important as they not only guide collection development, but also inform individuals new to the library about best practice in collection development to ensure the collection remains balanced and of a high quality (ASLA & ALIA, 2001; Braxton, n.d.; Hibner & Kelly, 2013). Prior to engaging in this unit, a CDP would have been highly useful, as when responding to how I would go about developing a collection to resource a curriculum topic in an early blog post, it became clear that I had only a foundational understanding of the CDPs and the strategies available to identify resources, citing only text lists and online catalogues as tools to assist identification of resources (Coddington, 2022b). In this post I failed to mention the diverse range of selection aids available to identify resources, which I identified and evaluated in later discussion forum posts (Coddington, 2022c; Coddington, 2022d; Coddington, 2022e) and assessment one. This demonstrates my increased knowledge of the evaluation processes necessary to make effective choices. Overall, I learned that CDPs are invaluable strategic documents, as they ensure consistent choices are made to achieve the library’s goals in meeting user needs (Hibner & Kelly, 2013).

How might a collection development policy assist in future proofing the collection?

Throughout this unit I learned that CDPs have the potential to achieve the library’s goals in meeting user needs as the processes outlined within them will remain consistent (ASLA & ALIA, 2001; Hibner & Kelly, 2013; Punshon, 2006), and will allow the TL to engage in evaluations of the collection, which leads to the development of short- and long-term goals (ASLA & ALIA, 2001; Lamb & Johnson, 2007). These goals work to future proof the collection as they ensure all decisions work to meet these goals to enhance the quality of the collection, regardless of who is fulfilling the role of TL. This need for consistent and quality collection evaluation is a fundamental component of collection management that I learned throughout this unit. In a blog post I identified that at present, I evaluate collections using visual cues (i.e. the condition of the resources) (Coddington, 2022f). My new knowledge of the benefits of consistent, data-driven evaluations to establish short- and long-term goals and future proof the collection that I demonstrated in later blog posts means I must work to improve my collection evaluation, as I reflected on at the start of the unit that there are “currently no priority areas” identified for this in my library (Coddington, 2022h, para. 5).

What are priorities for your own practice, and how could you promote awareness of collection development issues with school leaders?

This unit became overwhelming at times because the content I learned was so highly applicable, practical and relevant to my practice that I did not know where to begin to implement my learning to improve my practice in my own K-12 library. A review of my blog posts and discussion forum posts throughout the unit however reveals that as I progressed through the unit I reflected on my learning and began to identify clear priorities for my future practice.

Collection mapping is one such priority identified to improve the relevancy and quality of my collection, as evident in my discussion forum post where I reflected on my desire to learn more about the strategy to enrich the collection and meet user needs, which I had been “pondering how to achieve […] for a year or so” (Coddington, 2022f, para.3). This knowledge was enriched further by my engagement with relevant literature which highlighted the processes involved in curriculum mapping, and why it should be enacted to support student achievement (ASCD, 2006; Lamb & Johnson, 2007).

Another priority for my future practice is the development and implementation of a collection management policy (CMP) in my library. For some time, I’ve been mentioning the need for a “How to and Why” guide in the library so that procedures and goals can be maintained across frequent staffing changes. Clearly what I meant was a CMP, and so perhaps my biggest take away from this unit is not only the existence and importance of such documents, but also how to write and implement them to improve my own practice. Braxton’s works (2022; n.d), Hibner & Kelly’s and Johnson’s (2018) works, which I engaged with thoroughly during the second assessment, were highly useful resources and significantly developed my knowledge of what such policies should contain, and why, and will benefit me greatly in the creation of a CMP for my own library.

The creation of CMP, made possible by this unit, will assist me to promote the issues of collection development that I learned about such as weeding, lost item processes, copyright, and selection with school leaders. I learned that in the CMP these issues, which are often contentious (Braxton, 2019; Dillon et al. 2001), will need to be explained and outlined in light of the library’s stipulated goals. The learned necessity of frequent review (Dillon et al., 2001; Hibner & Kelly, 2013) and approval of this document by school leaders will present ongoing opportunities to highlight these issues, and provide the broader school community with information about how the library is working to meet their needs (Braxton 2022; Hibner & Kelly, 2013; Punshon, 2006).

Word count: 1063 (1000 +/- 10%)

 Reference List

Australian School Library Association & Australian Library and Information Services Association [ASLA & ALISA]. (2001). Learning for the future. (2nd ed). Curriculum Corporation.

Australian School Library Association (ASLA) & Australian Library and Information Association (ALIA). (2001). Learning for the future: developing information services in schools. (2nd ed.). Curriculum Corporation. https://primo.csu.edu.au/discovery/delivery/61CSU_INST:61CSU/12131785210002357

Association for Supervision and Curriculum Development (ASCD) (2006). Getting Results with Curriculum Mapping. [Online Video]. https://video-alexanderstreet-com.ezproxy.csu.edu.au/watch/getting-results-with-curriculum-mapping/details?context=channel:education

Braxton, B. (2019, March). The Gardener’s Hat. 500 Hats. The teacher librarian in the 21st century. https://500hats.edublogs.org/?s=weeding

Braxton, B. (2022, January). Sample Collection Policy. 500 Hats. The teacher librarian in the 21st century. https://500hats.edublogs.org/policies/sample-collection-policy/

Braxton, B. (n.d.) Policies and Procedures. 500 Hats. The teacher librarian in the 21st century. https://500hats.edublogs.org/policies/

Coddington, M. [monica.coddington1] (2022a, February 28). ETL503 Pre-Study Thoughts, Questions and Reflections. The Learning of a Teacher Librarian in Training. https://thinkspace.csu.edu.au/teacherlibrarianintraining/2022/02/28/etl503-pre-study-thoughts-questions-and-reflections/

Coddington, M. [monica.coddington1] (2022b, 28 February). 1.3 How might you go about resourcing a topic in the curriculum? The Learning of a Teacher Librarian in Training. https://thinkspace.csu.edu.au/teacherlibrarianintraining/2022/02/28/1-3-how-might-you-go-about-resourcing-a-topic-in-the-curriculum/

Coddington, M. (2022c, 13 March). Goodreads – The Pros and Cons. Discussion forum post [ETL503 Interact2].

Coddington, M. (2022d, 13 March). Selection aids online – Twitter. Discussion forum post [ETL503 Interact2].

Coddington, M. (2022e, 13 March). Scootle Resource – Critical Thinking. Discussion forum post [ETL503 Interact2].

Coddington, M. (2022f, 5 May). Methods of Collection. Discussion forum post [ETL503 Interact2].

Coddington, M. [monica.coddington1] (2022g, 15 May). Collecting analytical data. The Learning of a Teacher Librarian in Training. https://thinkspace.csu.edu.au/teacherlibrarianintraining/2022/05/15/collecting-analytical-data/

Coddington, M. [monica.coddington1] (2022h, 15 May). Methods of Collection Evaluation. The Learning of a Teacher Librarian in Training. https://thinkspace.csu.edu.au/teacherlibrarianintraining/2022/05/15/methods-of-collection-evaluation/

Dillon, K., Henri, J. & McGregor, J. (eds). (2001). Providing more with less: collection management for school libraries. Centre for Information Studies. 126-136. https://primo.csu.edu.au/discovery/delivery/61CSU_INST:61CSU/12131785100002357

Hibner, H. & Kelly, M. (2013). Making a Collection Count: A holistic approach to library collection management.  (2nd ed.). Chandos Publishing.

Johnson, P. (2018). Fundamentals of Collection Development and Management. (4th Ed.). ALA Editions. Chicago. https://portal-igpublish-com.ezproxy.csu.edu.au/iglibrary/reader/ALAB0000458/1

Lamb, A. & Johnson, L. (2007). Library Media Program: Collection Mapping. The School Library Media Specialist. https://eduscapes.com/sms/program/mapping.html

Patte, A. (2013). Developing Library Collections for Today’s Young Adults. Scarecrow Press. https://primo.csu.edu.au/permalink/61CSU_INST/1hkg98a/alma991012588282802357

Punshon, M. (2006). Developing school library policies for student learning. In M. Punshon & C. Punshon (Eds.), Managing for Learning: Issues for Primary School Libraries (9-26). School Library Association of Victoria.

Copyright and the Library Collection

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Copyright and the Library Collection

How can schools manage the copyright status of content being loaded into the learning
management system (LMS)?

Schools are permitted to create, store, communicate and use mulitple copies of literary, dramatic, musical and artistic works for the purpose of education in the school setting (smartcopying, 2022, para. 1). They are covered for this use under the Statutory Text and Artistic Works Licence, which ensures that artists, writers, composers, etc. are paid for the educational use of their products. This copyright use is paid for by the Department of Education.

 

Under this licence, TLs are able to manage the resources in their library collection more effectively, as they are able to make, store, and communicate copies of resources for teacher and student educational use. However, this licence does not permit the copying of computer programs, audio and/or visual material, or text based resources for non-educational purposes. This has implications when one considers the storing of films as a resource in the collection, particularly given the temptation to “reward” students with a film viewing session otherwise unrelated to course content for good behaviour etc. Resources thus need to be managed in light of this copyright law, and the TL should work to ensure all staff and students accessing the collection are aware of this law. Materials added to the LMS should only be included if they are for educational purposes if the TL believes copyright could potentially be breached with the addition of the resource, and a note in the description about the parameters of the resource’s usage for educational purposes, to be reviewed on a regular basis, could help manage the content in the LMS.

 

Reference List

Smartcopying. (2022). Education Licences: The Statutory Text and Artistic Works Licence. Smartcopying. https://smartcopying.edu.au/guidelines/education-licences/the-statutory-text-and-artistic-works-licence/ 

Copyright Exceptions in Schools and the Collection

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Copyright Exceptions

 

Copyright exceptions exist to cover the educational usage of material available on the internet that is not typically cocvered by a statutory licence. There are for exceptions included in this list:

1. Fair Dealing

Teachers and students may copy information for their own research or study.

2. Disability Exceptions 

Students viewing and/or using material that may involve copying resources not owned by the teacher is granted if they were copied to provide students with a disability greater access to information and therefore learning.

3. Exam Copying 

Teachers may copy and distribute materials for assessible online and hardcopy exams. They may not copy and distribute materials for non-assessible examinations or tests (e.g. practice exams)

4. Flexible Dealing

Permits the use of internet materials for educational purposes not otherwise covered by the Statutiry Text and Artistic Works Licence or other copyright exceptions. This includes:

  • Uploading/installling freely avaiable apps for edicational purposes
  • Copying podcasts for students
  • Making copy of a Vimeo video for student use.

 

Reference:

Smartcopying. (2022). Internet and Websites. Smartcopying. https://smartcopying.edu.au/guidelines/internet-and-websites/

Internet and Websites

Methods of Collection Evaluation

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Consider models and methods for collection evaluation which may effectively relate to the learning and teaching context, the needs of users and the school library collection within your school, or in a school with which you are familiar.
  • What are the practicalities of undertaking a collection evaluation within a school in terms of time, staffing, and priorities, as well as appropriateness of methodology?

In the rural small central school library in which I work as both a TL and a classroom teacher, annual collection evaluation is not a practical process. A method such as curriculum mapping is time consuming, and evaluation should be an ongoing process if it is to be effective. However, this is a monumental task when you consider all the other more pressing issues the TL faces on a daily basis: resource identification, evaluation and selection; accessioning and covering; promoting; program writing for library classes; resource creation for library classes; returning and borrowing; collaboration and meetings with staff; event planning; management of the library space, etc. When you’ve only got an additional staff member with you for an hour a day at most, when you’ve got a class in for library to assist with borrowing and returning, evaluating the collection is a monumental and time-consuming task that the TL, on their own and without release time, simply does not have time or the capacity to achieve on an ongoing basis.

  • How does the need for, and possible benefits of an evaluation of the collection outweigh the difficulties of undertaking such an evaluation?

The benefits of being able to develop short and long term goals in order to create a focused collection, create selection procedures to match these goals, and build a budget to subsequently meet them would result in a balanced, well resourced library that meets the needs of both staff and students. Not engaging in collection evaluation means that collections have the potential to become outdated, weak, and do not reflect the curriculum or the needs of the leanring community.

  • Is it better to use a simple process with limited but useful outcomes, or to use the most appropriate methodology in terms of outcomes?

It depends on the timing. If the collection has never been evaluated, then the most appropriate method to get the most reliable and useful outcome in terms of usable data is the better option. However, this is likely not a viable approach for a yearly evaluation, due to the time it takes to implement. It could be implemented at the start of a TLs new role (or if it has never been done) to get baseline data and become familiar with the collection in order to determine goals, and then it would be more beneficial to implement a simpler process with limited data/outcomes on an ongoing/yearly basis. More comprehensive analysis would need to occur however every 5-10 years to get comprehensive results and a better understanding of where the collection is currently at in terms of quality and relevance.

  • What are the current priority areas for evaluation in your school library collection?

Over the last two years we have been genrefying the collection, and evaluation has occured as books have been genrefied. The outcomes were based on age, circulation stats for the resource, and condition. At the end of last year I reviwed the junior non fiction collcection and determined that it needed updating. This was based on the condition of the books I observed as I moved them from one location to another, and the knowledge that this is one of the most highly borrowed collections in the library. Other than this, there are currently no priority areas for evaluation in my school library collection. This is an area I need to work to improve.