Monthly Archives: July 2013

ETL501 – Topic 2 Commentary on print and electronic information resources

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These are my thoughts posted on the Topic 2 forums for this week:

Reference materials:

In response to the topic 2 question on reference materials: I don’t believe we should abandon the idea of reference materials altogether. As others have mentioned I think broadening the definition of reference materials to include such resources as online dictionaries, encyclopedias etc. would be a realistic option. I think the important thing is that the students are using reference materials to gather their background information for research purposes, whether it be in print or online.

I like the idea of a library where everything is for loan.  I believe that ‘non-borrowable’ library resources will become a thing of the past, as the students of today and in the future will expect to be able to access information anywhere and anytime.

ETL504 Module 2: Don Tapscott’s 4 Principles of an Open World

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How can these principles be applied to school libraries or teacher librarians?

Consider how this understanding of the 4 principles can support you in leading change at your school or in your school library?

1. Collaboration:
* TL’s can be leaders in initiating collaboration with principles, classroom teachers and students.
* TL’s can collaborate with teachers to integrate information literacy into the curriculum, be proactive in curriculum design
* TL’s can teach students how to collaborate with their classmates and teachers using the internet & social media tools such as diigo, Pinterest, wiki’s and blogs etc.

2. Transparency:
* TL’s can keep the school learning community abreast of what’s going on in the library and plans for the future by contributing to the school newsletter, creating a library website or blog. A library Pinterest board is another useful tool for keeping the school learning community updated

3. Sharing:
Educating the school learning community about creative commons and how we can think differently about intellectual property. Sharing our knowledge and intelligence, this is connected to collaboration

4. Empowerment:
* Empowerment through information literacy for all students. Teaching students the skills to be critical thinkers, so that they can create and become participants of the global digital community

ETL504 Module 1: Understanding of leadership (Leadership theory)

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My understanding of leadership:

In my initial forum post about my understanding of leadership, most of the qualities that I listed fit into the transformational leadership theory described by Marzano, Waters and McNulty (2005). Which makes sense to me, as I certainly gravitate towards transformational leadership as the type of leader I would like to be. These qualities include:

  • Having a common goal
  • Harnessing strengths of others
  • Being approachable and a willing to listen
  • Model respect for others
  • Passionate about what they do
  • Motivates and inspires followers

I also lean towards all of the servant leadership characteristics according to Robert Greenleaf (as cited in Marzano et al., 2005, pp. 16-17), in particular being a good listener.

I have never been in a leadership role in a school, but I believe that I would probably display a combination of transactional and transformational leadership qualities when leading, if that is possible. But after reading the literature I would try to lean towards transformational leadership and believe it could be a very effective form of leadership for a TL.

References
Marzano, R. J., Waters, T., & McNulty, B. A. (2005). School leadership that works: From research to results. Retrieved from Ebook Library.

ETL501 Topic 1: The learning & teaching context of information resource provision

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This topic was very thought provoking and insightful.

The blog by Sowash about “Google-proof questioning” (2009) and using this to incorporate Blooms revised taxonomy highlighted some very useful techniques for educators to foster higher order thinking in learners. Since the creation of such search engines as Google, students have an abundance of information at their fingertips which could seem to provide easy answers without much effort on the students part (Sowash, 2009, para. 1-4). Sowash’s article highlighted the responsibility of educators to foster the skills for higher order thinking in Blooms taxonomy. This will require students to use search engines such as Google to analyse, interpret, create, evaluate, investigate and not just rely on search engines for the easy answers. This in turn can aid learners to think more deeply and critically. The use of search engines and other technologies offer exciting opportunities, both for teachers and learners.

The website by Schrock (2013) offers excellent tools and ideas for educators to incorporate quality e-resources to support Bloom’s revised taxonomy.

References

Schrock, K. (2013). Bloomin’ apps. In Kathy Schrock’s guide to everything. Retrieved from http://www.schrockguide.net/bloomin-apps.html

Sowash, J. R. (2009, November 6). Google-proof questioning: A new use for bloom’s taxonomy [Blog post]. Retrieved from http://electriceducator.blogspot.com.au/2009/11/google-proof-questioning-new-use-for.html