So, I have had a slightly less than productive week on the ETL401 front but can say with confidence that I have done all the reading and feel like I am keeping up. It is just frustrating not to have more time to work on the activities etc, but this week is reports, PD and just generally very busy. I am hoping that once the holidays roll round I will be able to play catch up.
I have been reading the posts of others and the main issues focussed on were searches and blogs. I have previously failed to understand why blogs have been imposed on us but then understand it is all a part of keeping abreast of technology and then there was someone who posted the idea of using it for book reviews which I think I'll do as a class activity as we read a different book each day in class and it would be nice for the parents to see the books we are reading and how the students feel about the books we read which ones they like etc. Also maybe they might buy them so the kiddies can continue to enjoy them. So this weeks tasks is to set up a blog for the kiddies to share with the parents. I think I'll give it 2 weeks to get established then email the link to the parents.
The other issue was searches and databases to use. I feel I am OK in this area and definitely further on than I was a year ago but it got me thinking about something which happened last week. During homework club one of the kiddies had to research endangered environments but when I asked her what words she could search etc she had no idea. Why assign a task the kiddies can't do or have not been taught to do? (she is usually pretty clever so I am assuming this is why she couldn't do it). I get the feeling the teachers want them to be able to research but they are not teaching them how. And I know the librarian isn't because she taught them how to use non-fiction books the year before (my grade) and has not been in school for 3 weeks so can't have taught digital searches. Just frustrating really but has made me realise that when we start our new unit that as well as doing non-fiction book searches I might set up a few laptop lessons to show them some of the search techniques they could use at home to find pictures etc for their posters also show them how to use the resources that the library does have available.
Saturday, November 26, 2011
Saturday, November 19, 2011
Second Life
OK so I gave it an hour and I am struggling to see how it can be educational but maybe I need to go back to it another time and look up some of the areas mentioned in the book which are supposedly more educational but from where I went it was rather mundane with some awkward chats with people you don't know and may not really want to know.
So Now I'll Be a Gamer Too!
So, I have just finished reading the last book in the 'Learning in a Changing World' and it would appear that I am also going to have to become a gamer, because lets be honest, in order to teach something you really need to know how to do it yourself. And to make the most of a resource you need to really know how to use it.
Virtual Worlds goes in to a lot of detail about the different games available and to be honest it is quite daunting, it is like a foreign language; virtual worlds (this one I understand), avatars, MMORPG and the metaverse and then later they throw MUD's at you! I understand that there is a place for games etc but I suppose I had always ruled out games that did not have an obvious educational purpose, but I have now realised that even if a game is not designed to be educational it does not mean that it can not be educational. I also have to get out of the K-6 frame of mind. As a lot of the games etc that were mentioned I discarded as inappropriate because I am still thinking of myself as the Grade 1 teacher because that is what I am currently teaching.
But I think the most important thing is that I am now going to sign up to second life and see what it is all about. Is it really as educational as they make it sound?
Virtual Worlds goes in to a lot of detail about the different games available and to be honest it is quite daunting, it is like a foreign language; virtual worlds (this one I understand), avatars, MMORPG and the metaverse and then later they throw MUD's at you! I understand that there is a place for games etc but I suppose I had always ruled out games that did not have an obvious educational purpose, but I have now realised that even if a game is not designed to be educational it does not mean that it can not be educational. I also have to get out of the K-6 frame of mind. As a lot of the games etc that were mentioned I discarded as inappropriate because I am still thinking of myself as the Grade 1 teacher because that is what I am currently teaching.
But I think the most important thing is that I am now going to sign up to second life and see what it is all about. Is it really as educational as they make it sound?
Tuesday, November 15, 2011
Coming Full Circle
So here I am embarking on ETL 401 for the second time. It is interesting how despite failing the course you can still develop an understanding of the role of the TL and interestingly find yourself advocating and fighting for a change in opinion.
Recently the TL left my school, the primary reason (from my observations and interpretations) being that there was no support from the administration. She had a vision for the library but at every turn that vision was squashed due to lack of money, lack of staff and a general who cares attitude from administration. So now it is mid-year and their is no TL and there doesn't seem to be any hope of one appearing in the future. Now listening to staffroom gossip there were many who questioned why she left, I heard comments such as '..but she doesn't do anything..', '...I wouldn't mind her job, no kids and sitting on the computer all day...' and my favourite '...but she had two assistants..'. All these comments were in effect true but not because there was not the desire to implement programmes and sadly because a lot of the TL goes unseen. So she was sitting on the computer - most likely she was chasing up orders, liasing with TL in other schools, researching new books for units, or working on policies, the librarywiki or a pathfinder for a new unit. As for no kids I'm guessing they just went in at the wrong time. As for the two assistants yes it is easier with assistants but no when they are useless (the prime example being labelling the selves so that the labels hung out in front of the books so that everytime a child took a book of the shelf they took the label too!).
So it makes me angry that the role of the TL is percieved as lazy and that the administration team is doing nothing to allow the library to function effectively. How can a library function when there is one TL split over two locations serving a Preschool-12 student demongraphic of 800 students??
All I can hope for is that when and if I pass this course and the Masters that the school I end up at values the role of the TL and what they have the potential to do with the appropriate support.
Recently the TL left my school, the primary reason (from my observations and interpretations) being that there was no support from the administration. She had a vision for the library but at every turn that vision was squashed due to lack of money, lack of staff and a general who cares attitude from administration. So now it is mid-year and their is no TL and there doesn't seem to be any hope of one appearing in the future. Now listening to staffroom gossip there were many who questioned why she left, I heard comments such as '..but she doesn't do anything..', '...I wouldn't mind her job, no kids and sitting on the computer all day...' and my favourite '...but she had two assistants..'. All these comments were in effect true but not because there was not the desire to implement programmes and sadly because a lot of the TL goes unseen. So she was sitting on the computer - most likely she was chasing up orders, liasing with TL in other schools, researching new books for units, or working on policies, the librarywiki or a pathfinder for a new unit. As for no kids I'm guessing they just went in at the wrong time. As for the two assistants yes it is easier with assistants but no when they are useless (the prime example being labelling the selves so that the labels hung out in front of the books so that everytime a child took a book of the shelf they took the label too!).
So it makes me angry that the role of the TL is percieved as lazy and that the administration team is doing nothing to allow the library to function effectively. How can a library function when there is one TL split over two locations serving a Preschool-12 student demongraphic of 800 students??
All I can hope for is that when and if I pass this course and the Masters that the school I end up at values the role of the TL and what they have the potential to do with the appropriate support.
Sunday, January 30, 2011
The Pressure of a Blog
I am finding this blog very challenging to keep up with. I can see the point behind it, getting into the web2.0 etc but I always feel a little contrived trying to keep up with it.
Anyway, I have successfully submitted yet another assignment and can only hope for a pass. This one was for resourcing the curruculum and focussed on writing a collection development policy. I have to admit it was helpful to do this task but I am not necessarily optimistic that it will pay off. Hard work does not always equal grades.
What prompted me to write in this rather sad blog is that I have a choice of subjects coming up and there are sadly only two I can take and one is the dreaded ETL401! Failed it once and am debating whether to attempt it now and fail it a second time or just leave it to the end completing all the other subjects where my failure will be less damaging. There is a limit on the number of times you can fail a subject and it is probably best to work my way up to ETL401, use the other subjects as training for 401.
Oh well big decisions and best to see if I pass ETL 503 before I start planning for the next semester.
Anyway, I have successfully submitted yet another assignment and can only hope for a pass. This one was for resourcing the curruculum and focussed on writing a collection development policy. I have to admit it was helpful to do this task but I am not necessarily optimistic that it will pay off. Hard work does not always equal grades.
What prompted me to write in this rather sad blog is that I have a choice of subjects coming up and there are sadly only two I can take and one is the dreaded ETL401! Failed it once and am debating whether to attempt it now and fail it a second time or just leave it to the end completing all the other subjects where my failure will be less damaging. There is a limit on the number of times you can fail a subject and it is probably best to work my way up to ETL401, use the other subjects as training for 401.
Oh well big decisions and best to see if I pass ETL 503 before I start planning for the next semester.
Friday, December 3, 2010
ETL 503 Module Two
This module focussed primarily on the selection of resources. As Kennedy (2006) defines it selection is deciding which items will be added to the library collections and made available to library users. Selection should be at appropriate levels to support curriculim needs and the competencies of all students (Learning for the Future, 2001).
The selection of resources is a process that should be considered carefully the use of criteria helps to make this process easier. The CMIS Selection Policy states that the contribution to student learning outcomes is the ultimate resource selection criteria. The policy then goes on to state general principles that should be considered when making selections including; the promotion of inquiry, the quality of resources, that they be unbiased, varied in format and should include items to support students and staff.
Kennedy (2006) also discusses selection and different criteria for the different types of resources; digital materials, print monographs, print serials, audiovisual materials. Different libraries have different policies regarding the selection of resources. Often this is dependent on the size of the library. In larger libraries there may be selectors, there may be committees to do the selection. In smaller libraries this may be a task carried out by the librarian, but as Kennedy states there needs to be an ultimate arbiter.
How might the Teacher Librarian effectively collaborate with the school community in the selection of resources?
In my current school collaboration is already present and encouraged. In the case of library resources selection both students and teachers can make recommendations for books. However, the Librarian is the one with the ultimate say on what is ordered.
The Librarian could attend the regular meetings held by the year group, the phase, the whole of primary, subject leaders, middle school, high school, or whole school. The Librarian could also make use of the online curriculum plannner to determine what the students are studying. She could also form survey asking teachers what they want from their library. However, despite input from others I feel that the Librarian should have the final say as they are the one with the inside knowledge of the budget, what resources are already in the library, what is available to order and the reasability of having it available in the library.
Do we need to focus more on the digital?
I feel that there needs to be more focus on the digital, particularly in the areas of non-fiction and research directed resources. This is information which needs to remain current and through digital media this is possible. In the library at the moment there are also no DVD's, CD-Rom's or other Audio-Visual resources. Today's society is increasingly digital and I feel that the students of today are more inclined to look on google for a map than in an atlas, or Wikipedia (despite the inaccuracies) rather than an encyclopeadia.
Alternative approach which would incorporate the teaching and learning environment within the key general selection criteria.
Take the general selection criteria and incorporate criteria for the teaching and learning.
E.g
Does it promote inquiry?
Is it inline with the school philosophy and curriculum?
Does it meet the learners needs?
Establish criteria that address the curriculum, learning and individuals in the school.
Censorship
All people should have the freedom to read. The teacher librarian should be open minded about the resources they wish to include in the library. Librarians who censor books are not allowing students and teachers access to books, they are also not allowing them to make the decision themselves. If a book meets the needs of the school and students it should not be excluded because the teacher librarian does not like it.
I found censorship interesting especially taking into consideration the country I live in and how censorship is prevalent here including books on Israel, Hitler, Reproduction and Nudity, and various other topics that would surprise considering how inoffensive the majority of people would perceive them to be.
The selection of resources is a process that should be considered carefully the use of criteria helps to make this process easier. The CMIS Selection Policy states that the contribution to student learning outcomes is the ultimate resource selection criteria. The policy then goes on to state general principles that should be considered when making selections including; the promotion of inquiry, the quality of resources, that they be unbiased, varied in format and should include items to support students and staff.
Kennedy (2006) also discusses selection and different criteria for the different types of resources; digital materials, print monographs, print serials, audiovisual materials. Different libraries have different policies regarding the selection of resources. Often this is dependent on the size of the library. In larger libraries there may be selectors, there may be committees to do the selection. In smaller libraries this may be a task carried out by the librarian, but as Kennedy states there needs to be an ultimate arbiter.
How might the Teacher Librarian effectively collaborate with the school community in the selection of resources?
In my current school collaboration is already present and encouraged. In the case of library resources selection both students and teachers can make recommendations for books. However, the Librarian is the one with the ultimate say on what is ordered.
The Librarian could attend the regular meetings held by the year group, the phase, the whole of primary, subject leaders, middle school, high school, or whole school. The Librarian could also make use of the online curriculum plannner to determine what the students are studying. She could also form survey asking teachers what they want from their library. However, despite input from others I feel that the Librarian should have the final say as they are the one with the inside knowledge of the budget, what resources are already in the library, what is available to order and the reasability of having it available in the library.
Do we need to focus more on the digital?
I feel that there needs to be more focus on the digital, particularly in the areas of non-fiction and research directed resources. This is information which needs to remain current and through digital media this is possible. In the library at the moment there are also no DVD's, CD-Rom's or other Audio-Visual resources. Today's society is increasingly digital and I feel that the students of today are more inclined to look on google for a map than in an atlas, or Wikipedia (despite the inaccuracies) rather than an encyclopeadia.
Alternative approach which would incorporate the teaching and learning environment within the key general selection criteria.
Take the general selection criteria and incorporate criteria for the teaching and learning.
E.g
Does it promote inquiry?
Is it inline with the school philosophy and curriculum?
Does it meet the learners needs?
Establish criteria that address the curriculum, learning and individuals in the school.
Censorship
All people should have the freedom to read. The teacher librarian should be open minded about the resources they wish to include in the library. Librarians who censor books are not allowing students and teachers access to books, they are also not allowing them to make the decision themselves. If a book meets the needs of the school and students it should not be excluded because the teacher librarian does not like it.
I found censorship interesting especially taking into consideration the country I live in and how censorship is prevalent here including books on Israel, Hitler, Reproduction and Nudity, and various other topics that would surprise considering how inoffensive the majority of people would perceive them to be.
ETL 503 Module One
Module One
Module One focussed on collection management, and who knew it would be such a comprehensive topic. As Kennedy (2006) defines it collection management is concerned with a set of interrelated library activities focussing on the selection, acquisition, evaluation, preservation and deselection (weeding) of library materials. It does not include cataloguing and classification.
The main issue raised in this module was also the argument between the terms collection development and collection management. To help myself out a bit I have summarised the two terms as they were defined in the readings.
Collection Development
- is an older term
-there was an increase in the term post 1977
- may focuss on selection and acquisition
- implies growth and the realisation of potential
- collection development encompasses the number of activities related to the development of the library collection, including determination and coordination of selections policy assessment of needs of users and potential users collection use studies, collection evaluation, identification of collection needs, selection of materials, planning of resource sharing, collection maintenance and weeding (ALA, 1996, as cited in Kennedy, 2006)
- the process of meeting the information needs of the people in a timely and economical manner using information resources locally held as well as from other organisations (Evans and Zarnosky Saponaro, 2005)
- refers to the policies and actions that drive selections
- refers to the policies and actions that affect the access status of an object subsequent to its selection (Ross Aitkenson, 1998)
Collection Management
- used to be more appropriate to new circumstances as development implies growth rather than management of increasingly limited resources.
- the two terms are often confused and the terms have not been standardised
- goes beyond policy of acquiring materials to policies on housing, preservation, and storage, weeding and discard of stock.
- is the systematic management of a libraries existing collections (Jenkins and Morely, 1991)
- in America it is focussed on the selection
The Kennedy reading then goes on to discuss selection of materials. Stating that the task of selection often fell to librarians who lack subject knowledge and as such felt compelled to work out principles for performing selections.
This module was challenging in the extent that a lot of the activities focussed on thinking about a particular education authority. As an international school education authorities rarely seem to come into it as they are independently run and funded. The curriculum framework used was lacking in that it also did not have any information on a library policy. Ultimately despite many emails and discussions with the relevant people there was no information on the library and policy development or collection management/development.
Post-Literate
The module then went on to discuss the post-literate society. I feel that today's younger teachers and students are post-literate to the extent that often the internet or other digital media is what is consulted first when they wish to find information. However, libraries are not adopting the critical attributes proposed. In the case of my school, there are only 4 computers in the library serving 750 students. Their is wireless throughout the school although students are rarely seen using it in the library despite students being quite affluent and owning devices such as ipad's, smart phones and laptops. The students are not allowed to use ipods within the school and social networking sites are prohibited. The educational resources available to the students is also limited in the extent that they only have access to three educational databases, and there are few graphic novels within the library and no audiovisual or audiobooks.
Ultimately in my current school digital devices and technology are undervalued and therefore underused (primarily as they are not available).
What is in a name?
The module then moved into discussing the name of a Teacher Librarian. If the role is more digital should the name be changed. I feel what you call a TL is irrelevant but it is the role they play which is important. Regardless of the name what is the role? The role is what is important, not the title used. The name does not need to be changed but an understanding of the role is what is important an understanding of the change in the TL role and duties.
Which model is best?
The school I work in wants to be learner centered and collaborative but at this stage the school is relatively young and it is too early to clearly define the model. The school is most likely trying to move into the CAE model as it is the one which aligns best with the IBO-PYP.
And when looking at the three models CAE is the best as it works on a basis of collaboration. Teachers and learners have a say in what is being done.
Module One focussed on collection management, and who knew it would be such a comprehensive topic. As Kennedy (2006) defines it collection management is concerned with a set of interrelated library activities focussing on the selection, acquisition, evaluation, preservation and deselection (weeding) of library materials. It does not include cataloguing and classification.
The main issue raised in this module was also the argument between the terms collection development and collection management. To help myself out a bit I have summarised the two terms as they were defined in the readings.
Collection Development
- is an older term
-there was an increase in the term post 1977
- may focuss on selection and acquisition
- implies growth and the realisation of potential
- collection development encompasses the number of activities related to the development of the library collection, including determination and coordination of selections policy assessment of needs of users and potential users collection use studies, collection evaluation, identification of collection needs, selection of materials, planning of resource sharing, collection maintenance and weeding (ALA, 1996, as cited in Kennedy, 2006)
- the process of meeting the information needs of the people in a timely and economical manner using information resources locally held as well as from other organisations (Evans and Zarnosky Saponaro, 2005)
- refers to the policies and actions that drive selections
- refers to the policies and actions that affect the access status of an object subsequent to its selection (Ross Aitkenson, 1998)
Collection Management
- used to be more appropriate to new circumstances as development implies growth rather than management of increasingly limited resources.
- the two terms are often confused and the terms have not been standardised
- goes beyond policy of acquiring materials to policies on housing, preservation, and storage, weeding and discard of stock.
- is the systematic management of a libraries existing collections (Jenkins and Morely, 1991)
- in America it is focussed on the selection
The Kennedy reading then goes on to discuss selection of materials. Stating that the task of selection often fell to librarians who lack subject knowledge and as such felt compelled to work out principles for performing selections.
This module was challenging in the extent that a lot of the activities focussed on thinking about a particular education authority. As an international school education authorities rarely seem to come into it as they are independently run and funded. The curriculum framework used was lacking in that it also did not have any information on a library policy. Ultimately despite many emails and discussions with the relevant people there was no information on the library and policy development or collection management/development.
Post-Literate
The module then went on to discuss the post-literate society. I feel that today's younger teachers and students are post-literate to the extent that often the internet or other digital media is what is consulted first when they wish to find information. However, libraries are not adopting the critical attributes proposed. In the case of my school, there are only 4 computers in the library serving 750 students. Their is wireless throughout the school although students are rarely seen using it in the library despite students being quite affluent and owning devices such as ipad's, smart phones and laptops. The students are not allowed to use ipods within the school and social networking sites are prohibited. The educational resources available to the students is also limited in the extent that they only have access to three educational databases, and there are few graphic novels within the library and no audiovisual or audiobooks.
Ultimately in my current school digital devices and technology are undervalued and therefore underused (primarily as they are not available).
What is in a name?
The module then moved into discussing the name of a Teacher Librarian. If the role is more digital should the name be changed. I feel what you call a TL is irrelevant but it is the role they play which is important. Regardless of the name what is the role? The role is what is important, not the title used. The name does not need to be changed but an understanding of the role is what is important an understanding of the change in the TL role and duties.
Which model is best?
The school I work in wants to be learner centered and collaborative but at this stage the school is relatively young and it is too early to clearly define the model. The school is most likely trying to move into the CAE model as it is the one which aligns best with the IBO-PYP.
And when looking at the three models CAE is the best as it works on a basis of collaboration. Teachers and learners have a say in what is being done.
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