Okay, this has been a learning curve. I am such a 'googler' that I really hadn't ever considered using another search engine! I liked the information on '7 Habits of Highly Effective Web Searchers'. I am still a bit lost with a lot of this - boolean, specific phrases etc. I know that this is just the basics of web searching and all educators should be proficient in this area. The whole concept of 'inurl' was almost too much to cope with - I was thinking about ending my time in this course there and then. However I am confident that I will eventually get my head around it all. It doesn't help that I haven't taken my class to the IT lab for YEARS - thhis is don't by the other teacher who is in 1 day a week. Next year I am going to change that wround and will take over that area myself.
My goal for the time being is to familiarise myself with different search engines. I have made a very small step towards this by bookmarking some of them.
Wednesday, August 25, 2010
Tuesday, July 27, 2010
Topic 1 - Teaching and Learning
behaviourist
This topic is all about the teacher librarian and teaching and learning. There are some things that have been covered in this topic that, as I read/listened to them, I had a flashback to ACU roughly 20 years ago!
One question asked by James Herring in his podcast was what the learning context of your school was. I would have to say that, for the most part, HS is constructivist. Having said that, there are some teachers there that pride themselves on how technologically savvy they are - only to use IWBs as regular whiteboards would be used ie to copy down information. BLOOMS is used in many classrooms in many different ways. Some of the Stage 2/3 classes seem to favour deBono with the coloured thinking hats prominently displayed in their rooms. I have never incorporated deBono myself, but that is purely because I am familiar with BLOOMS. The main point is that all stages in our school embrace HOTS and incorporate it into their classrooms.
Currently in Year 1 we are using BLOOMS in our shared reading unit for The Paperbag Princess. This is a fantastic unit of work where the children are not only encouraged, but expected to engage in HOTS throughout the term.
The question of how TLs can help develop better teachers was fantastic. I question though how many teachers would agree????? Many seem to see the role of the TL as predominently librarian and information/resource management, rather than teacher. I know that this is an area which TLs need to address in order for the profession to continue.
I particularly liked a comment by Bronwyn Sanderman (Topic 1 Reflection) posted on the forums:
'While we have a job to help locate resources, we also have a job to educate and help others how to do it themselves'
constructivist
One question asked by James Herring in his podcast was what the learning context of your school was. I would have to say that, for the most part, HS is constructivist. Having said that, there are some teachers there that pride themselves on how technologically savvy they are - only to use IWBs as regular whiteboards would be used ie to copy down information. BLOOMS is used in many classrooms in many different ways. Some of the Stage 2/3 classes seem to favour deBono with the coloured thinking hats prominently displayed in their rooms. I have never incorporated deBono myself, but that is purely because I am familiar with BLOOMS. The main point is that all stages in our school embrace HOTS and incorporate it into their classrooms.
Currently in Year 1 we are using BLOOMS in our shared reading unit for The Paperbag Princess. This is a fantastic unit of work where the children are not only encouraged, but expected to engage in HOTS throughout the term.
The question of how TLs can help develop better teachers was fantastic. I question though how many teachers would agree????? Many seem to see the role of the TL as predominently librarian and information/resource management, rather than teacher. I know that this is an area which TLs need to address in order for the profession to continue.
I particularly liked a comment by Bronwyn Sanderman (Topic 1 Reflection) posted on the forums:
'While we have a job to help locate resources, we also have a job to educate and help others how to do it themselves'
Tuesday, July 20, 2010
Blooms
I really love the top image in this post. It demonstrates which Web 2.0 tools can be used in conjunction with Blooms and where they fit in.
I was interested to read in the intoduction of this topic that 'the web has generally enhanced the role of the TL'. I do not disagree with it and it was heartening to read this after a recent staffroom discussion. In this discussion I was talking about how I was going to be using all my long service leave in study/assignments while I try to complete this course. Another member of staff (who had been bragging about all the international destinations she was travelling to whilst on LSL!!!) wondered aloud why I was putting myself through all the stress of study when principals were looking to move their IT coordinators into TL roles. This absolutely floored me. Surely this is not where th esystem is headed??!! I am really enjoying the learning, but it is coming at a cost - less quality time with the children when assignments are due, using ALL my LSL so that I can try to keep a ballance between study and home life when assignments are due. I know that the powers that be are looking into TLs and hope that some type of mandate is handed down re TL qualifications.
Saturday, June 19, 2010
Assignment 2 results
Results are in and once again I got just over 50% of the total marks. At least I'm consistent!
What am I doing wrong? Easy - both markers said that I was describing and explaining rather than cricially analysing and synthesising. The difficulty here is that I have no idea HOW to do this!!!!!
I have been into the CSU learning skills forum and there are a few links there by Stewart McKinney which might be helpful. This is an area I need to master. I feel that I am learning so much about teacher librarians, but this is not evident in my marks. If only there was a Bachelor course - I know that I am not really 'masters' material, but there isn't a choice.
I know where my weakness is, I now just need to try to develop this. Am happy to keep passing and am not aiming for HD or D, but would like to see my marks go just a little higher so that I won't have to worry about getting scaled DOWN in the final grade and then failing.
What am I doing wrong? Easy - both markers said that I was describing and explaining rather than cricially analysing and synthesising. The difficulty here is that I have no idea HOW to do this!!!!!
I have been into the CSU learning skills forum and there are a few links there by Stewart McKinney which might be helpful. This is an area I need to master. I feel that I am learning so much about teacher librarians, but this is not evident in my marks. If only there was a Bachelor course - I know that I am not really 'masters' material, but there isn't a choice.
I know where my weakness is, I now just need to try to develop this. Am happy to keep passing and am not aiming for HD or D, but would like to see my marks go just a little higher so that I won't have to worry about getting scaled DOWN in the final grade and then failing.
Sunday, June 13, 2010
Not much happening :)
I am pleased to say that not much has been happening of late - with regards to study that is!
There is a link to the next subject on the Interact page. I have gone in and checked out the assignments for the next unit of study and man am I freaking out! I have also googled electronic pathfinder to see if I can get a heads up an what the hell it is. I even asked our school librarian but she didn't seem overly familiar witht eh term.
On a different note, school reports are finished and almost ready to be handed into the principal. Parent/Teacher interviews are in a fortnight, so it is going to be pretty full on until they are over.
I am also trying to sing my teeth into the Web2.0 course and hopefully get that completed before the next semester starts. Will see how that goes. I am sure that there was a mention of it somewhere in the course outline, so better to get throughg it now while there is little else hasppening.
Results are out this week. Keeping my fingers crossed for a pass. Will be pretty distraught if I don't but then again maybe having to resubmit might consolidate a few things for me.
Am really sad that Brid has deferred. She was such a sounding board for me. Feeling very lonely with regards to study - having a colleague doing exactly the same course made such a difference. Oh well, another challenge :)
There is a link to the next subject on the Interact page. I have gone in and checked out the assignments for the next unit of study and man am I freaking out! I have also googled electronic pathfinder to see if I can get a heads up an what the hell it is. I even asked our school librarian but she didn't seem overly familiar witht eh term.
On a different note, school reports are finished and almost ready to be handed into the principal. Parent/Teacher interviews are in a fortnight, so it is going to be pretty full on until they are over.
I am also trying to sing my teeth into the Web2.0 course and hopefully get that completed before the next semester starts. Will see how that goes. I am sure that there was a mention of it somewhere in the course outline, so better to get throughg it now while there is little else hasppening.
Results are out this week. Keeping my fingers crossed for a pass. Will be pretty distraught if I don't but then again maybe having to resubmit might consolidate a few things for me.
Am really sad that Brid has deferred. She was such a sounding board for me. Feeling very lonely with regards to study - having a colleague doing exactly the same course made such a difference. Oh well, another challenge :)
Monday, May 24, 2010
Assignment 2 - Part C A CRITICAL SYNTHESIS OF MY REFLECTION ON HOW MY VIEW OF THE ROLE OF THE TEACHER LIBRARIAN HAS CHANGED DURING THE COURSE OF THIS
My reasons for wanting to become a teacher librarian were (shamefully) based around the fact that I love reading and literature, and thought that it would be nice to teach about books and read to children all day. Also, it seemed a much easier job than that of the classroom teacher. This view was reinforced by my principal when she asked if I was doing this course because I wanted an easier job.
No reports to write, no parent teacher interviews to conduct. In fact, little to no contact with parents at all – another big motivation to leave the classroom.
My perception of the role of the TL was based around my personal experiences. For years I have waved goodbye to by Infants classes as they went to library lessons that consisted of literature activities and library skills. I was aware that there was more to the role, such as seeking out and purchasing exciting, appropriate and up-to-date resources for all to share. No collaboration at all.
The only drawback I could see to the TL role was that just one subject area was taught. I wondered if I would end up getting bored.
I am now painfully aware of how wrong I was.
It was the start of Topic 1 when I was first introduced to the term ‘information literacy’. Prior to that, I had never even heard of it. I began to realise that the role of the TL was diverse, and it dawned on me that they teach more than one subject area. My one misgiving about the role had been dissipated. A reading by Skrzeczynski (1999) has become a favourite of mine, as is recounted in my blog (Hashim, 2010). It has almost given me a blueprint of what the TL’s day can pan out like. It also reassured me that yes; information literacy can be taught with the Infants grades.
Information skills models were also foreign to me, although I have always tried to incorporate higher thinking skills into my classroom practice. I started to realise that, when I did finally become a TL, I going to play a major role in developing an ILSC. In fact I was surprised when I read that school libraries should have more non-fiction than fiction materials (Herring, 2007). Until then I had never realised that this was just the case in our school library (Hashim, 2010).
Along with this building excitement was incredible deflation. With schools placing such an emphasis on NAPLAN testing, what impact was this going to have on the role of the TL? My first notion that other students held the same opinion was through my own forum posting on (Hashim, 2010). I was relieved to get so much feedback from other students (Van Der Wyngaard; 2010, Bowyer, 2010; Veugen, 2010; Williams, 2010).
What about collaboration? There has been none of that at our school for over six years. I now realise how frustrated our TL must be – a little like being a qualified teacher but working as a teacher’s aide.
The forums have been a fantastic learning tool for me. I have been an avid reader them. Some students (Cooney, 2010; Carr, 2010; Langdon, 2010) have amazing insights and I continually seek out their postings. As was the case when attending uni tutorials, I have been more in the background than a vocal participant.
Another big revelation has been the role of assessment in the TL’s practice. Oberg (2002) made some valid points that I would never have considered and made me start to realise how TLs can impact on student achievement. I had never actually considered assessment or evaluation as a part of the TL’s job description.
My blog has been an interesting experience. I feel that I could have used it much better. Too many assignment mumblings and not enough content related to the course. I have included some interesting articles, but am realising that I should have done more of that for reference in future subjects.
The ‘light bulb’ moment has only just happened. When reading Eisenberg (2001) I realised that, like the littlies being talked about in the article, I am great at ‘doing’. I actually do a lot of planning in my daily life, but when it comes to academic matters I just ‘do’. From now on I will use an information skills model when doing assignments. This will make me a better TL because I will have firsthand experience.
The role of the TL is very diverse and incredibly challenging, although in vastly different ways to the classroom teacher. I have only just scratched the surface of the role of the teacher librarian, but am getting my shovel and looking forward to digging deeper.
References
Bowyer, K. (2010, March 3rd), ‘Re: RBL and testing’, Message posted to ETL401 Module 1 sub-forum.
Carr, S. (2010 March 20th), ‘Re: TL faze out’, Message posted to ETL401 Messages
Carr, S. (2010 April 4th), ‘Light bulb moment’, Message posted to ETL401 Module 4 sub-forum
Carr, S. (2010 May 18th), ‘Re: [Assignment 2 - Rebecca White] Now I'm really confused!!’ Message posted to ETL401 Assignment 2 sub-forum
Cooney, P (2010, March 7th), ‘Evidence-Based Research’, Message posted to ETL401 Module 2 sub-forum
Cooney, P (2010, March 14th), ‘RBL and Curriculum Development’, Message posted to ETL401 Module 3 sub-forum
Cooney, P (2010, April 17th), ‘A brief comparison of seven of the models’, Message posted to ETL401 Module 4 sub-forum
Cooney, P (2010, May 16th), ‘Re: Help’, Message posted to ETL401 Assignment 2 sub-forum
Eisenberg, M. (2001), ‘Introducing the Super3: Working with the Very Youngest’, accessed May 4th, 2010
http://www.big6.com/2001/12/31/introducing-the-super3-working-with-the-very-youngest/
Hashim, M. (2010, March 3rd), ‘RBL and testing’, Message posted to ETL401 Module 1 sub-forum.
Hashim, M (2010, March 11th), ‘Fiction vs Non-Fiction’, message posted to http://soon2btchrlib.blogspot.com/
Hashim, M. (2010, March 23rd), ‘Skrzeczynski – a great article’, message posted to http://soon2btchrlib.blogspot.com/
Herring, J. E. (2007), ‘Teacher librarians and the school library’, in S Ferguson (Ed), Libraries in the twenty-first century: Charting new directions in information services. Wagga Wagga, N.S.W.: Centre for Information Studies, Charles Sturt University
Langdon, S. (2010 March 6th), ‘RBL - a worthwhile balancing act’, Message posted to ETL401 Module 1 sub-forum
Langdon, S. (2010 March 18th), ‘RB teaching and learning and the integration student’, Message posted to ETL401 Module 1 sub-forum
Langdon, S. (2010 March 25th), ‘RBL is worth the effort’, Message posted to ETL401 Module 3 sub-forum
Oberg, D. (2002), ‘Looking for evidence: Do school libraries improve student achievement?, School Libraries in Canada, 22(2), 10 – 14
Skrzeczynski, C. (1999), Ch 16 Breaking the barriers: sculpturing an information literate school community, pp. 241-258 In The Information literate school community: best practice, J. Henri. Centre for Information Studies, Charles Sturt University, Wagga Wagga, NSW.
Van Der Wyngaard, C. (2010 March 12th), ‘Re: RBL and testing’, Message posted to ETL401 Module 1 sub-forum
Veugen, R. (2010 March 22nd), ‘Re: RBL and testing’, Message posted to ETL401 Module 1 sub-forum
Williams, K. (2010 March 3rd), ‘Re: RBL and testing’, Message posted to ETL401 Module 1 sub-forum.
No reports to write, no parent teacher interviews to conduct. In fact, little to no contact with parents at all – another big motivation to leave the classroom.
My perception of the role of the TL was based around my personal experiences. For years I have waved goodbye to by Infants classes as they went to library lessons that consisted of literature activities and library skills. I was aware that there was more to the role, such as seeking out and purchasing exciting, appropriate and up-to-date resources for all to share. No collaboration at all.
The only drawback I could see to the TL role was that just one subject area was taught. I wondered if I would end up getting bored.
I am now painfully aware of how wrong I was.
It was the start of Topic 1 when I was first introduced to the term ‘information literacy’. Prior to that, I had never even heard of it. I began to realise that the role of the TL was diverse, and it dawned on me that they teach more than one subject area. My one misgiving about the role had been dissipated. A reading by Skrzeczynski (1999) has become a favourite of mine, as is recounted in my blog (Hashim, 2010). It has almost given me a blueprint of what the TL’s day can pan out like. It also reassured me that yes; information literacy can be taught with the Infants grades.
Information skills models were also foreign to me, although I have always tried to incorporate higher thinking skills into my classroom practice. I started to realise that, when I did finally become a TL, I going to play a major role in developing an ILSC. In fact I was surprised when I read that school libraries should have more non-fiction than fiction materials (Herring, 2007). Until then I had never realised that this was just the case in our school library (Hashim, 2010).
Along with this building excitement was incredible deflation. With schools placing such an emphasis on NAPLAN testing, what impact was this going to have on the role of the TL? My first notion that other students held the same opinion was through my own forum posting on (Hashim, 2010). I was relieved to get so much feedback from other students (Van Der Wyngaard; 2010, Bowyer, 2010; Veugen, 2010; Williams, 2010).
What about collaboration? There has been none of that at our school for over six years. I now realise how frustrated our TL must be – a little like being a qualified teacher but working as a teacher’s aide.
The forums have been a fantastic learning tool for me. I have been an avid reader them. Some students (Cooney, 2010; Carr, 2010; Langdon, 2010) have amazing insights and I continually seek out their postings. As was the case when attending uni tutorials, I have been more in the background than a vocal participant.
Another big revelation has been the role of assessment in the TL’s practice. Oberg (2002) made some valid points that I would never have considered and made me start to realise how TLs can impact on student achievement. I had never actually considered assessment or evaluation as a part of the TL’s job description.
My blog has been an interesting experience. I feel that I could have used it much better. Too many assignment mumblings and not enough content related to the course. I have included some interesting articles, but am realising that I should have done more of that for reference in future subjects.
The ‘light bulb’ moment has only just happened. When reading Eisenberg (2001) I realised that, like the littlies being talked about in the article, I am great at ‘doing’. I actually do a lot of planning in my daily life, but when it comes to academic matters I just ‘do’. From now on I will use an information skills model when doing assignments. This will make me a better TL because I will have firsthand experience.
The role of the TL is very diverse and incredibly challenging, although in vastly different ways to the classroom teacher. I have only just scratched the surface of the role of the teacher librarian, but am getting my shovel and looking forward to digging deeper.
References
Bowyer, K. (2010, March 3rd), ‘Re: RBL and testing’, Message posted to ETL401 Module 1 sub-forum.
Carr, S. (2010 March 20th), ‘Re: TL faze out’, Message posted to ETL401 Messages
Carr, S. (2010 April 4th), ‘Light bulb moment’, Message posted to ETL401 Module 4 sub-forum
Carr, S. (2010 May 18th), ‘Re: [Assignment 2 - Rebecca White] Now I'm really confused!!’ Message posted to ETL401 Assignment 2 sub-forum
Cooney, P (2010, March 7th), ‘Evidence-Based Research’, Message posted to ETL401 Module 2 sub-forum
Cooney, P (2010, March 14th), ‘RBL and Curriculum Development’, Message posted to ETL401 Module 3 sub-forum
Cooney, P (2010, April 17th), ‘A brief comparison of seven of the models’, Message posted to ETL401 Module 4 sub-forum
Cooney, P (2010, May 16th), ‘Re: Help’, Message posted to ETL401 Assignment 2 sub-forum
Eisenberg, M. (2001), ‘Introducing the Super3: Working with the Very Youngest’, accessed May 4th, 2010
http://www.big6.com/2001/12/31/introducing-the-super3-working-with-the-very-youngest/
Hashim, M. (2010, March 3rd), ‘RBL and testing’, Message posted to ETL401 Module 1 sub-forum.
Hashim, M (2010, March 11th), ‘Fiction vs Non-Fiction’, message posted to http://soon2btchrlib.blogspot.com/
Hashim, M. (2010, March 23rd), ‘Skrzeczynski – a great article’, message posted to http://soon2btchrlib.blogspot.com/
Herring, J. E. (2007), ‘Teacher librarians and the school library’, in S Ferguson (Ed), Libraries in the twenty-first century: Charting new directions in information services. Wagga Wagga, N.S.W.: Centre for Information Studies, Charles Sturt University
Langdon, S. (2010 March 6th), ‘RBL - a worthwhile balancing act’, Message posted to ETL401 Module 1 sub-forum
Langdon, S. (2010 March 18th), ‘RB teaching and learning and the integration student’, Message posted to ETL401 Module 1 sub-forum
Langdon, S. (2010 March 25th), ‘RBL is worth the effort’, Message posted to ETL401 Module 3 sub-forum
Oberg, D. (2002), ‘Looking for evidence: Do school libraries improve student achievement?, School Libraries in Canada, 22(2), 10 – 14
Skrzeczynski, C. (1999), Ch 16 Breaking the barriers: sculpturing an information literate school community, pp. 241-258 In The Information literate school community: best practice, J. Henri. Centre for Information Studies, Charles Sturt University, Wagga Wagga, NSW.
Van Der Wyngaard, C. (2010 March 12th), ‘Re: RBL and testing’, Message posted to ETL401 Module 1 sub-forum
Veugen, R. (2010 March 22nd), ‘Re: RBL and testing’, Message posted to ETL401 Module 1 sub-forum
Williams, K. (2010 March 3rd), ‘Re: RBL and testing’, Message posted to ETL401 Module 1 sub-forum.
Tuesday, May 18, 2010
Absolutely outraged!
I found this article while trying to locate information for Assignment 2. I am SOOO annoyed at the response by K Johns at the bottom.
http://hubinfo.wordpress.com/background/few-statistics/teacher-librarian-numbers-in-decline/
I have just found this as I concluded Part C of Assignment 2, so will not be referencing it in my blog. Good the see that some readers posted their thoughts with regards to her lack of knowledge of teacher librarians.
Shame, K Johns. Shame.
http://hubinfo.wordpress.com/background/few-statistics/teacher-librarian-numbers-in-decline/
I have just found this as I concluded Part C of Assignment 2, so will not be referencing it in my blog. Good the see that some readers posted their thoughts with regards to her lack of knowledge of teacher librarians.
Shame, K Johns. Shame.
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