Category Archives: ETL401

ETL401 – Topic 6

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Library & Time Management

How can the TL make decisions about devoting time to aspects of library management:

  • Collaboration: Be a working member of a team, knowing when it would be more effective to work with another team member (Gilman, 2007, Introduction section, para. 3)
  • Be a good listener, listen to other staff members, students and parents (Gilman, 2007, Openness section, para. 10)
  • Be open-minded and flexible (willing to experiment)
  • Communicate with other members of the school learning community regularly, using different formats e.g. formal, informal face-to-face, email, library website, blog or wiki
  • Make time to plan the days activities (10 minutes a day). Using diary or making a list of things to do (“Effective time management”, ca. 2013, Zone 2 section, para. 2)
  • Be realistic – plan for distractions and interruptions (“Effective time management”, ca. 2013, Zone 2 section, para. 4)
  • Be realistic – know when “good enough is good enough” (“Effective time management”, ca. 2013, Unperfect section, para. 1)

References

Effective time management for teachers. (ca. 2013). Retrieved from http://www.time-management-success.com/time-management-for-teachers.html

Gilman, T. (2007). The four habits of highly effective librarians. In The chronicles of higher education. Retrieved from http://chronicle.com/article/The-Four-Habits-of-Highly-E/46544/

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ETL401 – Topic 6: Time Management & Negotiation

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3 ideas from the readings that are new to me:

  1. Setting up and using a library wiki is a great way to encourage collaboration between colleagues. I do know about wikis but this seems like a really great way to be able to collaborate in the virtual world (anywhere and anytime).  It provides another platform to talk about ideas and suggestions about best practices, problem solving and feeling a sense of connectedness within the library community. Of course, this may work better in a larger library, with more library staff (Gilman, 2007, Collaboration section, para. 3).
  2. The concept of the “80-20” rule (or Pareto Principle) (“Effective Time Management,” ca. 2013, Unperfect section, para. 1).
  3. Preparation is the the most important and helpful factor in regards to negotiation skills (Sanders, 2004, p. 129).

One thing I could do right now that would make me more productive in my work place:

The idea of making time to plan my day – everyday.  I believe that making a plan preferably the day before (maybe at the end of the working day) would be of great benefit to me. Taking that 10 minutes every day to organise my thoughts about what needs to be done the next day or that day would make me much more effective and hopefully spending less time and energy on those tasks that are less important right now. It sounds very attractive and achievable to be in control of my time and not allowing other people to decide how my time will be used……maybe far less exhausting! (“Effective Time Management,” ca. 2013, Second section, para. 2).

References

Effective time management for teachers. (ca. 2013). Retrieved from http://www.time-management-success.com/time-management-for-teachers.html

Gilman, T. (2007). The four habits of highly effective librarians. In The chronicles of higher education. Retrieved from http://chronicle.com/article/The-Four-Habits-of-Highly-E/46544/

Sanders, R. (2004). Conflict resolution. In Australian library supervision and management (2nd ed.) (pp. 127-132). Wagga Wagga, NSW: Centre for Information Studies, Charles Sturt University.

ETL401 – Blog Task # 3 Information Literacy

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Information literacy (IL) is essential for 21st century students. It will be argued that IL is more than a set of skills, it also includes a mindset which values using information prudently, ethically and responsibly. The combination of information skills, generic skills and a certain mindset necessary for a student to be information literate will be discussed (Bundy, 2004).

IL does require information skills. Information skills include recognising a need for information and then competently searching and accessing the information (Bundy, 2004, p. 3). Students need to understand the information and critically evaluate it for quality, relevance and credibility (Bundy, 2004. p. 3). Information skills require students to be able to effectively use information. Students will need to organise and sort the information to enable them to synthesise and communicate new knowledge and understanding to an audience (Abilock, 2007). These information skills overlap with the generic skill of problem solving (Bundy, 2004, p. 3). Information skills include student skilfulness in the use of ICTs (Bundy, 2004, p. 7). Much of the information that 21st century students will access is in a digital format. Students will need to develop skills in understanding the search options available for online resources and recognise which ones best suit their needs. As information technologies are constantly changing, information skills include students keeping abreast of changes (Bundy, 2004, p. 14). Next to be discussed are the generic skills used in IL.

IL incorporates a number of generic skills. Collaboration is a generic skill that may be used in IL instruction. Students will need skills that enable them to work collaboratively with other students to complete information learning activities. Students need effective communication skills to understand how to communicate the content and purpose of the information they are presenting with the appropriate audience. Students need to communicate clear arguments and conclusions and give their sources the appropriate credit (Abilock, 2007, Communicating & Synthesizing section). The generic skill of critical thinking is fundamental to IL. Skills involved in critical thinking enable students to constantly question information, evaluate different points of view, solve problems and gain understanding (McKinney, 2008, p. 1). Next to be discussed is why IL is more than a set of skills.

IL is more than just the set of information and generic skills already discussed. It is a mindset that is guided by prudent and ethical principles that go deeper and are more complex than a set of skills. The ethical issues that students will encounter online include “self-expression and identity, privacy, ownership and authorship, personal and information credibility, participation or conduct in online spaces” (Waters, 2012, p. 4). Information literate students need to be able to understand and acknowledge their social responsibilities and how their participation affects others in the online community (Bundy, 2004, p. 11). The ultimate goal is for students to develop a mindset which guides them in becoming good digital citizens.

IL does require students to develop both information and generic skills. Information literate students will also need to develop a mindset that goes beyond these set of skills. This mindset is guided by ethical principles in the online community that help create good digital citizens for today and in the future. Digital citizens that can understand and manage the vast amounts of information available to them.

 References

Abilock, D. (2007). Information literacy. Building blocks of research: Overview of design, process and outcomes. In Noodletools. Retrieved from http://www.noodletools.com/debbie/literacies/information/1over/infolit1.html

Bundy, A. (Ed.). (2004). Australian and New Zealand information literacy framework: Principles, standards and practice (2nd ed.). Adelaide: Australian and New Zealand Institute for Information Literacy (ANZIIL) and Council of Australian University Librarians (CAUL).

McKinney, S. (2008). Critical literacy. Thinking critically: What does it mean?. Retrieved from http://www.csu.edu.au/__data/assets/pdf_file/0003/82740/thinkcritically.pdf

Waters, J. K. (2012). Turning students into good digital citizens. The Journal. Retrieved from http://thejournal.com/Articles/2012/04/09/Rethinking-digital-citizenship.aspx

 

 

ETL401 – Topic 5

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There are a number of strategies that a TL can try if they are working in a school where many teachers see collaboration as a major challenge, or they actually fight against it. Gaining the Principal’s support is fundamental in being able to change the culture of the school to being one that embraces collaboration (Oberg, as cited in Montiel-Overall, 2005, p. 38). The teachers that resist collaboration may believe that they do not have enough time or sufficient resources to support the collaborative process. A Principal that supports collaboration is essential in removing these challenges and providing the vitally needed time and resources (Montiel-Overall, 2005, p. 38). To gain the principal’s support the TL will need to build a case for the benefits of collaboration by gathering concrete evidence. Evidence-based practice will be essential to gather this information. The TL can informally talk to teachers within the school in a social manner to try to find a teacher or teachers that may be willing to attempt a collaborative project (Montiel-Overall, 2005, p. 30). The TL can use the evidence gathered from participating in a number of collaborative lessons or a unit of work with a teacher to demonstrate to the Principal and other teachers that collaboration supports students’ achievement. The TL can be a leader in garnering support for collaboration and its benefits.

Argument for collaboration between the teacher librarian, principal and teachers at a school that you know?

  • Improves student achievement
  • Integrating IL across the curriculum – skills for higher order thinking and lifelong learning
  • Assists the TL to build a library collection that better meets student learning needs and supports the curriculum more effectively
  • TL can contribute to the development & design of curriculum
  • TL can contribute to development and design of evaluation rubrics for research projects
  • TL can collaborate to develop information literacy skills amongst students and transfer across curriculum
  • Collaboration fosters creativity and innovation amongst those who participate, “these are essential components for academic success” (Montiel-Overall, 2005, p. 24)
  • Collaboration builds trust and social connections amongst teachers (Todd, 2008, p. 28)
  • Collaboration between TL and teachers is fundamental in providing students with the skills for living in a world with enormous amounts of information that needs to be understood and managed on a daily basis (Montiel-Overall, 2005, p.25).

References

Montiel-Overall, P. (2005). A theoretical understanding of teacher and librarian collaboration. School Libraries Worldwide, 11(2), 24-48. Retrieved from http://www.iasl-online.org/pubs/slw/

Todd, R. J. (2008). The dynamics of classroom teacher and teacher librarian instructional collaborations. Scan, 27(2), 19-28. Retrieved from http://scan.nsw.edu.au/

ETL401 – Topic 5: Collaborative practice

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What possibilities arise for collaboration between teachers and the teacher librarian?

  • modelling positive behaviour to students
  • improved student achievement
  • creativity / innovation
  • community – feeling connected
  • identifying strengths and weakness – both for students and for teachers, then developing strategies to assist students to move forward
  • continual learning for teachers (life long learning for all school members) – even if challenging & out of comfort zone
  • sharing of new ideas
  • utilising expertise within school
  • culture of respect and trust amongst teachers and TL
  • TL can contribute to the development & design of curriculum
  • TL can contribute to development and design of evaluation rubrics for research projects
  • TL can collaborate to develop information literacy skills amongst students and transfer across curriculum
  • Library collection that meets student learning needs
  • Better communication between TL and teachers

 

ETL401 – Topic 4.2

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Should an information literacy policy be essential for a 21st century school?

An information literacy policy is essential for schools in the 21st century. With the overwhelming amount of information available to students in the 21st century, it is vital that students understand that not all this information is of high quality. Especially information that is located on the internet. Bundy (2004) states that students need to be able to identify a need for information, have the skills to locate information, evaluate the usefulness and credibility of the information, then use the information in an effective manner (p. 3). As stated in the American Association of School Librarians (AASL) Standards for the 21st-century learner (2007) “all children deserve equitable access to books and reading, to information, and to information technology in an environment that is safe and conducive to learning” (p. 2). An information literacy policy would foster this principle and create awareness for the whole school learning community on the importance of information literacy for 21st century learners. An information literacy policy will support the learning needs of the students.

How can a transliteracy approach expand the teaching role of the TL beyond the traditional information literacy paradigm?

Transliteracy is a fairly new term, it includes and goes beyond many of the existing concepts of information literacy (Ipri, 2010, para. 1). The TL can incorporate the fundamentals of transliteracy into how they teach students. The TL can introduce students and teachers to the concept of “mapping meaning across different media” (Ipri, 2010, para. 3). As Ipri suggests transliteracy includes social literacy amongst other forms of literacy, this aspect can be used by the TL to create systems that allow students to share knowledge and also have a part in the creation of information (para. 18). Transliteracy fosters a participatory involvement from students as they learn new ways of communicating.

 References

 American Association of School Librarians. (2007). AASL Standards for the 21st-century learner. Retrieved from http://www.ala.org/aasl/guidelinesandstandards/learningstandards/standards

Bundy, A. (ed.) (2004). Australian and New Zealand information literacy framework: principles, standards and practice. 2nd ed. Adelaide: Australian and New Zealand Institute for Information Literacy (ANZIIL) and Council of Australian University Librarians (CAUL).

Ipri, T. (2010). Introducing transliteracy. College & Research Libraries News, 71(10), 532-567. Retrieved from http://crln.acrl.org/content/71/10/532.short

 

 

 

ETL401 – Information Literacy and Transfer

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  • The teacher librarian (TL) can encourage students to transfer information literacy (IL) skills and practices by helping to create a “culture of transfer” (Herring, 2011b, p. 20) within a school. IL skills and practices need to be recognised and accepted by the whole learning community as essential for supporting curriculum goals (Herring, 2011a, para. 14). The TL can bring this to the attention of the Principal and teachers at staff meetings and curriculum development meetings. (Herring, 2011b, p. 20)
  • Collaboration with teachers is essential to continue to develop this “culture of transfer” (Herring, 2011b, p. 20) within a school. Collaborative partnerships between the TL and teachers will ensure that teachers know what IL skills and practices the TL is teaching and the TL can encourage the teachers to reinforce these IL skills with students. Collaboration is essential for the development of teaching strategies that encourage students to transfer IL skills and practices. This encouragement needs to come from both TLs and the teachers (Herring, 2011a, para. 15)
  • A learning environment where encouragement comes from both the TL and the teachers is more likely to have students that do transfer IL literacy skills and practices (Herring, 2011a, para. 14)
  • The TL can talk to students and gather information on the students views on IL skills and practices. The information gathered can assist in the development of transferring IL skills and practices amongst students. The TL can encourage teachers to talk to students, so that this information can be used as part of collaboration. TLs and teachers need to talk to students across all grades (Herring, 2011a, para. 21).

References

Herring, J. (2011a). Assumptions, information literacy and transfer in high schools. Teacher Librarian, 38(3), 32-36. Retrieved from http://www.teacherlibrarian.com

Herring, J. (2011b). Year seven students, concept mapping and the issues of transfer. School Libraries Worldwide, 17(1), 11-23. Retrieved from http://www.iasl-online.org/index.htm