If I was to rewrite the assignment question below. It would go something like this…

Assignment 3- Drugs

Which Drug causes the most harm?

1. Provide your response to this question, citing evidence from a range of sources.

2. Outline a strategy that the community might use to reduce the harm associated with the use of this drug. 

In the past when I have taught Drug Education through the PDHPE syllabus (which I’m super passionate about) I alway emphasisee the wording of illicit/illegal drugs and prescription/non-prescription/legal drugs.

I have given assignments on Drug Ed and the driving question is always a little more punch than the overarching question above. (Which drug causes the most harm?). I make student’s aware that regardless of if the drug is of a prescriptive nature, it can be still harmful if taken in the wrong way.

So perhaps something like this:

Choose a Drug to research and investigate the helpful and harmful affects this drug has on the human body.

1. Select 3 credible sources (books, digital sources) in your research to state why/how people take this drug, the effects it has on the human body and 5 interesting facts that you have learnt about this drug.

2. Create a poster with a slogan that could be used to bring awareness to the community about your chosen drug and the affects is has.

This allows for choice but is more explicit.

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ETL 501 Assessment 2- Blog Post

Part 2: Critical Reflection- 

As I reflect upon my knowledge and experiences before and during the earlier part of ETL501, I felt that I had a ground comprehension on the utilisation of technology in my Library. However, as I interacted more with my peers online as well as reading about the delivery of available technologies, I quickly realised that my use of Google Classroom, Google Sites, Canva and emerging knowledge and use of Keynote was not entirely supporting the students’ needs to be motivated 21^st century learners. While they are technological tools that support learning while in the library, my repertoire of tips and tricks thankfully now has broadened and I will learn and introduce more as I go along.

The Teacher Librarian (TL) can make use of locally produced learning objects (LOs) to suitably cater for students across their school. A LO has been defined as any digital resource that can be reused to support learning. (Derya Gürer & Yıldırım, 2017. p.1). Knowing the students, their needs, the context and the aims of the unit of research is much more authentic than purchasing a commercially produced LO that covers curriculum outcomes but isn’t aimed at a specific student group. Using meaningful tools that can be reused in a digital learning environment can enrich teaching and learning activities.

When writing my Library research guide, I kept in mind the readability of the website for my target student group who were ages 9-10 years. I am under the impression that sometimes classroom teachers (CTs) and TLs expect young children to be able to appropriately navigate their way around online information when it isn’t suitable in the first place. The expertise learned in this subject now affords me the confidence that I otherwise didn’t necessarily have prior, to be able to carefully curate resources that are appropriate for a targeted student group so that full comprehension and engagement can take place in the library.

According to ACARA, students develop capability when they apply knowledge and skills confidently, effectively and appropriately in complex and changing circumstances, in their learning at school and in their lives outside school. The school that I work at is a purpose built school and instead of individual classrooms, we have hubs where there are 4 classes worth of students along with 4 teachers. Our students are constantly required to draw on different skills and capabilities to work in this type of learning environment. When the children visit the library, we have to work creatively and collaboratively so that learning is meaningful and explicit.

The ever changing and dynamic nature of the information landscape is promising, however, it does bring many trials that students in the past have not had to deal with. Australian School Library Association (ASLA) affirms that “Australian school students are immersed in a rapidly changing world.” (2013, p.2).  As we move forward in the 21^st century there will always be the constant requirement for ongoing learning for the TL to keep up-to-date with changing technologies and curriculums. But I feel assured with the newly developed skills I have learned from this subject, I am that bit more knowledgeable and will be able to transfer this knowledge into my practice.

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References

Australian School Library Association. (2013.) Future learning and school libraries.

https://asla.org.au/resources/Documents/Website%20Documents/Resources/2013-ASLA-futures-paper.pdf

The Australian Curriculum, Assessment & Reporting Authority (ACARA).(n.d). https://www.acara.edu.au/

Derya Gürer., M., & , Yıldırım., Z., (2014) Effectiveness of Learning Objects in Primary School Social Studies Education: Achievement, Perceived Learning, Engagement and Usability. Journal of Education and Science, 39(176), 131-143.

https://www.proquest.com/docview/1638768539?accountid=10344&parentSessionId=uu2kyFKVY64nYqHDvys0qIPtmMAjjXEf8kyUyd7qEGQ%3D&pq-origsite=primo