I think Wikis are very exciting. I am excited that I finally have a good reason to create one (not having done any full time teaching yet for various reasons). I only hope that I get to use it, or one like it, one day.
In the future I would like to use a Wiki for:
+ Online collaboration and communication between class members, teacher and TL
+ Sharing resources - resources chosen by TL, as well as a way for students and teachers to share resources.
+ Easy access to learning support, e.g. information literacy process, strategies for finding resources, suggestions for search phrases
+ Sharing library news, including arrivals of new books
+ Various strategies to encourage a love of reading, including book reviews and book clubs where student participation is key.
Just a few things to start me off - I am sure it would end up with more than that.
The potential for students to learn whilst participating is exciting - don't you think?
Tuesday, September 28, 2010
Web 2.0
Finally I have gotten to a point where I have learned what Web 2.0 is. All this time I have been wondering but have felt too pushed for time to go out of my way to look it up. Now it appears, in the last Module (which I should have read weeks ago...). I feel very silly.
This now my interpretation of Web 2.0: it is the term used to describe a new generation of Internet technology where communication can go both ways rather than being static, just informing the audience. Web 2.0 is interactive. It has been extended to encompass other new things such as podcasts, but primarily concerns things such as blogs, wikis and social networking sites (Facebook, Twitter, MySpace), where the user is able to communicate with others, and these others are able to communicate back.
Some of the questions from module 8:
What do you think are the key aspects of Web 2.0 that are likely to impact on education in today’s schools?
+ Classes will be able to collaborate using technology
+ Students are more likely to be engaged, particularly as they will feel that the learning related to their lives, where technology plays a big part
+ Things such as blogs and wikis are already having an impact on education, where teachers are confident enough to work with them - hopefully in the future, all teachers will work on their confidence and give these things a go as they realise the important role they are likely to play in students' lives.
What are the opportunities here for teacher librarians?
Teacher librarians can take on leadership roles in the Web 2.0 environment, showing themselves to be leaders in technology as well as information. They can show teachers in particular how these relatively new technologies can be used to enhance learning, and increase information literacy skills. Not only should they show teachers and students, but support them in extending their own knowledge and abilities in this area.
Can teacher librarians afford to ignore Web 2.0 tools?
No.
If TLs do not step forward and embrace new technologies and different ways to gain access to information, and to share information, then they will be left behind. Already there are whispers of questions about the need for teacher librarians in this digital age - this is the opportunity for TLs to show everyone that not only are they still important, but that they are essential aspects in the steps towards using digital information. That they are willing and able to embrace new things, and to help the rest of the school community to do so as well.
This now my interpretation of Web 2.0: it is the term used to describe a new generation of Internet technology where communication can go both ways rather than being static, just informing the audience. Web 2.0 is interactive. It has been extended to encompass other new things such as podcasts, but primarily concerns things such as blogs, wikis and social networking sites (Facebook, Twitter, MySpace), where the user is able to communicate with others, and these others are able to communicate back.
Some of the questions from module 8:
What do you think are the key aspects of Web 2.0 that are likely to impact on education in today’s schools?
+ Classes will be able to collaborate using technology
+ Students are more likely to be engaged, particularly as they will feel that the learning related to their lives, where technology plays a big part
+ Things such as blogs and wikis are already having an impact on education, where teachers are confident enough to work with them - hopefully in the future, all teachers will work on their confidence and give these things a go as they realise the important role they are likely to play in students' lives.
What are the opportunities here for teacher librarians?
Teacher librarians can take on leadership roles in the Web 2.0 environment, showing themselves to be leaders in technology as well as information. They can show teachers in particular how these relatively new technologies can be used to enhance learning, and increase information literacy skills. Not only should they show teachers and students, but support them in extending their own knowledge and abilities in this area.
Can teacher librarians afford to ignore Web 2.0 tools?
No.
If TLs do not step forward and embrace new technologies and different ways to gain access to information, and to share information, then they will be left behind. Already there are whispers of questions about the need for teacher librarians in this digital age - this is the opportunity for TLs to show everyone that not only are they still important, but that they are essential aspects in the steps towards using digital information. That they are willing and able to embrace new things, and to help the rest of the school community to do so as well.
Pay attention
Another of those wonderful snippets that encourage the use of technology in schools; that reminds teachers to pay attention to the needs of their students - future needs as well as current needs.
http://www.youtube.com/watch?v=aEFKfXiCbLw&feature=player_embedded
Found on Judy's Web 2.0 notes: http://judyoconnell.wordpress.com/
http://www.youtube.com/watch?v=aEFKfXiCbLw&feature=player_embedded
Found on Judy's Web 2.0 notes: http://judyoconnell.wordpress.com/
Monday, September 27, 2010
4 benefits of a school library website
+ Regular communication with the school community
+ It shows that the school and the TL are aware of the important role that technology plays in today's society, increasing the school community's (including parents') confidence in the capability of the school to cater for the students' needs
+ Student learning is supported, with access to resources and learning support potentially provided on the website giving access even when they are not in the library itself
+ Financial gain/savings: The website is a cost effective, time efficient way to deal with many things that would otherwise take up a lot of the teacher librarian's time - this way students, teachers and parents are supported and are able to appreciate the expertise and helpfulness of the TL without necessarily taking up his or her time in person.
+ It shows that the school and the TL are aware of the important role that technology plays in today's society, increasing the school community's (including parents') confidence in the capability of the school to cater for the students' needs
+ Student learning is supported, with access to resources and learning support potentially provided on the website giving access even when they are not in the library itself
+ Financial gain/savings: The website is a cost effective, time efficient way to deal with many things that would otherwise take up a lot of the teacher librarian's time - this way students, teachers and parents are supported and are able to appreciate the expertise and helpfulness of the TL without necessarily taking up his or her time in person.
Digital reference interview
I like the idea of students having the ability to ask their TL questions via the network or Internet. I forsee that there would be challenges:
- Less opportunity for a reference interview (tying in with the next point): the TL is less likely to be able to narrow down the search criteria by asking the student (or maybe teacher) questions, unless they either send messages back and forth, or ask them to come to the library (defeating the purpose of the digital format to begin with).
- Time constraints: typed responses have a tendancy to take longer than verbal ones (in my experience anyway), particularly if questions need to be asked. Also, if the questions are not clear, time can be wasted looking for incorrect/unhelpful information. Not to mention the many (time wasting) distractions a computer holds at the best of times.
- Response time: It is not likely that the TL will be able to reply instantly - and when does a student ask a question that they do not want an instant answer to? Students are likely to get impatient and seek their own answers, leaving the TL wondering if there is a need to answer it after all.
Despite these things, I think the concept is viable. If the TL makes it clear that queries may not be answered straight away, and if this is important they should come straight to the library or talk to their teacher, then students should only use it in the right situation and most questions will still require a response. That is something the TL would have to play by ear. These days, when technology is such a natural thing to turn to, I think it is going to be important for TLs to be able to help student via ICT, whilst still promoting the importance of face to face contact.
- Less opportunity for a reference interview (tying in with the next point): the TL is less likely to be able to narrow down the search criteria by asking the student (or maybe teacher) questions, unless they either send messages back and forth, or ask them to come to the library (defeating the purpose of the digital format to begin with).
- Time constraints: typed responses have a tendancy to take longer than verbal ones (in my experience anyway), particularly if questions need to be asked. Also, if the questions are not clear, time can be wasted looking for incorrect/unhelpful information. Not to mention the many (time wasting) distractions a computer holds at the best of times.
- Response time: It is not likely that the TL will be able to reply instantly - and when does a student ask a question that they do not want an instant answer to? Students are likely to get impatient and seek their own answers, leaving the TL wondering if there is a need to answer it after all.
Despite these things, I think the concept is viable. If the TL makes it clear that queries may not be answered straight away, and if this is important they should come straight to the library or talk to their teacher, then students should only use it in the right situation and most questions will still require a response. That is something the TL would have to play by ear. These days, when technology is such a natural thing to turn to, I think it is going to be important for TLs to be able to help student via ICT, whilst still promoting the importance of face to face contact.
Sunday, September 26, 2010
Kluegel, K and Ross, C. (2003) The reference interview. Reference & User Services Quarterly, Fall 2003, 43(1), p37-43. (Available via EBSCOhost database in CSU Library)
Reference Interview: The librarian teases out useful information about what the user is looking for by asking them constructive questions.
In hindsight, this description does not indicate the collaboration involved... Or what they then do with the information they obtain...
I found it interesting the importance of following through with each 'user' ensuring they found information that was helpful rather than just pointing them in the right direction. I also found interesting the point made of the importance of showing them how you go about finding that information so they are potentially able to do it themselves in the future.
I liked the description of a librarian as an 'intermediary' between users and information, and how the article highlighted the importance of our role.
Reference Interview: The librarian teases out useful information about what the user is looking for by asking them constructive questions.
In hindsight, this description does not indicate the collaboration involved... Or what they then do with the information they obtain...
I found it interesting the importance of following through with each 'user' ensuring they found information that was helpful rather than just pointing them in the right direction. I also found interesting the point made of the importance of showing them how you go about finding that information so they are potentially able to do it themselves in the future.
I liked the description of a librarian as an 'intermediary' between users and information, and how the article highlighted the importance of our role.
Saturday, September 25, 2010
Be prepared...
As we said when we were girl guides. Though now I ask you to be prepared for an onslaught of seemingly random thoughts and ideas, as I rapidly progress through my readings in order to rapidly progess through my assignments.
Firstly focussing on 'Information Environment', with that assignment being due... very soon...
Three key factors I think a primary school teacher librarian would need to take into account before providing an information service to teachers:
- How the teachers would like that information provided - with busy schedules, it's going to be important that teachers feel that they are being helped, not just having more of their time consumed. What actions will make teachers feel that the TL is saving them time by providing them with information? What can the TL say to make this clear?
- What information teachers want - It is important that as professionals we continue to expand our knowledge of our field; as such, things like professional journals and new information on teaching/learning are important, but once again these can be time consuming. The TL needs to find out which information is important to which teachers, and to inform them appropriately as they find articles/information, rather than just throwing whatever they find at everyone.
- The TL would particularly need to take into account the attitudes of the teachers - how they percieve the role of the TL. They may need to clarify their position and capabilities to the teachers as a whole, and to outline just what they can do to help them. If the role that they wish to play is not clear, this could end up with frustration in both camps: The TL frustrated that the teachers do not seem to respect them in their role and are not making the most of such a great resource, the teachers feeling that the TL is not available as a resource as they have not made their commitment clear and have not clarified what they can do to help.
Firstly focussing on 'Information Environment', with that assignment being due... very soon...
Three key factors I think a primary school teacher librarian would need to take into account before providing an information service to teachers:
- How the teachers would like that information provided - with busy schedules, it's going to be important that teachers feel that they are being helped, not just having more of their time consumed. What actions will make teachers feel that the TL is saving them time by providing them with information? What can the TL say to make this clear?
- What information teachers want - It is important that as professionals we continue to expand our knowledge of our field; as such, things like professional journals and new information on teaching/learning are important, but once again these can be time consuming. The TL needs to find out which information is important to which teachers, and to inform them appropriately as they find articles/information, rather than just throwing whatever they find at everyone.
- The TL would particularly need to take into account the attitudes of the teachers - how they percieve the role of the TL. They may need to clarify their position and capabilities to the teachers as a whole, and to outline just what they can do to help them. If the role that they wish to play is not clear, this could end up with frustration in both camps: The TL frustrated that the teachers do not seem to respect them in their role and are not making the most of such a great resource, the teachers feeling that the TL is not available as a resource as they have not made their commitment clear and have not clarified what they can do to help.
Thursday, September 23, 2010
Back from who knows where...
You may wonder where I have been (though likely not, as I doubt anyone is following my blog with real interest at this stage... for interests sake I have decided to imagine an audience - hopefully this will help my writing to become more interesting). To be honest, I'm not entirely sure what my journey has been these last few weeks. After the chaos of the last assignments, combined and shortly followed by the challenges of moving house, I think my mind retreated into its own little bubble, only dealing with things that were immediate and obvious. I created a mind map to gather my own thoughts. It helped (though was it worth the time spent on it...?).
Now I am starting to read the things my lecturers have suggested and I am realising once again there is so much that I do not know! So many terms that I do not know the meaning of. And where is the time to find out about them all? With a new routine in mind, and a new mindset and motivation, I am hoping to get on top of these things in the next few weeks - to get my assignments completed, and then to spend some of my spare time investigating the things that are bugging me now if my questions have not been answered during the assignment completion phase. I will record questions as I come up with them, then when I get a chance, I will find the answers. If I feel that they are interesting or important, I may even share them with you, so be prepared.
I had better begin...
Now I am starting to read the things my lecturers have suggested and I am realising once again there is so much that I do not know! So many terms that I do not know the meaning of. And where is the time to find out about them all? With a new routine in mind, and a new mindset and motivation, I am hoping to get on top of these things in the next few weeks - to get my assignments completed, and then to spend some of my spare time investigating the things that are bugging me now if my questions have not been answered during the assignment completion phase. I will record questions as I come up with them, then when I get a chance, I will find the answers. If I feel that they are interesting or important, I may even share them with you, so be prepared.
I had better begin...
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