15 th April 2009
My fears for the future of school libraries
As School prepares for NAPLAN testing I have noticed a significant drop off in Library visits and reading by students and classes. Teachers are saying they are well behind in their normal work programs because they are spending a lot of time of practice NAPLAN tests and on drilling the students in the very narrow range of coentent that will be tested.
The publishing of the NAPLAN results for school in the national media has elevated their importance. It has become critical for their students to get the best possible makes on the NAPLAN tests. In schools such as mine, I can see these tests driving the curriculum and teaching. Students will be drilled extensively in the NAPLAN testable skills. The School relies on its profile in the very competitive education market place and it is obvious that parents are going to make crucial decisions such as their choice of school on these narrow banks of test results.
Because of the obsession I see developing, time “heavy” activities such as developing research skills, researching assignments and developing wide reading programs for enjoyment are suffering. I fear for the future – will we recover from this obsession of publishing scores for basic literacy/numeracy skills and the impact this has on the learning process and move back to a more reasonable middle ground or is this the pattern for the future.
Thursday, May 28, 2009
Monday, May 25, 2009
Information skills models
23rd March, 2009
Information skills models
Drucker: Executives must be able to identify information problems and be able to locate, use,
synthesise, and evaluate information in relation to those problems.
IL models shows that there are many similarities among them. In fact, there is more agreement than disagreement among the models, as is true of IL research itself. For example, the driving force behind almost all of the models, and many of the findings, is “process”—the understanding that information skills are not isolated incidents, but rather are connected activities that encompass a way of thinking about and using information.
Big6 Skills provide a broadbased,
logical skill set that can be used as the
structure for developing a curriculum or the framework
for a set of distinct problem-solving skills. These
fundamental skills provide students with a comprehensive
set of powerful skills to conquer the information
age.
But the Big6 is more than simple a set of skills—it is also an approach to helping students learn the information problem-solving process. Learning more about the Big6 as a process and as an approach should make it easier and more useful for any instructors and students. For instructors, the Big6 provides a definitive set of skills that students must master in order to be successful in any learning context. Teachers can integrate instructional modules or lessons about the Big6 into subject area content and assignments. For students, the Big6 provides a guide to dealing with assignments and tasks as well as a model to fall back on when they are stuck. The Big6 represents “metacognition”—
an awareness by students of their mental states and processes.
Information skills models
Drucker: Executives must be able to identify information problems and be able to locate, use,
synthesise, and evaluate information in relation to those problems.
IL models shows that there are many similarities among them. In fact, there is more agreement than disagreement among the models, as is true of IL research itself. For example, the driving force behind almost all of the models, and many of the findings, is “process”—the understanding that information skills are not isolated incidents, but rather are connected activities that encompass a way of thinking about and using information.
Big6 Skills provide a broadbased,
logical skill set that can be used as the
structure for developing a curriculum or the framework
for a set of distinct problem-solving skills. These
fundamental skills provide students with a comprehensive
set of powerful skills to conquer the information
age.
But the Big6 is more than simple a set of skills—it is also an approach to helping students learn the information problem-solving process. Learning more about the Big6 as a process and as an approach should make it easier and more useful for any instructors and students. For instructors, the Big6 provides a definitive set of skills that students must master in order to be successful in any learning context. Teachers can integrate instructional modules or lessons about the Big6 into subject area content and assignments. For students, the Big6 provides a guide to dealing with assignments and tasks as well as a model to fall back on when they are stuck. The Big6 represents “metacognition”—
an awareness by students of their mental states and processes.
Friday, May 22, 2009
The TL and teaching
16th March 2009
Topic 3 – The TL and the curriculum
School Library Association of Queensland (SLAQ) (2008). Resource-based learning guidelines.
Co-operative planning and teaching the way to go – professionally rewarding – more interesting work for students
Resource Centre’s role
The major purpose of the school resource centre and its facilities is to assist students achieve information literacy, to help them become lifelong independent learners, informed decision makers and effective communicators.
A basic and very comprehensive manual to deal with issues in managing a library.
Topic 3 – The TL and the curriculum
School Library Association of Queensland (SLAQ) (2008). Resource-based learning guidelines.
Co-operative planning and teaching the way to go – professionally rewarding – more interesting work for students
Resource Centre’s role
The major purpose of the school resource centre and its facilities is to assist students achieve information literacy, to help them become lifelong independent learners, informed decision makers and effective communicators.
A basic and very comprehensive manual to deal with issues in managing a library.
Tuesday, May 19, 2009
Supporting evidence
12th March, 2009
Supporting evidence
Inquiry-based research trains kids to think beyond prescribed answers to come up with analytical answers to questions. (Irrefutable Evidence : How to prove you boost student achievement
By Ross J. Todd -- School Library Journal, 4/1/2003
"It takes students out of the predigested format of the textbook and rote memorization into the process of learning from a variety of sources to construct their own understandings," says Carol Kuhlthau, professor of library and information science at Rutgers University and the author of Teaching the Library Research Process: A Step-by-Step Program for Secondary School Students (Center for Applied Research, 1985). Kuhlthau recommends giving assignments that avoid simple yes or no answers. Get kids to examine their existing knowledge and determine what additional information they need to learn. And get them to explore inconsistencies in their current knowledge and expectations and to formulate questions that will help them develop their own theses. These student appraisals will guide classroom teachers and librarians in the planning, implementation, and assessment of future assignments.
Supporting evidence
Inquiry-based research trains kids to think beyond prescribed answers to come up with analytical answers to questions. (Irrefutable Evidence : How to prove you boost student achievement
By Ross J. Todd -- School Library Journal, 4/1/2003
"It takes students out of the predigested format of the textbook and rote memorization into the process of learning from a variety of sources to construct their own understandings," says Carol Kuhlthau, professor of library and information science at Rutgers University and the author of Teaching the Library Research Process: A Step-by-Step Program for Secondary School Students (Center for Applied Research, 1985). Kuhlthau recommends giving assignments that avoid simple yes or no answers. Get kids to examine their existing knowledge and determine what additional information they need to learn. And get them to explore inconsistencies in their current knowledge and expectations and to formulate questions that will help them develop their own theses. These student appraisals will guide classroom teachers and librarians in the planning, implementation, and assessment of future assignments.
Why Principals should support libraries
11th March, 2009
How Can Principals Support Libraries?
Principals determine school library media program quality as much as librarians do (Haycock, 1999; Oberg, 1995; Oberg, Hay, & Henri, 2000) because they influence or control each of the eleven factors listed above. Collection size, currency, service hours, staff size, and the employment of full-time qualified librarians and adequate support staff all are tied to the principal’s budgeting decisions.
How Can Principals Support Libraries?
Principals determine school library media program quality as much as librarians do (Haycock, 1999; Oberg, 1995; Oberg, Hay, & Henri, 2000) because they influence or control each of the eleven factors listed above. Collection size, currency, service hours, staff size, and the employment of full-time qualified librarians and adequate support staff all are tied to the principal’s budgeting decisions.
Monday, May 18, 2009
The role of the Teacher Librarian
10th March, 2009 – Topic 2 – The role of Teacher Librarian in creating of an ILSC
ILSC – essential to produce lifelong learners who are skilled information users
James Henri’s concept – real learning as opposed to photocopy learning
Supports Kuhlthau’s idea of Guided Inquiry
TL needs to work closely with teachers in order to develop their skills and spread influence throughout school
Should be a close relationship between TL and Principal
Why the Principal should support the library? Because research proves successful library programs support student learning and improve student performance (Hartzell, G. (2002). Why should principals support school libraries? ERIC Digest, November(EDO-IR-2002-06). )
ILSC – essential to produce lifelong learners who are skilled information users
James Henri’s concept – real learning as opposed to photocopy learning
Supports Kuhlthau’s idea of Guided Inquiry
TL needs to work closely with teachers in order to develop their skills and spread influence throughout school
Should be a close relationship between TL and Principal
Why the Principal should support the library? Because research proves successful library programs support student learning and improve student performance (Hartzell, G. (2002). Why should principals support school libraries? ERIC Digest, November(EDO-IR-2002-06). )
Sunday, May 17, 2009
2nd March, 2009 - Topic 1 – School libraries in Australia
Historical overview of the early days of school libraries in Australia.
teacher librarian and information services in schools 'come alive' when teaching is replaced by an emphasis on learning and when students are set free to create their own learning agendas.
Resource based teaching was a major development of the role of the TL – information specialists were more highly regarded
Massive erosion of standards of school libraries in Canada – i think this is being paralleled in queensland
9th March 2009 – Topic 2 – The role of the Teacher Librarian
ASLA document on professional standards of Teacher Librarian – benchmark for profession
Professional knowledge, professional practice, professional commitment
Underpins development of an information literate school community
Education of lifelong learners
Important role of TL in literacy development
Knowledge and information managers
Must be actively involved in the teaching/learning process
Commitment to professional development and involvement
Strong understanding of curriculum – depth of knowledge across all levels
Development of a supportive learning environment
Culturally sensitive
Historical overview of the early days of school libraries in Australia.
teacher librarian and information services in schools 'come alive' when teaching is replaced by an emphasis on learning and when students are set free to create their own learning agendas.
Resource based teaching was a major development of the role of the TL – information specialists were more highly regarded
Massive erosion of standards of school libraries in Canada – i think this is being paralleled in queensland
9th March 2009 – Topic 2 – The role of the Teacher Librarian
ASLA document on professional standards of Teacher Librarian – benchmark for profession
Professional knowledge, professional practice, professional commitment
Underpins development of an information literate school community
Education of lifelong learners
Important role of TL in literacy development
Knowledge and information managers
Must be actively involved in the teaching/learning process
Commitment to professional development and involvement
Strong understanding of curriculum – depth of knowledge across all levels
Development of a supportive learning environment
Culturally sensitive
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