Sir Ken Robinson
This guy makes so much sense when he talks about our school system.
He talks about how our schooling system discourages creativity by placing assessment as its priority and this has absolutely been my experience. As head of department I had to create assessment tasks that were uniform across all classes and teachers (they had to be fair), but in so doing I put students in little boxes. They can't go off and explore what is interesting to them, because it does not fit within the assessment rubric. Teachers can't go off on their own interesting tangents, because it might interfere with the fairness of assessment across the year. There must be a way around this. But I fear that while our govt insists on a standardised assessment like the HSC, schools will be forced to teach to an exam, rather than educate their students. Why can't we use an external exam such as the SAT C's in the US?
Sir Ken Robinson also talks about the down grading of creative subjects and the humanities in favour of Maths and Science. He makes the point that schools should be encouraging student's passions and strengths, what ever they are, rather than trying to make them conform and fit into boxes. In that way we will end up with a society of people, who are doing what they love and contributing excellence and passion - what a wonderful vision.
http://www.abc.net.au/rn/lifematters/stories/2009/2598512.htm
Tuesday, June 30, 2009
Sunday, June 21, 2009
Mike Eisenberg on Information Literacy
A really inspiring presentation. Would be good to present to staff.
http://uweoconnect.extn.washington.edu/publicmbeinfolit/
http://uweoconnect.extn.washington.edu/publicmbeinfolit/
Tania Sheko’s English wiki
Tania Sheko’s English wiki
Shared via AddThis
This is my attempt to become more ICT savy.
Found out what a Wiki is:
Wiki is a piece of server software that allows users to freely create and edit Web page content using any Web browser. Wiki supports hyperlinks and has a simple text syntax for creating new pages and crosslinks between internal pages on the fly.
Wiki is unusual among group communication mechanisms in that it allows the organization of contributions to be edited in addition to the content itself.
Like many simple concepts, "open editing" has some profound and subtle effects on Wiki usage. Allowing everyday users to create and edit any page in a Web site is exciting in that it encourages democratic use of the Web and promotes content composition by nontechnical users.
Shared via AddThis
This is my attempt to become more ICT savy.
Found out what a Wiki is:
Wiki is a piece of server software that allows users to freely create and edit Web page content using any Web browser. Wiki supports hyperlinks and has a simple text syntax for creating new pages and crosslinks between internal pages on the fly.
Wiki is unusual among group communication mechanisms in that it allows the organization of contributions to be edited in addition to the content itself.
Like many simple concepts, "open editing" has some profound and subtle effects on Wiki usage. Allowing everyday users to create and edit any page in a Web site is exciting in that it encourages democratic use of the Web and promotes content composition by nontechnical users.
Thursday, June 11, 2009
The Journey So Far
I began my studies of Teacher Librarianship with very little understanding of what a teacher librarian was. At my previous school, I had come into contact with our excellent Head of Information Studies - Helen, who had a great passion for information literacy (IL). My old school was attempting to introduce a constructivist approach to learning. I knew Helen saw IL as a key component of this but I must admit that I did not really know what IL was.
On entering the course my perceptions about the role of the teacher librarian (TL) focused on a love of literature, use of information communication technology (ICT), the collaborative nature of the role and what I termed ‘student centred learning’ (Hi!, March 7). It is developing an understanding of ‘student centred learning’ that has been central to my developing understanding of the role of the teacher librarian. Much of my discovery about the role of the TL has also been bound up with my quest to discover why my previous school had become so stuck in its endeavour to change the way its students learned.
My initial readings of Skilbeck and Frith (2001) were exciting. I recognised the constructivist model that Loreto had been trying to implement. Skrzeczynski, (1999), was also an eye opener. Here was a school working collaboratively with their TL, to create student centred learning - in the last century!
Readings for my first assignment helped me understand the role of the TL and the situation at my old school more clearly. I was particularly excited by Henri’s (2005pp1 -4) description of an information literate community and the role of the TL within this community. Key learnings included the role of the TL as a leader and an agent for change and the need for the TL to see the teachers as the primary client group. He described the characteristics of a stuck school and I recognised my old school. But why, with such a strong, articulate TL had they gone wrong? The answer was provided by Haycock (1999), who describes the essential role of the principal in creating an information literate community. Henri discusses the need to create credibility in your role as a TL and to foster a strong relationship with the principal (Henri, p12), but it is clear to me that you can do all these things but if the principal still won’t 'come on board' your impact as a TL will be limited.
Another key point on my journey was reading Campbell, Flageolle, Griffith and Wojcik (2008) on resource based learning (RBL). Having gone to school in the eighties, I had no experience of RBL. This article clearly explained what it looked like and I could see how I could facilitate this type of learning as a TL. My forum readings confirmed that my ignorance is not unique (Ehmann, 2009) and I found this reassuring. I think it is important as a TL, never to forget, that the wider teaching community may not understand terms such as ‘resource based learning’ and even ‘information literacy’ and we must not alienate our clients with terminology that was once just as foreign to us as it is now to them.
My readings on IL models finally put everything in place. I realised that this was the ‘backbone’ that was missing at my old school and it is the teaching of IL that is, for me, the most exciting thing about being a librarian. I responded to Kuhlthau’s model particularly (IL, May 20). I believe her description of the affective domain and the uncertainty principal is very important (Kuhlthau, 2008), because, if we as TL’s can explain to students that feelings of unease are normal they are more likely to continue with their task. I also found her descriptions of the zones of intervention to be very helpful. Knowing when to help a student and when to leave them alone is an essential skill. This time it was discovering points of disagreement with forum posts that sparked ideas. Pugliese, (2009) said she felt Kuhlthau’s Stage 2 'Topic selection' suggests tasks which are essentially free-wheeling research tasks’. Ultimately I disagreed, but reading the forum made me examine my own understanding of the model more closely.
I found the other course I was doing “Collection Management’ to be much more of a struggle than Teacher Librarianship, due mostly I think to my inexperience in library work. However I was able to put what I had learned from both courses together when I looked closely at Hughes Hassell and Mancell ( 2005). A light went on when I realized that the learner centered collection that they advocate goes hand in hand with the teaching strategies we are learning in ETL 401. I could see how the dual role of the TL could be unified by an overarching goal to empower students and make them the drivers of their learning.
I know I have a long way to go. As I continue my study, I suspect I will find the Librarianship side of the role more challenging than the teaching side. I also think my inexperience with ICT will provide challenges. But the chance to work in a field that has the potential to have such a positive impact keeps me motivated.
On entering the course my perceptions about the role of the teacher librarian (TL) focused on a love of literature, use of information communication technology (ICT), the collaborative nature of the role and what I termed ‘student centred learning’ (Hi!, March 7). It is developing an understanding of ‘student centred learning’ that has been central to my developing understanding of the role of the teacher librarian. Much of my discovery about the role of the TL has also been bound up with my quest to discover why my previous school had become so stuck in its endeavour to change the way its students learned.
My initial readings of Skilbeck and Frith (2001) were exciting. I recognised the constructivist model that Loreto had been trying to implement. Skrzeczynski, (1999), was also an eye opener. Here was a school working collaboratively with their TL, to create student centred learning - in the last century!
Readings for my first assignment helped me understand the role of the TL and the situation at my old school more clearly. I was particularly excited by Henri’s (2005pp1 -4) description of an information literate community and the role of the TL within this community. Key learnings included the role of the TL as a leader and an agent for change and the need for the TL to see the teachers as the primary client group. He described the characteristics of a stuck school and I recognised my old school. But why, with such a strong, articulate TL had they gone wrong? The answer was provided by Haycock (1999), who describes the essential role of the principal in creating an information literate community. Henri discusses the need to create credibility in your role as a TL and to foster a strong relationship with the principal (Henri, p12), but it is clear to me that you can do all these things but if the principal still won’t 'come on board' your impact as a TL will be limited.
Another key point on my journey was reading Campbell, Flageolle, Griffith and Wojcik (2008) on resource based learning (RBL). Having gone to school in the eighties, I had no experience of RBL. This article clearly explained what it looked like and I could see how I could facilitate this type of learning as a TL. My forum readings confirmed that my ignorance is not unique (Ehmann, 2009) and I found this reassuring. I think it is important as a TL, never to forget, that the wider teaching community may not understand terms such as ‘resource based learning’ and even ‘information literacy’ and we must not alienate our clients with terminology that was once just as foreign to us as it is now to them.
My readings on IL models finally put everything in place. I realised that this was the ‘backbone’ that was missing at my old school and it is the teaching of IL that is, for me, the most exciting thing about being a librarian. I responded to Kuhlthau’s model particularly (IL, May 20). I believe her description of the affective domain and the uncertainty principal is very important (Kuhlthau, 2008), because, if we as TL’s can explain to students that feelings of unease are normal they are more likely to continue with their task. I also found her descriptions of the zones of intervention to be very helpful. Knowing when to help a student and when to leave them alone is an essential skill. This time it was discovering points of disagreement with forum posts that sparked ideas. Pugliese, (2009) said she felt Kuhlthau’s Stage 2 'Topic selection' suggests tasks which are essentially free-wheeling research tasks’. Ultimately I disagreed, but reading the forum made me examine my own understanding of the model more closely.
I found the other course I was doing “Collection Management’ to be much more of a struggle than Teacher Librarianship, due mostly I think to my inexperience in library work. However I was able to put what I had learned from both courses together when I looked closely at Hughes Hassell and Mancell ( 2005). A light went on when I realized that the learner centered collection that they advocate goes hand in hand with the teaching strategies we are learning in ETL 401. I could see how the dual role of the TL could be unified by an overarching goal to empower students and make them the drivers of their learning.
I know I have a long way to go. As I continue my study, I suspect I will find the Librarianship side of the role more challenging than the teaching side. I also think my inexperience with ICT will provide challenges. But the chance to work in a field that has the potential to have such a positive impact keeps me motivated.
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