The information environment is growing and evolving. The advancements in technology of Web 2.0/Web 3.0 means that we have the diversity of technology never imagined in our pedagogy.
Technology can be utilised to create locally produced resources/learning objects
When creating locally produced resources or learning objects utilising technology, I have to consider the thinking introduced by the Pedagogy wheel. It is designed to enable educators to use technology as an enhancement to focus on delivering the graduate attributes and lifelong skills (Carrington, 2016).
I can use technology such as Google sites and Thinkspace platforms to create learning objects that do the following:
- A platform to facilitate both online and physical resources
- Provide multiple access points
- Extend the space of the library as it is no longer constrained by time and space
- Create specific content for stakeholders that is easily adaptable to user needs
- Create resources that are professional, up to date, navigable, and reusable
(Gilbert, 2019)
Technology such as QR code makers, Google Earth, portable devices, Instagram, and WebQuests elevate resources to pursue learning objectives in a fun interactive way(Bates, 2017).My blog post about accessibility reflects upon what I have learnt so far and the future directions I have to take to make resources dynamic and adaptable.
How important is this role for the teacher librarian?
Being visible –When I started the course this year I was very much inspired by the video of Karen Bonnano as mentioned in my blog post about TLs being endangered species. Hence, I strived to be counted and visible. I requested and delivered professional learning using PowerPoints, curated information resources for teachers, submitted articles to online school newsletters and apps, made announcements in Google classrooms, and sent emails with beautifully photographed library displays. All this curation, collaboration, and visibility is possible because of the utilisation of Web2.0/3.0 technology.
Collaborative curation –Curation of content should be an ongoing process through conversation with teaching partners (Spiering & Lechtenberg, 2021) to achieve desired outcomes.
Create disciplinary literacy – As a TL I need to teach and model how knowledge is accessed, retrieved, and used (Spiering & Lechtenberg, 2021). The research guide is also a conduit for 21st century skills such as information literacy. I modelled my search strategies such as using specific terms, finding the right information, evaluation of resources and giving attribution.
Incorporate multiple perspectives –The content presented should be diversified by representing multiple perspectives(Spiering & Lechtenberg, 2021) by utilising the appropriate technology.Tools such as Jamboards (Tun,2022, Sept 11th) are excellent for curation of multiple perspectives.
What I need to do to become a 21st century TL
- Be information literate. As mentioned in my blog post about search engines, I am still a novice. I need to be abreast of the developments in technologies that support the searching of information.
- Utilise social media as a tool for achieving meaningful learning outcomes. Blogging, Instagram posts and other social media can be utilised to enhance the connectivity of the school library (Sheko, 2019).
- Be current regarding issues relating to public domain and copyright (Odonne, 2021).Digital citizenship can be modelled but it must be with the right kind of resources(Odonne, 2022, Sept 26) delivering targeted information as mentioned in this forum discussion(Tun, 2022,Sept 4th).
The possibilities are endless.That is the dynamic nature of my elephant.
References
Bates, L. (2017). 5 brilliant ideas for EdTech scavenger hunts. Fractus Learning. https://www.fractuslearning.com/edtech-scavenger-hunts
Carrington, A. (2016). Educational Technology Solutions. The Padagogy Wheel. https://www.educationtechnologysolutions.com.au/2016/06/padagogy-wheel/
Gilbert, K. (2019). Libguides: In workflow, discovery behaviours and space. Synergy 14(2).
Odonne, K. (2021). Remix, Reuse and Re-energise using Creative Commons and Open Education Resources. https://www.linkinglearning.com.au/remix-reuse-and-re-energise-using-creative-commons-and-open-education-resources/
Sheko, T. (2019). Using the Medium blogging platform to teach critical and digital literacies in art. SCIS Connections (110).
Spiering, J., & Lechtenberg, K. (2021). Rethinking Curation [Article]. Knowledge quest, 49(3), 52-53.