Convergence – Module 5.4b

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How is digital citizenship approached in your school or experience?

TukTukDesign / Pixabay

Digital literacy was only recently implemented with the year 7’s.  Last year I ran a few HASS classes with the then Yr 7’s and realised that they were absolutely incapable of doing very simple tasks such as saving documents, referencing with more than URLs, uploading documents and even using MS word.  I was flabbergasted. So I set up a formative assessment task with a rubric to see what the students were capable of doing and then present that information to the AP for teaching and learning. I used the general capabilities continuum, specifically the ICT and CCT components; and used the stages of the continuum as benchmarks to assess the students. The task showed me that nearly ⅔ of the year 7 students from last year were unable to do very simple tasks and were averaging at a year 4 level.  Their information literacy was minimal!! The ramifications of this information were immense. How were these students going to progress through high school and complete their educational tasks sufficiently if their baseline was so low? How were they going to be active and informed citizens? How did these students get this way after being mostly at BYOD schools? And, how did we miss this?

Most of the teachers assumed a basic level of digital literacy and citizenship due to the ‘digital native’ tag.  After all, these students were adept at using youtube, playing music, taking photos and using Snapchat! There are also expert at hiding their screens when teachers are nearby, and consummate at switching screens when caught out!

The upshot of my assessment of last years Yr 7s is that there is active interest in embedding ICT and the GC within the curriculum.  I am in the process of re-writing the Year 7, 8 and 11 RE units of work to make sure that ICT and CCT are appropriately addressed and assessed.  As there is no explicit curriculum for RE, I have free range to make it skills based and use inquiry to teach the content. The only problem I am having is with some of the teachers that are disagreeing with my approach.  Luckily I have permanency and am willing to take the risk.

Has the school in which you work (or know best) developed an information literacy policy?

My school is currently in the process of implementing an information literacy policy. My colleague is writing it in collaboration with the AP of teaching and learning.  The plan is to align information literacies with the general capabilities continuum and then coordinate them to the year levels. The theory is that once we have the framework we are going to use it to implement the various aspects of across the stages and curriculum.

geralt / Pixabay

We are using a few of ANU policies as an end point for our framework.  Ideally we would like our students to be at this level by the end of year 12 so we thought if that is the goal then we can use the ‘backwards by design’ process and stage the levels backwards according to year levels.  I am using the framework that my colleague is writing as a basis for my work with RE.

These are the policies we are using to structure our framework on;

https://anulib.anu.edu.au/research-learn

https://services.anu.edu.au/files/FileManagement.pdf

https://services.anu.edu.au/files/AdvancedDigitalResearch.pdf

How is information literacy approached in your school or experience?

geralt / Pixabay

Information literacy is still currently a disorganised program.  Whilst some teachers implement aspects of it in their teaching and learning, there is no whole school approach to informational literacy.  In addition, there is limited true inquiry within our school. Granted there are a plethora of ‘research’ assignments that bore both students and teachers.  But real, true inquiry projects are missing. This is primarily due to teachers citing overcrowded curriculum and lack of time. But here in the ACT, there is such a large range of flexibility allowed with the national curriculum.  There is no need for so much explicit content instruction and rigid assessment tasks. Unfortunately, there is a strong cohort of teachers that persist in repeating the same teaching and learning activities that were taught from two decades ago.  The only difference is that students now present their tasks on MS Word and or a powerpoint. But by the same token, we have other teachers that inspire students to do their best within the parameters they have thrust upon them.

The challenge is real – Module 5.3b

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EliasSch / Pixabay

There are many challenges to teachers implementing guided inquiry lessons into their teaching and learning. They include among others; a misunderstanding of what inquiry learning is; inability to implement their own teaching activities; inability to collaborate with colleagues, lack of time and fear.

The first reason is that teachers (not teacher librarians who know better!) often confuse guided inquiry learning which is deep in knowledge, rich in skills and meaningful to the student,  with a superficial regurgitation of facts that accompany a traditional research task (Maniotes & Kuhlthau, 2014). Students are exasperated, teachers are frustrated, yet the loop of insanity continues from kindergarten to year 12.  Maniotes & Kuhlthau (2014) says STOP this insanity!

 Freedom to implement authentic teaching and learning practices is often hampered by the hierarchy within schools.  Whilst many teachers are given the flexibility to plan their own lessons and thus choose their pedagogical practices, they are often bound by the school and departmental parameters in regards to timelines and assessment (Templeton, 2019).  This is very evident in high schools where there are department heads and year level coordinators that manage assessments and their timelines for historic reasons, often completely unknown to anyone in this century. These obstinate teachers are unwilling to adapt and or modify their teaching practice with the advent of an information society.  The adage, “but we’ve always done it this way”is a common theme (Templeton, 2019 & Maniotes & Kuhlthau, 2014). These parameters translate to an inability to structure longer guided inquiry units of work as teaching hours are crammed with explicit content instruction aimed at superficial tests and mindless research tasks that no one wants to do and even fewer want to mark.

 Lack of collaboration is often blamed for ineffective teaching practices by both teachers and teacher librarians.  These intransigent educators are reluctant to participate in collaborative practice and balk at co-creating teaching and learning activities (Ezard, 2019).  Often these stalwarts of inflexibility are also the ones that struggle to hand over the reins of learning to the students and or willing to practice team teaching.  This loss of controlling the learning is often translated as loss of control of a class, which is a complete contraindication of what a guided inquiry unit is. A vibrant class that is engaging with learning task is going to be noisy as noise usually is entwined with social discourse.  It does not mean that the students are disrespectful, nor does it mean that there is disharmony. Learning is a social construct and students learn better when engaging with their peers (Kools & Stoll, 2016). Teacher librarians need to understand that the resistance to guided inquiry is often due to the unwillingness of collaborative practice and not themselves as individuals (Ezard, 2019).

 As mentioned previously time is an issue in schools.  Teachers lack the time to collaborate with their peers to co-create inquiry tasks, and they often also lack time to allow actually put a guided inquiry into practice.  But what teachers often forget is that guided inquiry does not have to be a long unit of work that ends in a presentation. Guided inquiry can be as long as a term or as short as a week.  Ideally, the practice does require time to build and teach skills, but the flexibility of the framework allows the teacher to guide the lesson as much as the students require.  The true point of a guided inquiry task is to TEACH the skills, not the content.  Learning of these skills is a cumulative effect that requires constant practice across all classes and year levels.

 The last reason that inhibits the implementation of guided inquiry is fear.  Fear of the unknown; fear of rebelling against the system; fear of unemployment due to the previous rebellious behaviour; fear of losing control of a class; fear of failing to meet expectations; fear of not achieving learning outcomes; fear of trying something new; fear of failing.

 

References

Ezard, T., (2019) Leading the Buzz in your school. ASLA 50th Conference. Canberra

Kools, M. and Stoll L. (2016), “What Makes a School a Learning Organisation?”, OECD Education Working Papers. No. 137, OECD Publishing, Paris. http://dx.doi.org/10.1787/5jlwm62b3bvh-en

Maniotes, L.K, Kuhlthau, C. (2014) Making the shift. Knowledge Quest. 43(2) 8-17

Templeton, T., (2019) Rantings of an emerging teacher librarian. I lost my mind 3 children ago. Retrieved from … lost weblink.

Module 5.3a – Information Literacy

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How might the TL help the school move towards integrated information literacy instruction?

The change in societal expectations of students has meant that students need to have strong fluency in information literacy and the inclusion of inquiry learning within the curriculum was the ACARA’s response to this change.  Information literacy is cumulative and needs to be embedded across the curriculum and year levels. Unfortunately, information literacy is not integrated into the curriculum, but rather aspects of it can be found within some subjects and their inquiry strands.  This disjointed learning means that the skills that inquiry promotes are taught in a haphazard manner instead of being practiced in sequential and regular intervals. Information literacy is cumulative and thus requires it to be embedded across the KLAs and year levels rather than in ad hoc stand alone units (Lupton, 2014).  Therefore, IL needs to be part of the content, structure and sequence of learning.

Fitzgerald & Garrison (2017) reinforce that consistency is important and a school wide focus is important.  The central position of the library within a school allows a teacher librarian to have an holistic view of the school’s teaching and learning.  This holistic vision means that a TL is able to liaise and collaborate with their colleagues to implement a framework for inquiry learning within the school so that those essential skills can be practiced at regular intervals (Kuhlthau et al., 2015).  This framework, once designed by the TL, can be then adapted by the classroom teacher and or TL to suit the needs of the subject and or year level. As the keeper of the framework, the TL is also able to differentiate the scaffolding to suit the learning needs of the students in anticipation of the unit of work.

What challenges lie in the way of such instruction?

The biggest challenge for the implementation of inquiry units is time, or the lack of time.  The curriculum is already very crowded and with the prevalence of standardised testing and the emphasis on traditional assessments, there is insufficient time to properly run inquiry units at regular intervals.  Additionally, whilst inquiry units are popular in primary schools and in lower secondary, it is deemed less rigorous in senior years. This is a fallacy, but old habits often die hard. The other challenges for inquiry units are lack of collaboration within the teaching staff and reluctance for students to work in collaborative groups.  As mentioned in other posts, many teachers struggle to work collaboratively with their colleagues for numerous reasons. Teacher librarians are often excluded from curriculum planning and assessment design due to the presence of subject silos within schools. This inability to collaborate often leads to poorly designed and implemented guided inquiry units that fail to engage students and provide lacklustre results.  This inability for teachers to collaborate effectively is then often transferred to their reluctance to let students to work in similar groupings. Inquiry units are best done collaboratively as learning is enhanced when based within social constructs. These groups are often called inquiry circles or focus groups. Unfortunately some teachers are reluctant to have their students working in groups as they differ from the traditional classroom setting and upset their preferred teaching style.

How teacher librarians and teachers might encourage students to transfer information literacy skills and practices from one subject to another?

The library is often a neutral zone and utilised by all subject areas.  Therefore, students are able to view the TL as the ‘inquiry teacher’ regardless of the subject that the task is for.  This means that it is plausible that students would be able to transfer their skills in inquiry learning from one subject to another simply because the teacher teaching the subject has not changed.  Additionally, the TL is already aware of the learning needs of the students and thus can scaffold them appropriately. This scaffolding can be tailored individually to allow all students to participate to varying degrees.  Fitzgerald & Garrison (2017) point out that reflection within an inquiry unit forces students to contemplate their learning and ruminate on the processes they used to achieve their goal. This reflection helps students determine their strengths and weaknesses for future tasks and thus be more conscious of their learning. This cognisance of learning is an essential part of the process and can be used as feedback as well as determining the zone of proximal development (Fitzgerald & Garrison, 2017).

Doyle, A., (2019) The hard skills employers seek. The Balance Careers. Retrieved from https://www.thebalancecareers.com/what-are-hard-skills-2060829

Fitzgerald, L. & Garrison, K. (2017) ‘It Trains Your Brain’: Student Reflections on Using the Guided Inquiry Design Process. Synergy, 15/2

Kuhlthau, C.C., Maniotes, L., & Caspari, A. (2015) GI: Learning in the 21st Century. 2nd editon, Santa Barbara, CA: Libraries Unlimited.

Lutheran Education Queensland (n.d.) Approaches to learning. Inquiry based learning. Retrieved from https://www.australiancurriculum.edu.au/media/1360/lutheran-education-queensland-inquiry-based-learning.pdf

McLeod, S., (2018) Piaget’s theory of cognitive development. Simply Psychology. Retrieved from https://www.simplypsychology.org/piaget.html

Symbiosis – Module 3.3

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Teacher librarians and Principals have a symbiotic relationship in which each person’s role is intricately woven into each other (Farmer 2007).  Principals are the leaders of a school. Their role is to create a culture of learning that enables effective teaching practice and promotes learning that is independent, enthusiastic and with life long potential.  Teacher librarians collaborate with principals to make this vision into reality by taking this vision of academic integrity and making it real. How do T/L do this?

 We collaborate with heads of departments to embed the general capabilities into the curriculum across units of work and year levels  (Haycock 2007). We work with individual teachers in creating units of work that are creative and inspire deep thinking. We work with the inclusive education department to help structure modified units of work that promote equality and equity.  We resource the library with materials that encourage students to engage with the content, promote literacy via recreational reading programs, and we do it wearing co-ordinated twin sets with pearls (Lipton 2016).

 Principals enable teacher librarians by enabling the teacher collaboration that is essential for TL practice.  They agree to school wide reading and digital literacy programs. They minimise or eliminate teaching lines so that we can dedicate our days to assisting our colleagues in their professional practice.  Principals who need teacher librarians give them time and money to do their job. Teacher librarians need principals who value and respect them, their roles and their positions in the school.

References

AITSL (2017) Principal Standards. Retrieved from https://www.aitsl.edu.au/lead-develop/understand-the-principal-standard/unpack-the-principal-standard

Farmer, L. (2007). Principals: Catalysts for collaboration. School Libraries Worldwide, 13(1), 56-65.

Haycock, K. (2007). Collaboration: Critical success factors for student learning. School Libraries Worldwide, 13(1), 25-35.

Lupton, M. (2016). Adding value: Principals’ perceptions of the role of the teacher librarian. School. Libraries Worldwide. 22/1 49-61

Its the standards that matter – Module 3.1

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I recently moved from provisional /graduate teacher to proficient teacher whilst I was working as a Teacher librarian.  I’ve only ever taught as a casual teacher for about two years and only just scraped  my 180 days minimum as TQI required in the ACT when I moved to proficient.  Gathering evidence for my ATSIL standards was ridiculously hard when you never have had a class to yourself.  So the thought of having to even think about ASLA TL standards was enough to make me avoid this task for a week.

Then I spent a week assisting the RE co-ordinator and his 2IC plan next semester’s units from Years 7-8.   Using their unit plans I worked with the teachers to embed the general capabilities curriculum firmly into the teaching and learning.  I used scootle to find resources that would promote critical and creative thinking, inter cultural understanding and ICT.   I assembled a range of fiction titles that would support the units of work, including locating an audio-book for our visually challenged student.  I also looked for interactive websites and videos that would enhance the learning process.  Then I collaborated with the inclusive education team to work on modified programs for the students with learning needs.  It took us all day but we came up with several scaffolded tasks that could be used interchangeably.

It was then the TL standards made sense.  The standards set the benchmark of professional behaviour of what teacher librarians bring to the school community.  I am too new a teacher and  definitely too new a TL to be proficient at all the standards.  But what I can do is achieve each one slowly, bit by bit.

 

2.2 Learning and teaching

Excellent teacher librarians:

• collaborate with teachers to plan and implement information literacy and literature programs that result in positive student learning outcomes

• ensure that their programs are responsive to the needs of learners in the school community

• support learning and teaching by providing equitable access to professionally-selected resources

• assist individual learners to develop independence in their learning

• teach the appropriate and relevant use of ICTs and information resources

Module 2.1 – The Porridge Pot

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RitaE / Pixabay

This section has changed my perspective on the concept of information.  Prior to this unit, I had seen this word to be simply informative. A transmission of knowledge from one to another.  The continuum was very helpful in understanding the difference between raw data, information and knowledge. I particularly liked how the types of knowledge was described.  It made me think of oral traditions of many cultures, that transmit vast knowledge and traditions across generations via story telling. In the eras of near universal illiteracy, information was communicated via stories and tales by tribal elders.  Even now, Indigenous peoples across the world maintain their societal traditions and cultures by a rich history of oral traditions.

It was interesting to describe information as a commodity.  Arguably, one could use schooling as an example of information as a commodity, as it is transmitted from experts to apprentices at a cost.  The very nature of information and its ability to be transferred from one person to another without loss to the original person makes it an excellent business practice.  In fact, one could go further and suggest that education systems use information and its inherent properties as an unending source of income. I find this rather amusing as it reminds me of the story of the magic porridge pot  by the Brothers Grimm.

In the children’s story, the porridge pot overflowed and overwhelmed the town.  This is very similar to what is happening with the information quantities present in society today.  The attributes of information that make it such a viable commodity also means that it is being constantly created and this ‘self multiplication’ is leading to an glut of material.  Combined with technology that is rapidly changing and expanding, this overabundance of knowledge is increasing dramatically as our ability to produce information is also increasing.

‘NATIONAL SORRY DAY’ – Annotated bibliography

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ANNOTATED BIBLIOGRAPHY of

CLASSROOM AND TEACHER RESOURCES

FOR

‘NATIONAL SORRY DAY’

UNIT OF WORK.  

Appropriate for students in

Mainly STAGE 4 & some STAGE 5

Appropriate for History, English, Drama, Visual Art, RE and Mathematics subject areas.

Appropriate for students who identify as Indigenous people across Stages 4 & 5.  

 

Citation 1 Various Authors (2011) Yarning strong guided reading series. Oxford University Press, Australia.
Format

Licencing

Owned/Subscribed

 Mixed formats print/audio/images.  

Copyrighted for person and educational use but not for distribution.

Owned.

Description This is a set of novels, graphic novels, anthologies and a teacher kit that covers issues such as identity, family, law and country.  The anthologies include poems, images as well as a teaching kit.
SC 1A 1B 1C 2A 2B 3A 3C 4A 4D
SA Booktopia
T&L

Evaluation

Recreational reading     TR Std 2.4 OI – 2, 4, 5, 6, 7, 8

The box set is aimed at Indigenous students as they would identify with the storylines and characters and thus be more likely to engage with it.  The language is colloquial and could be considered a Hi-Lo series for older readers. Since many Indigenous teens have lower literacy than their non Indigenous peers, it is important to have books that cater to their ability and interest (AIHW, 2017)

The resources allows for development of a subtle and covert knowledge and understanding of indigenous peoples.  Authenticity and perspective has been maintained as all stories have been compiled by Indigenous authors and anthologies led by tribal elders.

 

Citation 2 Pascoe, B., (2018) Little Red Yellow Black Book. 4th Edition. Aboriginal Studies Press. Australia
Format /Licensing Book = owned and with copyright attached.
Description This book has been written from an Indigenous perspective and thus assists with encouraging appreciation and reconciliation between both non Indigenous and Indigenous Australians.  It makes strong connections to the concept of Country and culture. The stories within, cover a range of socio-political issues and this edition also will challenge stereotypes and educate the reader as to the contributions made by ATSI peoples in past and present times.
SC 1a, 1b, 1c, 2a, 2c, 3a, 3b, 4a,
SA Better Reading blog
Evaluation and use TR and/or RECREATIONAL reading   TS: 1.4 & 2.4

OI: 1, 4, 5, 6, 7, 8,9

This book is excellent at initiating educators to Indigenous culture and histories especially those who have had limited exposure to Australian and Indigenous culture such as overseas born staff and students. There is an accompanying website listed in the book with additional materials. It is aimed at adults as a teaching resource, but can be read recreationally by both staff and senior students.

 

Citation 3 Manning, N., (1994) Close to the bone. Currency press. Australia
Format/licencing Class set currently in collection. No production permissions purchased.
Description This play is about the forced removal of a young Aboriginal child from her family and the reawakening of her Indigenous identity twenty years later.  An excellent story about the importance of identity and kinship ties.
SC 1b, 2a, 2b, 2c, 3a, 3b, 4a,
SA Part of current collection
Evaluation and use Stage 4 – Drama – (ACADRR046); English –  (ACELT1806) (ACELT1806) (ACELT1806)

Stage 5 – Drama – (ACADRR053); English – (ACELT1772) (ACELT1636)

GC – Lit, CCT, ICU, PSU

OI: 2, 5, 8

This play, whilst dated, can be used as a culmination for National Sorry Day or similar units of work. The themes may be distressing for younger students, so class discussion is essential.  The play uses common language that resonates with the reader. It can be analysed from an Australian perspective and it can be performed to a groups as informative drama or as a dramatic reading. Good for kinesthetic learners.

 

Citation 4 ABC Education (2018) National Sorry Day. Retrieved from http://education.abc.net.au/home#!/digibook/618742/national-sorry-day
Format/ licencing Digibook – chapters and videos

Downloading/editing/embedding with citation permitted
Description This eBook is embedded with videos showcasing interviews with various stakeholders detailing the political and social events that eventuated at the Rudd Apology in 2008 and the ongoing process of Reconciliation.
SC 1a, 1b, 1c, 2a, 2b, 3a, 3b, 4b,
SA Scootle – TLF-IDM019082
Evaluation and use Stage 5 History – ACHMH072 and (ACDSEH106)

And. (ACDSEH023) (ACDSEH104)  (ACDSEH134) (ACDSEH149)

OI: 2, 4, 5, 6,7,8,9

This resource is heavy in learning outcomes, capabilities and ATSI CPP.  The multimodality will support teaching and learning in discrete lessons and as part of NAIDOC week and National Sorry Day.  

The resources are appropriate for a school setting and are of mixed literacy ability and an inclusive school.    The main downside of this digi-book is that it does not belong to the school and there is no guarantee of its continuance.

 

Citation 5 AHRC (1997) Bringing them home report. Retrieved from https://www.humanrights.gov.au/sites/default/files/content/pdf/social_justice/bringing_them_home_report.pdf
Format/Licencing Digital PDF – CC 4.0 International.
Description This report offers insight to the scant schooling, systemic abuse and trauma that affected several generations of Aboriginals, and offers understanding to the current gap in education and health outcomes between Indigenous and non-Indigenous people.  There are very confronting stories of physical and sexual abuse within. It also elucidates the loss of culture, tradition and language.
SC 1a, 1c, 2a, 2b, 2c, 3a, 3b, 4a, 4b
SA Reconciliation Australia
Evaluation and use Stage 5 – History – (ACHMH072) (ACHASSK013)

GC – PSC, ICU, CCT

OI: 1, 2, 3, 4, 5, 6, 7, 8, 9

This report has a narrow use in a school setting. It is NOT to be disseminated to the students but rather excerpts used in specific teaching and learning practices.  Teacher discretion required. For example, to provide ‘voices’ for a yarning circle as a classroom exercise which would highlight the importance of oral traditions for Indigenous peoples and thus in turn, the significance of mother tongue.  Or as stimulus for class discussion and debating targeting CCP and CCT.

 

Citation 6 Behind the news (2018) 10th Anniversary of Stolen Generation Apology – 13/02/2018. ABC ME. Retrieved from https://online.clickview.com.au/exchange/videos/6054563/10th-anniversary-of-stolen-generation-apology-13-02-2018
Format/ Licencing Interactive Video. Licence permits sharing and embedding.
Description This short video is an excellent introduction to the CCP and is accompanied by a worksheet that can be done individually or in collaborative groups.
SC 1a, 1c, 2a, 2b, 3a, 3b, 4a.
SA Clickview
Evaluation and use Stage 5 – History –  (ACDSEH020)

As this video is short it can easily be used to introduce this topic to elicit discussion.  The video is aimed at upper primary, and its interactive aspect has low level Bloom’s questioning so can be used as an activity for students with learning needs.  The theme of reconciliation would be useful in an RE context too.

 

 

 

 

 

Citation 7 Screen Australia (N.D) Australian History Timeline.  Retrieved from http://www.aushistorytimeline.com/
Format/licencing Interactive website. Can be used but not amended.  
Description This interactive graph gives snapshots of information of Australian history major events such as the Mabo decision and the Apology.  It is easy to use, multi user ability and has good graphics.
SC 1a, 1c, 2a, 2b, 3a, 3b, 4a, 4b.
SA Scootle TLF ID M012862
Evaluation and use Stage 4 & 5 History

(ACHASSK086) (ACHASSK108)  (ACHASSK135)

GC: ICT, ICU

OI: 1,6,9

This website is strong on digital literacy due to the depth and layers present.  The embedding of videos, images and hyperlinks work seamlessly to inform the view of events significant to Indigenous and non-Indigenous history.  This tool would be great to use across the History KLA but also for the ATSI CCP in identifying key dates. Additionally, data can be searched for by date, event and decade. Whilst the language used is stage appropriate, digitally illiterate students will need guidance due to the multi-layering of information.  

 

 

 

Citation 8
Format Interactive video
Description This movie is about three girls, removed from their family in WA based on legislative assimilative policy and sent to a mission to train as domestic workers, from which they escaped and followed the infamous fence home.
SC 1a, 1c, 2a, 2b, 2c, 3a, 3b, 4a, 4b,
SA Clickview
Evaluation and use Stage 5 – History  (ACHMH072) (ACDSEH106) (ACDSEH104)  (ACDSEH143)

Stage 4 – English  (ACELA1541) (ACELT1619)  (ACELT1806)

GC – ICU, CCT,

OI: 2, 5, 6, 8, 9

This interactive movie is rated for 13+ and whilst appropriate for Stage 4 students, it can be used in both History as a social viewpoint or in English (without interactive) from a technical language perspective. The video, with embedded questions would be a great choice for homework and the resulting critical and analytical collaborative discussion held in class.  The book is also in the collection already.

 

Citation 9 ABS (2018) Estimates of Aboriginals and Torres Strait Islander Australians. Retrieved from  https://www.abs.gov.au/ausstats/abs@.nsf/Latestproducts/3238.0.55.001Main%20Features1June%202016?opendocument&tabname=Summary&prodno=3238.0.55.001&issue=June%202016&num=&view=
Format Interactive website/  Creative Commons Attribution 4.0 International
Description This summary commentary summarises the ATSI statistics for Australia on population, population growth, age structure, state and region prevalence as well as additional documents about birth and death rates.  As this resource is free, the narrowness of its applicability is accepted.
SC 1a, 1b, 1c, 2a, 2b 2c, 3a, 3b, 4b.
SA Mathematics HOD suggestion
Evaluation and use Stage 4 – Mathematics –  (ACMSP169)  (ACMSP171)  (ACMSP172) (ACMSP284)

Stage 4- Geography –  (ACHGS048)  (ACHGS051)  (ACHGS052)

Stage 5 – Mathematics – (ACMSP227)  (ACMSP283) (ACMSP253)

GC: Numeracy, CCT, ICT.  OI: 1, 6,

This document and accompanying materials are ideal for statistical analysis activities.    The students could analyse the raw data and account for variances as well as question the disparity.  The resource would also supplement HASS/Geography as it would provide evidence for discussion/analysis.  

Stage 4 will need scaffolding which licencing permits, whereas Stage 5 could criticise and evaluate the raw data.  It would also provide good material for test papers or as an extension supplement for advanced students in all KLAs.  Bloom’s Taxonomy of Questioning can be used in its varying formats with this resource.

An example would be the age structure breakdown analysis –

Indigenous lifespan graph has no bell curve graphically – Identify reasons why and justify with evidence.

 

Citation 10 Songlines – Tracking the Seven Sisters Exhibit. (2018). Canberra: National Museum of Australia.
Format Touring exhibition by the NMA
Description This is an excursion/incursion which will lead attendees on a journey through the Dreaming stories via art, multimedia and integrated displays.  
SC 1a, 1b, 1c, 2a, 2c, 3a, 4a, 4b.
SA Teacher referral
Evaluation and use Stage 5 – Science  (ACSSU188)

Stage 4 Arts – Visual art ACAVAM125 ACAVAR131

Stage 4 – RE – World religions

Stage 4 – English ACELA1552

GC – Literacy, CCT, PSC, ICU.  OI 1,2,3,4, 5, 7, 8, ,9

The exhibit will be exemplify the importance of Country, kinship and oral traditions to attendees and thus the ramification of the stolen generation had on communities then and now.   It will challenge both students and teachers in their perceptions of the ancient culture. The oral traditions during the exhibit use powerful imagery and evocative language to complement the paintings and thus force the viewer to engage deeply with the subject matter.   

Educators can use this multidisciplinary exhibit as stimulus, a unit of work itself or culmination for a unit of work.  The supporting text resource will provide background to the exhibit and guide the educator in understanding the imagery present within the artefacts.   Whilst this excursion is expensive, the multidisciplinary nature and CCP coverage makes it valuable.

 

Information literacy, education and elections

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It is evident that literacy is an important skill for navigating life’s journey.  From a rudimentary age, reading and writing are methods in which people, including children learn to communicate their thoughts and ideas.  Naturally, oral communication is the first skill a child learns.  Why?  Well from personal experience and basic understanding of anthropology (I like the TV show Bones) …. I have learned that children are all masters of oral literacy.  Well, all my children were adept at saying “NO!” before they were toilet trained.  But aside from that unnecessary anecdotal story, literacy is more than just being able to read and write.

ACARA has clearly defined literacy as “Literacy involves students listening to, reading, viewing, speaking, writing and creating oral, print, visual and digital texts, and using and modifying language for different purposes in a range of contexts”.  Literacy is no longer just the domains of text.  It is a domain of skills.

In previous years, information literacy was sometimes known as information skills and or digital literacy.  But that shortened the scope of the term to just the mechanics of it rather than including associated behaviours and attitudes.

Some could argue that information literacy is restricted to the domain of academia and that the average person has no need of it.  Well after the debacle of yesterday’s election I can clearly say that the information literacy is sadly missing in Australian adults.

  1. Information literate individuals would realise that 70% of popular Australian media is owned by the same organisation that funds one of the political parties.
  2. Information literate individuals would also realise when there is bias
  3. Information literate individuals would realise that there is misinformation and how to identify it.

But we don’t live in an information literate world.  Information literacy is a life skill that everyone needs.  Otherwise, we doom ourselves, our nation and our future outcomes.

 

#note – I have very strong political leanings and I am not apologising for them.

 

 

Its more than just a place for books. Its a place of safety.

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eslfuntaiwan / Pixabay

Lunchtime in`my school library is always an interesting event.  We have 1500 students from years 7-12 on a single co-educational campus.  On some days, we would easily see 500-600 bodies wander through our doors.  Most lunchtimes we average about 120-150 students per day but on busy days, the numbers peak at around 220 during the lunch rush.  We obviously host various members of the whole school community but the main people that find joy in the library include, our senior students; lunchtime minecrafters, gamers and social misfits.  

Our library is a haven for many of our students.  They seem to find refuge within our walls. Our biggest clientele are our seniors; who have the freedom to wander to the local shops, cafes and parklands but somehow prefer to be sprawled across the beanbags retellíng fart jokes (or worse) or playing Uno or Chess in their study area.  I’d like to say they were coming as they love my company, but I’d be lying.  What they do love is our temperature controlled climate, our beanbag zone and free wifi.  Whilst some of our seniors do study in their frees/study lines; most of them tend to play on their phones and or watch videos on their devices.  We used to rouse on them… reminding them that study lines were for study. But then we realised that the reasons our seniors visited us was that they felt safe and happy here; and not because they wanted to use the resources.  For these students – the library was a source of wellbeing.

AdultsOnlyMinecraft / Pixabay

Another demographic that truly enjoys the library are our little minecrafters.  These little year 7 & 8 boys (mostly, with the odd girl) race to the library before school, recess and lunchtime EVERYDAY to play minecraft.  They get so excited when they line up outside our cyber room. I tend to walk VERRRYYY slowly up to them drawling my Hellos and social chatter.  Their impatience is palpable. You can see their little shoulders rising and hands itching to log on.   So I stop, ask them about their day, query the state of the weather or some small talk; only to have one of them finally ask;

 

“Miss!  Can you please just open the door and then talk?”.  

 

“OF COURSE boys!! Silly me… just jabbering on like a turkey on thanksgiving.  Have… “

 

“Miss!! The door!!”

 

Then I open the door and in whoooooooooooooooosh go all the boys (and odd girl).  They speedily log on and start to build stuff and kill each other (online only) in Minecraft  world.  The happiness in that room is patently visible and a better beacon of hope than any Patronus that Harry could ever make.  

 

I have a very astute department head that saw a need for a wellbeing space within our school and set up a section of the library to fill the emotional buckets of our students.  We currently own about 10 different types of board games, 10 packs of uno cards and another 10 packs of playing cards. Well we start every semester with those numbers…. They do get lost, misplaced… go on walkabout, etc … BUT, our games are so popular that they fly off the shelves as the kids bolt in at the start of lunch.  The seniors tend to take most or all the UNO cards, till I discovered some year 8 girls were hiding sets under a shelving unit between lunch breaks to get ahead.

SNAP!     422737 / Pixabay

 

SHHEESSH that was sneaky… admirable.. Yet sneaky… well done girls!  

 

 

 

Our board games range from the classics such as battleship, scrabble and chess to other games like dungeons and dragons, connect 4 and backgammon.  We have now added a puzzle corner (a 5000 piece work in process, that i think may amuse the staff more than the students) and a box of lego for our sensory kids.  

As I sat at my desk last Friday afternoon after school, I watched my usual suspects lounge around the beanbags.  A great sense of protectiveness rose from me about their welfare. I know Tom# is having a rough time at school as he has argued with his mates.  I know James# is exhausted from footy training 3x week and is barely keeping up at school (he naps in the cushions most afternoons and I have to wake him up when I close the library up). I know Alice# is unhappy about having to move interstate next semester; Ethan# is angry that he didn’t get picked for the football team; Sophie# broke up with the boyfriend; Andrew’s# anti depressants are wearing off; and Gina# is not getting along with her mum.  I also know that Steve# drinks too many energy drinks and Miki# has fallen in love with another idiot boyfriend.

sweetlouise / Pixabay

For some of our students, the library staff are the ones that see them the most frequently.  I know with my usual crew, I see them before school, recess, lunch and after school. Then you can add the number of free periods they spend in the library plus the classes they play truant for whilst they spend time within our walls.  This means, that it is highly likely that we are the most frequently seen adults in their life after their parents. And for many of our students who have busy households; I may just be the adult that they see the most often.

Graehawk / Pixabay

Libraries are a place where you can find and use information.  They are also a place of recreation and wellbeing. A school library is a place where students should be able to read, study, learn, recreate and relax.  My department head said that there are four fundamental aspects to being a school teacher librarian. The first is Research – which is understandable as TL are information specialists.  The second is Resources – obviously as libraries have collections. Collaboration is the third pillar. TL need to collaborate with their colleagues to ensure that teaching and learning continues to thrive.  And lastly, Wellbeing. Libraries are a place of wellbeing for students. Besides providing resources for learning, we also need to provide resources to improve student wellbeing. Think of Maslow’s hierarchy of needs…. Unless we address the needs of students to feel like they belong to a community, then we cannot expect them to reach self actualisation.  

 

So when the little darlings are bumming around in the library telling another ‘fart joke’ that obviously isn’t funny to my middle aged brain, I take a deep breath.   I certainly do not want them to feel like they cannot come back to their safe place. I don’t want to rouse on these kids if they like to chill in the library, sprawled across the beanbags like giant squid. So instead of getting cranky when I hear bad jokes or when they play battleship, I only tell them to quieten down so they don’t disturb others.  The thing is that I only cranky if I can HEAR them play the game.  Afterall, what I cannot see nor hear, I can’t get upset with 😉

 

#student names have been changed.

Who am I? What do I do? – When an identity crisis occurs.

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What do I do all day?

 

Just chillin – Courtesy of Pixabay

 

To my mother, I read books all day and tell people to shush!

 

To my husband, well he is only concerned that I am happy (and I can still manage my children’s school drop offs and pick ups).  Oh and there is no need for vacation care. Winning!!

 

To my children, mummy goes to work in a library and reads books and then comes home with more books all the time…. Oh and mummy is home in the holidays.

 

To my colleagues, I am that Energiser bunny that nabs you in the corridor asking to come into the library to work on your next task; the idjit that goes to departmental meetings and ‘volunteers’ to help with planning. I am also that nutter that gets over enthusiastic during Book week, Roald Dahl day, Harry Potter day, Jane Austen day

What’s your skill? This is mine.

 

To me.  Well, I am a teacher of information.  I teach students (and their teachers) how to find, seek, use and create information.  I find resources that support the curriculum and wellbeing of my students. I teach students how evaluate their sources, protect themselves online, be aware of the legislation around copyright and academic integrity. I help students and teachers in their teaching and learning by co-creating units of work that promote critical thinking and reflection.  I create lesson plans and collate resources to commemorate special events such as Reconciliation week, Anzac Day, Eid, Diwali and Samhain.

Each teacher librarian will have different priorities depending on the school they are attached to and the personality they were born with.  Some TL are brilliant at curriculum planning and get heavily involved with the co-creation of units. Other TLs are great collaborators and involve themselves with the teaching and learning aspect.  Some TLs are fantastic at resource collection management and development. Their collections are constantly evolving with the community’s needs. Each TL’s practice will differ from the TL next to them, the one down the street, the next suburb, or interstate.  That’s the beauty within the practice of teaching. Each practice is unique as it is the individual’s interpretation and implementation of the teaching standards that leads to such distinctiveness.

Each teacher, in their own sphere has an impact on their students, peers and community.  Individually we cannot change the world, but we can change the experiences of the people around us.  We can change how our students learn about internet safety, about how to use online information ethically.  We can teach the skills to differentiate fake news from real news (and in an election week… OMG!). We can show them how to seek, identify, use and create information that is meaningful to them and others.

How we do it will vary… but the point is that teacher librarians are trained and equipped to teach others the skills to survive and thrive in an information society. 

We can show the next generation how to become active citizens in this digital world.