ETL401 Mod 3

Inquiry learning is a constructivist pedagogy that takes student-posed questions as a starting point for learning. (Lupton, 2012)

Project-based learning and inquiry learning approaches in:

Australian Curriculum

Inquiry skills probably fit easiest into the science curriculum as students are expected to hypothesise and pose questions, then plan and test outcomes. Student have already been conducting science experiments in classes well before the Australian Curriculum. The science domain in the Australian Curriculum has been divided into three strands which will work through each unit of work. These strands are Science Understanding, Science as Human Endeavour and Science Inquiry Skills. There are five sub-strands of 'Science Inquiry Skills'. These are:

• Questioning and predicting: Identifying and constructing questions, proposing hypotheses and suggesting possible outcomes. 
• Planning and conducting: Making decisions regarding how to investigate or solve a problem and carrying out an investigation, including the collection of data. 
• Processing and analysing data and information: Representing data in meaningful and useful ways; identifying trends, patterns and relationships in data, and using this evidence to justify conclusions. 
• Evaluating: Considering the quality of available evidence and the merit or significance of a claim, proposition or conclusion with reference to that evidence. 
• Communicating: Conveying information or ideas to others through appropriate representations, text types and modes.

Retrieved from: http://www.australiancurriculum.edu.au/Science/Content-structure

At a foundational level students are expected to respond to questions about familiar objects and events and make observations using their senses. By the end of a students education they should be able to formulate questions that can be investigated scientifically, plan the method for experimentation, analyse patterns, evaluate conclusions and then communicate the scientific ideas. This is using the full inquiry cycle model discussed in the inquiry based learning edutech wiki (2010). There is room within the curriculum for teacher-guided activities and also student-guided inquiry activities.

Unlike in science the history structure in the Australian Curriculum is not as clearly divided in the strands. It has two over arching strands 'Historical Knowledge and Understanding' and 'Historical Skills'. Within these strands are lots of subtopics which interrelate. Within each HK&U topic there are inquiry questions and the historical skills give a framework for inquiry learning. Depth studies will be areas where project based learning can occur.

In the mathematics learning area inquiry learning fits into the 'problem solving' proficiency strand. In the English learning area the 'literacy' strand introduces inquiry learning approaches.

http://www.australiancurriculum.edu.au/Australian%20Curriculum.pdf?a=H&e=6&type=0 

Lupton, M. (2012) Inquiry skills in the Australian Curriculum, ACCESS, June (pp. 12-18)

AusVELS

The Victorian Essential Learning Standards (VELS) are currently being rewritten by the Victorian Curriculum and Assessment Authority (VCAA) to incorporate the Australian Curriculum, AusVELS is the result. Inquiry learning approaches find their place in the 'Interdisciplinary Learning' domain within the 'Think Processes' dimension. Students are expected to progress in the following areas:

• Reasoning, processing and inquiry
• Creativity
• Reflection, evaluation and metacognition

Aside from this AusVELS follows the Australian Curriculum expectations of inquiry learning, this is for the subject learning areas Science, History, English and Mathematics.

http://www.vcaa.vic.edu.au/Documents/auscurric/progressionpoints/ThinkingProcessesProgressionPoints.pdf

What is the appropriate role for the teacher librarian in curriculum development?

The teacher librarian should be working alongside classroom teachers in curriculum development. I don't think the librarian should be working above the teacher handing down curriculum. Teachers may feel an 'I don't tell you how to do your job, so don't tell me how to do mine' attitude. If this is felt programs and resources will not be used by teachers and the teacher librarian's time has been wasted. In partnership a teacher and teacher librarian can work together to have input into shaping the curriculum.

What benefits can a school obtain from the active involvement of the teacher librarian in curriculum development?

Diversity in the curriculum, a broader range of resources than may have been used by a teacher by themselves. Identification of external initiatives that the school can participate in that fit with the curriculum.

Should a principal expect that teachers plan units of work with the teacher librarian?

The principal should model what he expects done, if they want collaboration in unit planning they should model it in their own planning. A principal should provide time for collaborative planning and encourage and promote it. I think that the principal should not expect collaboration for every unit of work, there needs to be room for teachers to feel like they are creating something of their own that is meaningful. I am an independent worker, and as a teacher I would have hated it if I was forced into team work for every unit. I take pride in my own work and creativity. Having said this I feel that there are certainly times when you need that extra set of eyes looking out for resources or activities which can boost a unit. There is also the need for a sounding board which the teacher librarian can be.

How are students disadvantaged in schools that exclude the teacher librarian from curriculum development?

Cross-curriculum activities or priorities can be missed. Information literacy skills are not as foundational to students. 

ETL401: Mod 2.2

How might a teacher librarian make his/her priorities both clear and palatable to the school community?

Research into the effectiveness of teacher librarians and school libraries ability to increase student learning is quite extensive. The problem is this information is not getting across to those in charge of school administration and the decision makers. Unfortunately teacher librarians have been offering little evidence beyond unsystematic and anecdotal accounts of the impacts and benefits in terms of student learning. Consequently the teacher librarian's priorities are not always clear and palatable to the school community.

Teacher librarians who were interviewed for the School Libraries 21C forum stated that libraries 'had a definite impact on student learning, even though in most cases the specifics of this relationship were not articulated, this raises a fundamental concern about the invisibility of outcomes, perhaps contributing to a wider educational perspective that school libraries do not contribute significantly to student learning outcomes.' (Hay & Todd, 2010, p.33).

'while advocacy for school libraries at the local level is an important aspect, this advocacy has to be accompanied by demonstrable actions and evidences which give substance and power to advocacy.' (Hay & Todd, 2010, p.37).

The standards for professional excellence for teacher librarians (2004) state that 'excellent teacher librarians evaluate student learning and library services to inform professional practice' (standard 2.4). This is further explained to include monitoring teaching practice to ensure improved learning and teaching, evaluating progress in information literacy, measuring library resources and programs against current standards and to be able to provide evidence on programs and services. This all comes down to the teacher librarian being able to be accountable for the decisions made by the teacher librarian on spending, programs and services provided.

'Move away from advocating the value of school libraries and start documenting tangible outcomes.' (Todd, 2003)

An effective way to make the teacher librarians priorities clear is to document; prepare annual reports and budget proposals. The purpose of the annual report is to document the impact of any library changes, identify areas of development and acknowledge assistance and donations (National Library of New Zealand). An annual report can make current and future goals of the library clear. Through use of evidence it can demonstrate how the library is working towards the vision of the school. Annual reports show financial management, the development of the collection, support for literacy and support for inquiring learning. Aside from annual reports priorities of the library may be presented in library newsletters or blogs. This informs the community on what is happening in the library and why.

Writing formal selection criteria for acquisition of resources will demonstrate that spending is not ad hoc. If spending is shown to be on target and purposeful then library priorities in this area will be more palatable for school administration.

To make any plea for funding or to justify the role of the teacher librarian it is important to be able to show evidence. Evidence may be collected directly or indirectly on three different levels; learner, teacher, and organisational. The use of achievement tests scores, student reflections, evaluation forms, checklists, and library output statistics all help to build a profile of the success or weakness of the library. The use of research findings , from others or generated by the school library, helps to advocate for improved support of school libraries and priorities chosen (Oberg, 2002). Research done closer to home is more likely to be considered by decision-makers.

These are just some of the approaches that Teacher librarians should adopt in order to make their priorities clear and palatable.

References:

Australian Library and Information Association (ALIA) & Australian School Library Association (ASLA). (2004).Standards of professional excellence for teacher librarians, Retrieve from: http://www.alia.org.au/policies/TLstandards.pdf

Hay, L., & Todd, R. (2010). School libraries 21C: the conversation begins, Scan 29(1) 30-41

Lamb, A., & Johnson, L. (2004-2010), The school library media specialist: Accountability, eduScapes

Lamb, A., & Johnson, L. (2004-2010), The school library media specialist: Evidence-based decision-making, eduScapes

National Library of New Zealand Services to Schools, Annual Report, Retrieved (March 2013):

http://schools.natlib.govt.nz/developing-your-library/tools-and-guides/annual-report

Oberg, D. (2002). Looking for the evidence: Do school libraries improve student achievement? School Libraries in Canada, 22 (2) 10-13

Todd, R.J. (2003).Irrefutable evidence: How to prove you boost student achievement, School Library Journal.

Sourced from State Library of Victoria's Pinterest page http://pinterest.com/statelibraryvic/

ETL401 Blog Task 1: Principal support

Introduction

Principal support is paramount to the success of the library. Principals assist the library by fulfilling four main roles, supervisor, model, manager and mentor (Oberg, 2006). They determine in what form the school library exists and whether a teacher librarian is needed. The principal is also critical to developing a collaborative school culture, but while librarians want principal support they have low expectations of it being provided (Oberg 2006). Only through partnership with the principal can the teacher librarian achieve a successful library program.

Role of principal

Principals can support the library program in three ways:

‘[B]y working directly with teachers to develop their understanding of the program; by clearly demonstrating personal commitment to the program; and by using the management role of school leader to enable the program.'  (Everhart 2006, p.38)  

These roles have been categorised; the principal is to be a supervisor, model, manager and mentor (Oberg, 2006). The role of mentor is a personal role, between the principal and the teacher librarian, the mentor seeks to develop the teacher librarian professionally and show them that they are valued.

The principal must work directly with teachers as a supervisor and model to direct learning, enhance understanding of the library programmes and facilitate collaboration. Teachers are more likely to work collaboratively with the teacher librarian if there is a pre-existing culture or expectation in the school. Teachers have a more positive opinion of teacher librarians in a collaborative environment (Haycock, 2007). The principal should appoint the teacher librarian to curriculum committees if they desire new collaboration initiatives. This also increases the visibility of the teacher librarian as a leader and is a result of principals supporting collaboration (Morris, 2007). The principal should also ‘recognise and award collaborative efforts’ (Farmer, 2007) to reinforce successful collaboration, the principal must be seen and heard to be supporting collaboration to model their ongoing personal commitment.

As a manager principals need to allocate an adequate budget to library programmes and resources. The budget dictates what functions the library can fulfil and the size of collection. The principal as manager should be aiming to provide flexible timetabling of teachers and teacher librarians, to enable collaboration and planning to occur.

Role of teacher librarian

Principals often do not understand the role of the teacher librarian and thus are not able to show their clear support (Morris and Packard, 2007). Principals overlook the value teacher librarians have in increasing student achievement this is often because principals lack knowledge in this area. It is the role of the teacher librarians to change these misconceptions. Purcell, (2010) argues that teacher librarians need to ‘prove their worth’ and this same notion is repeated by (Todd, 2003) and (Lamb, 2011).

The standards of professional excellence for teacher librarians (2004) require the demonstration of leadership within the school and professional communities. The standards further explain that this includes engagement in school leadership, participation in key committees, building and fostering of collaborative teams within the school. (Standard 3.3). Teacher librarians need to be involved in subject team meetings, curriculum councils and lesson planning to be able to share their knowledge of resources and display their value.

Conclusion

The principal and the teacher librarian need to work in partnership to ensure successful library programmes. An effective librarian will be helping lead the school in collaboration activities. An effective principal will understand and display the importance of the library by supervising, modelling, managing and mentoring.

References

Australian Library and Information Association (ALIA) & Australian School Library Association (ASLA). (2004). Standards of professional excellence for teacher librarians, Retrieve from: http://www.alia.org.au/policies/TLstandards.pdf

Everhart, N. (2006) Principals’ Evaluation of School Librarians: a study of strategic and nonstrategic evidence-based approaches, School Libraries Worldwide, 12(2), 38-51

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

Hartzell, G. (2003). Why should principals support school libraries? Teacher Librarian, 31(2), 21-23

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

Lamb, A. (2011). Bursting with Potential: Mixing a Media Specialist's Palette, Tech Trends: Linking research to improve learning, 55(4) 27-36

Morris, B. (2007). Principal support for collaboration. School Libraries Worldwide, 13(1), 23-24.

Morris, B., & Packard, A. (2007). The principal’s support of classroom teacher-media specialist collaboration. School Libraries Worldwide, 13(1), 36-55.

Oberg, D. (2006). Developing the respect and support of school administrators. Teacher Librarian, 33(3), 13-18.

Purcell, M. (2010). All librarians do is check out books right? A look at the roles of the school library media specialist. Library Media Connection 29(3), 30-33.

Todd, R., (2003) Irrefutable evidence: How to prove you boost student achievement, School Library Journal

Goodnight iPad, Ann Droyd

Not so long ago I worked as a boarding mistress at a girls boarding school. When we would go around at night to tell the girls to go to sleep it would be a constant battle to tell them to get off Skype, Facebook and turn the laptop off. In the morning when we go to wake them, there was always girls asleep with the laptop still on resting on the pillow or under the covers. This book reminds me of this.
Here is another book which also fits this topic, thanks Barbara for posting it in 'In the news' section of ELT401's site. I remember reading this in print version a couple of years ago and chuckling.

It's a Book, Lane Smith

ETL401 Mod 1: Using the library and databases

This is a little out of order as I forgot to post this here when I was doing module one. 

Like Maria Moy, I too graduated from university in 2009 and was having to use library databases in my course, especially once they started to turn the old libraries into 'learning hubs'.

I found the fact that there are so many databases to try a little annoying, one specific book I was looking for turned up after I had almost given up on my thirds or fourth database. It is good that there is such a large variety, but it is a hindrance for the same reason. '[I]t should not take more than three clicks to get useful information, as users quickly tire of looking and give up'. This was Latham and Poe (2008) discussing the selection of website for use, but I think this statement could easily apply to databases too. If databases become too numerous or complicated students are more likely to give up and seek information elsewhere. The databases themselves (Promo Search, EBSCOhost and Informit online) are quite easy to navigate and it is relatively easy to refine searches in each individually.

I have already started to use the CSU libraries borrowing system and received my first book in the mail a week ago. I also requested a scan from a book, however that has not yet been received.

I agreed with you Deborah Plater, I also tend to be the type of person to print of the material, I find it very hard to read online as I tend to scan rather than read. I hate the excessive waste of paper I am making but I am so used to being able to highlight and annotate course material and have it spread around me for easy access when writing essays.

Latham, B., & Poe, J. (2008). Evaluation and selection of new format materials : electronic resources. In Kennedy, J., Vardaman, L. & McCabe, G.(Eds.), Our new public, a changing clientele : bewildering issues or new challenges for managing libraries (pp. 257-265). Westport, Conn. : Libraries Unlimited.

Deborah Plater,  (2013, March 12). Group 6- surnames Moy - Quinn, Topic 1 forum, ELT 401

Maria Moy, (2013, March 9). Group 6- surnames Moy - Quinn, Topic 1 forum, ELT 401

ETL401 mod 2.1

Reading through the Standards for professional excellence for teacher librarians (ALIA, ASLA) I believe they lie parallel with the standards of professional practice for the Victorian Institute of Teaching (VIT). As a teacher librarian we are to model the practice of expertise and excellence in teaching. The VIT standards say of its teachers that we 'know the content they teach,' the difference with teacher librarians is that they also know the content of other teaching areas, teacher librarians are 'our every subject specialist' The 21^st Century Media Center Program. The national curriculum (ACARA) focuses on cross-curriculum priorities and general capabilities across all subjects, this is often where teachers are the weakest. Teacher librarians are able to support this weak area by having a knowledge 'about learning and teaching across curriculum areas and development levels' (standard 1.2, Standards of professional excellence for teacher librarians) seeing the big picture and where curriculum resources can fit in. Being an involved and collaborative curriculum planner is one of the roles librarians can play. Reading through the detail of each standard pointed out to me how much I have already been able to fulfil in each standard. Having a background in not only teaching but also in integration and as a laboratory technician has meant I have already started to see the broader side of curriculum outside of the classroom.

Purcell (2010) suggests that school library media specialists (SLMS) play many diverse roles under the major categories of leader, instructional partner, information specialist, teacher and program administrator. I believe it is realistic for SLMS to fulfil each of these roles. I think it is also important to be able to delegate administrative, clerical or shelving tasks to library assistants as suggested by Purcell if we are to be effective in these roles. Personally I feel I would want to give priority to the roles of program administrator, instructional partner and information specialist. I feel better suited to the supportive nature of these roles. Herring (2007) separates the roles of teacher librarians further, e.g. staff and budget managers or website developer, which just goes to show just how much librarians actually do.

Reading Valenza's manifesto offered some fantastic and practical suggestion about what library teachers should be doing. I agree with nearly all the points made, we should have the desire to see all those aspects in place. Some were as simple as changing your desktop screen savers and backgrounds to new or interesting reads. I do not feel that everything on the list should be done in one library or by one librarian, it does not seem realistic, practical or effective. I feel like the librarian would be spread too thin and not display expertise in each area (Jack or all trades, master of none...).

Within your experience, how do principals perceive the role of the TL?

Each school is different, I have been at schools where the teacher librarian is part of leadership meetings, presents PD's and partners well with teachers. In this type of school setting I believe the principal perceives the teacher librarian role as vital and interwoven with school life. The teacher librarian is seen as a leader, specialist, and program administrator. However I have also been at schools on the flip-side. The teacher librarian is always busy shelving or loaning books and does not play much of a role outside of the physical library. Teachers do not actively seek curriculum help and the school leadership does not perceive the library or librarian as important when there is digital technology (ipad or laptop classes) taking its place. Purcell (2010) suggests that '[i]f school library media specialists are doing their job well, they are making a difference in the ways teachers teach and in the ways students learn.' In my school example where the teacher librarian is focused on the physical library, the library is not making an impact on teaching or learning. Teaching will go on regardless of the library rather than led by the library. Purcell (2010) and Lamb (2011) both discuss the need for teacher librarians to 'prove their worth' that the role of teacher librarian is still needed. As current budget cuts (especially in America) see the library taking a large hit, there is downsizing of staff and resources. If principals are not seeing the large number of roles a teacher librarian can play they will be perceived as non-vital when the budget is re-evaluated.

Two practical suggestions for teacher librarians to help change perceptions:

Take part in hosting short PDs on curriculum resources available or how to use digital technologies.

Attend subject curriculum meetings, to offer input and understand what resources will be needed in the library.

“ Are school librarians an endangered species?”

The response to this question given by the 5 leaders in 30 Seconds Thought Leadership: Insights from Leaders in the School Library Community is no, however it comes with an 'if'. If there is redefining, if there is still core values to follow, if we are leaders in displaying new technology, and if we can continue to play a unique role. Henry Jenkins believed teacher librarians need to redefine their role; take on the role of coach for online content navigation and as an online mentor. Doug Johnson suggested that no matter what the library looks like in the future if its purpose is still guided by the core values of;

• intellectual freedoms
• teaching good digital citizenship
• providing a safe place
• fostering critical thinkers.

Delia Newman highlighted that what makes us unique is our expertise in finding, evaluating and using information for learning, the ability to learn with information.

References

Australian School Library Association (ASLA) and Australian Library and Information Association (ALIA). (2004). Library standards of professional excellence for teacher librarians http://www.asla.org.au/policy/standards.aspx  

American Association of School Librarians (AASL) (2012). 30 Seconds Thought Leadership: Insights from Leaders in the School Library Community 

Herring, J. (2007). Teacher librarians and the school library. In Ferguson, S. (ED.) Libraries in the twenty-first century: charting new directions in information (pp.27-42)

Lamb, A. (2011). Bursting with Potential: Mixing a Media Specialist's Palette, Tech Trends: Linking research to improve learning, 55(4) 27-36

Purcell, M. (2010). All librarians do is check out books, right? A look at the roles of a school library media specialist, Library Media Collection, 29(3) 30-33 

Valenza, J. (2010). Manifesto for 21st Century Librarians, School Library Journal Blog

Victorian Institute of Teaching. (2003). Standards of professional practice for full registration, http://www.vit.vic.edu.au/standardsandlearning/Pages/professional-standards.aspx

Keeping with the times...

I found this article, It's official teens are bored with Facebook,  and thought I would post it here. How quickly trends change. As teacher librarians we are asked to use digital technologies and social media to reach out to the student audience. But just like myspace, and msn lost (or are losing) their luster so too it seems is facebook. While this article is not conclusive it does support what I have seen happening in schools and in my friendship groups, people deleting or not using Facebook accounts. I admit, I myself lost interest once my mother started posting, tagging embarrassing old family photos or trying to use texting slang (which is probably also the time when I stopped using abbreviations in my texts). So as teacher librarians of the digital age we need to be experts in the new social learning technologies but also understand when the technology is outdated and irrelevant to peoples life. It is not the end for Facebook, just yet, but who knows how long that will be or what will replace it.

Brief Introduction

ETL401 Introduction

After reading The Future of Libraries, Frey, T. I found I was discussing with others their thoughts on the idea of written communication almost coming to an end as 'all technology ends'. The point was brought up can speaking and/or language as a technology become outdated. Frey suggested that we would move towards a verbal society, is that not reverting back the way it was. The fact is people will still need to know how to read and write as computer programs that use voice recognition still need to be first physically written and will always need to be physically written. Voice technology has been around for decades however it is currently still not that efficient. The top typists can type at about 150 words a minute where as the average spoken words is more like 100wpm which is a loss for productivity.

I liked the point made by Frey that “Libraries need to become a resource for as well as the experts in each of the new technologies.” I think that is our new role for the future, offering classes or information on how to use your ipad, skype or whatever the technology need may be.

Another point I had not considered is the amount of fiction in libraries and 'reading for pleasure' being given too much focus in school libraries. Maybe this is an area in which e-books can address the libraries inbalance, fiction as an e-book resource and a focus on non-fiction that aligns with subject curriculum in the physical library.

I think it is important that we take on the new roles suggested in Libraries 2020, Purcell, K. of evaluators / filters of the quality and authority of digital information. Too many times have I had student hand in work where they have sourced answers from 'wiki answers' or 'ask.com' which are often joke replies. I have even had a large number of students not pick up what 'dihygrogen monoxide' was after completing their own research into the 'deadly' topic. Even newspapers are publishing mistakes because they are not looking at the authority of their web source. This is an area where teacher librarians can help educate new researchers.  

Purcell, K., Libraries 2020: Imagining the library of the not to distant future, Pew Research Centre, June 7,2012 Presentation

Frey T., The future of Libraries: Beginning the Great Transformation, DaVinci Instute, sourced March,  2013

Herring, J., Teacher librarians and the school library, In Ferguson, S. Libraries in the twenty- firsth century: charting new directions in information (pp.27-42), 2007

The Changing Face of Libraries; express library take a book for free or leave a book. Photo taken at the 'Little Library' in Melbourne Central, which is a small 1m x 5m shop. 

Reasoning behind choosing Blogger

My husband and I love mucking around on computers, in fact we built the one I am currently using to type this on. We have been fortunate enough to have them around since our primary school days. Having said that I have had lots of experience exploring and testing new programs. I have created blogs and wikis to be used in my classroom and for personal use as well as using free ones like wikispaces and more recently Edmodo.

 For the blog task I read and watched reviews on the three blogs sites suggested for the class; Wordpress, Blogger and Edublog. The latter of these three was ruled out quickly as it looked quite locked down and there was not as many 'how to' pages as the other sites. I chose to create an account for both Wordpress and Blogger and play around with it. I found Blogger was easier to personalise and it was possible to add html code quite easily to customise the look of the site.

 I have found it annoying that you can not easily upload documents to the page, like you might on a site like wikispaces. However, I have been able to get around this with another Google site, Google docs (or Dropbox public sharing). Anyway that was some of my reasoning behind choosing Blogger for this task.