Technology can transform the library offering and the role of the teacher librarian (TL) within a school community. The collaborative nature of apps and online tools (Carrington, 2016) is especially useful where BYOD and pedagogy allows students to be inquirers; taking ownership of their own learning, learning collectively, sharing ideas and finding the ‘third space’ (Galimi, 2020, May 22). Access to technology is not a level playing field (Galimi, 2020, May 25) and while technology can be beneficial, the ability of the school community to access the virtual library must be considered.
The S.A.M.R. Model (Puentedura, 2014) is a framework to assess the use of technology to enhance or transform learning using Bloom’s higher order thinking skills with technology through analysing, evaluating and creating. Online library learning objects (LO) and online library research guides (RG) curated by the TL provide unlimited possibilities for students to access LO and collaborative tools such as wikis and forums giving opportunities to use high order thinking skills. There are numerous benefits for 21st century learners (Galimi, 2020, August 10) by combining Information and Communication Technology (ICT) and web 2.0 in the curriculum (Costello, n.d.). ICT skills, digital literacy skills and information literacy skills can also develop by teaming Bloom’s Taxonomy with web 2.0 tools (Galimi, 2020, August 8) to extend learning opportunities. Exploring the use of wikis and forums while creating the pathfinder, showed new ways of embedding myself as a 21st century TL into student learning and outcomes. While modelling 21st century learner attributes, TLs can be in the classroom virtually, providing expert knowledge in the just in time moment when required. RGs are excellent ways for TL to cater for different learning needs, styles and abilities.
TLs require time to curate and ensure the virtual library is of a high standard. A level of transparency must exist so that the executive of the school are aware of the TL’s input into the learning outcomes and opportunities for students (Galimi, 2020, October 9). It is vital that TLs do not shy away from promoting their work to teachers, students, school community and school executive. This can be done through ‘library update’ emails to staff and students, participation in meetings, flyers placed within the school, promotion on social media, school newsletter and the library website. This in turn will provide greater resources to flow to the library and increased take up of the offering from students and teachers.
The issue of ‘noise’ on the internet (Galimi, 2020, October 8) can eradicate the benefits the virtual environment can provide. TLs can play a vital role in guiding students to the right information (age and reading level appropriate) that does not compromise their safety. As a 21st century TL, I will use readability tools to provide resources for students of all abilities. I will continue to experiment with search engines recommended by Educators technology (2018) as the effectiveness varied depending on the search topic, particularly for Australian specific resources. These search engines were fantastic for primary students as they produced safe sources and most results were at the primary reading level. Edmodo has a legally binding age of 18 years (Charles Sturt University, n.d., Module 3.3), highlighting the need for me to understand platform requirements, pros and cons when considering their use within the library program.
References
Carrington, A. (2016). The Pedagogy Wheel. Educational Technology Solutions. https://www.educationtechnologysolutions .com.au/2016/06/pedagogy-wheel/
Costello, C. (n.d). Using ICT and web tools in the classroom. Virtual Library. https://www.virtuallibrary.info/using-ict-and-web-tools.html
Educatorstechnology. (2018). 11 great kids safe search engines. Educational Technology and Mobile Learning. https://www.educatorstechnology.com/2018/01/11-great-kids-safe-search-engines.html
Puentedura, R. (2014). SAMR and Bloom’s Taxonomy: Assembling the Puzzle. Common Sense Education. https://www.commonsense.org/education/blog/samr-and-blooms-taxonomy-assembling-the-puzzle
Charles Sturt University. (n.d.). Module 3.3 Digital Resources [Module notes]. ETL501, Interact2. https://interact2.csu.edu.au