How as a TL do we identify appropriate resources available?
1. Promotions- from suppliers, catalogues in post or online
2. Recommendations- educational consultants or colleagues
3. Bibliographic Services- online public access catalogues, subject listings, general catalogues, National Bibliographic databases eg: SCIS, Trove, Core Collection lists eg: NSW Dept. Ed, subject lists
4. Reviews eg: in SCAN, Magpies of journals and websites
5. Crowd sourced ie: Goodreads, LibraryThing.
A reviews need to give analysis, comparison, evaluation not just plot summaries. Put resource in context and remember a TL knows their audience.
Criteria - BROAD- Are materials relevant to curriculum?
-GENERAL- Authority- qualified? reputable? accurate info?
- SPECIFIC- relates to particular formats eg: non-fiction, DVD's, periodicals, websites and fiction.
March 23, 2013
ETL 503 - Module 2: Developing Collections
Who guides the selection process?
(Hughes-Hassell and Mancall,2005)
A TL has the expertise to see the big picture in a school library. They can identify user groups, HSC,IB, JS/SS, G&T,LS, and other specialised groups working on IP's. Staff are however extremely important also because they have an area of expertise in their subject or year group and should be consulted in regard to specific needs, assignments and new resources.
Patron driven acquisition:users suggest titles from a given list eg: choosing digital resources. This allows immediate access to a pre-vetted collection. (Must set limits as could be costly!)
A TL however is responsible for equitable access to all resources and providing links that teachers may not be aware of.So a TL needs to both collaborate but also have the final say when acquiring resources.
What is a balanced collection?
(Johnson, 2009).
*Collection development is a thoughtful process in response to priorities, needs and interests.
Collection management is an umbrella term for collection development, weeding, serials, storage of resources.
*Resources can be owned and accessed eg: Clickview or DVC
**Bundled sets or single titles - Bundled sets help set up a collection eg: Pre - K 2013. Lamonts, Christian Schools Standing Order, Wheelers e platform are all eg"s. I have noticed sometimes repetitive storylines, boring stories and scarey picture books. However sometimes there are excellent stories ... so be choosey, look at each book or bundle to make sure they are what you want.
*Now with physical and digital resources TL's need to be aware of new formats and see again if they meet the needs of their users.
*Web sites - check for authority of writers, content, currency (up to date), if website updated, if links work, aesthetics, connection speed and features.
(Latham and Poe, 2008).
*E-books are another way to provide users with information. Again research the interface, user friendliness, any needs for additional software etc.
*E- journals and databases- used to be free with print version but now seen as an extra... evaluate usefulness. remember all these e-resources will evolve over time.
What is so different about e-resources?
E-resources- A Taste of Possibilities ,(2010) Scan , 29(4)p.30-43.
*"Relevant, engaging resourcing is required for authentic teaching and learning ... in the context of the complex digital environment"(p.31). A balanced collection includes access to information in many formats.
*Issues- digital rights, publishing options,various reading devices, cost of subscriptions.
Deakin University is using Scoopit! They have a great YouTube intro to explain how to use it... it is a step by step guide.They are participating in Digital Scholorship 2020, a professional development program to find out about the latest global information sources and tools to help them in the teaching and learning and research of students at the university.
http://deakin.libguides.com/content.php?pid=357515&sid=3194466
(Hughes-Hassell and Mancall,2005)
A TL has the expertise to see the big picture in a school library. They can identify user groups, HSC,IB, JS/SS, G&T,LS, and other specialised groups working on IP's. Staff are however extremely important also because they have an area of expertise in their subject or year group and should be consulted in regard to specific needs, assignments and new resources.
Patron driven acquisition:users suggest titles from a given list eg: choosing digital resources. This allows immediate access to a pre-vetted collection. (Must set limits as could be costly!)
A TL however is responsible for equitable access to all resources and providing links that teachers may not be aware of.So a TL needs to both collaborate but also have the final say when acquiring resources.
What is a balanced collection?
(Johnson, 2009).
*Collection development is a thoughtful process in response to priorities, needs and interests.
Collection management is an umbrella term for collection development, weeding, serials, storage of resources.
*Resources can be owned and accessed eg: Clickview or DVC
**Bundled sets or single titles - Bundled sets help set up a collection eg: Pre - K 2013. Lamonts, Christian Schools Standing Order, Wheelers e platform are all eg"s. I have noticed sometimes repetitive storylines, boring stories and scarey picture books. However sometimes there are excellent stories ... so be choosey, look at each book or bundle to make sure they are what you want.
*Now with physical and digital resources TL's need to be aware of new formats and see again if they meet the needs of their users.
*Web sites - check for authority of writers, content, currency (up to date), if website updated, if links work, aesthetics, connection speed and features.
(Latham and Poe, 2008).
*E-books are another way to provide users with information. Again research the interface, user friendliness, any needs for additional software etc.
*E- journals and databases- used to be free with print version but now seen as an extra... evaluate usefulness. remember all these e-resources will evolve over time.
What is so different about e-resources?
E-resources- A Taste of Possibilities ,(2010) Scan , 29(4)p.30-43.
*"Relevant, engaging resourcing is required for authentic teaching and learning ... in the context of the complex digital environment"(p.31). A balanced collection includes access to information in many formats.
*Issues- digital rights, publishing options,various reading devices, cost of subscriptions.
Deakin University is using Scoopit! They have a great YouTube intro to explain how to use it... it is a step by step guide.They are participating in Digital Scholorship 2020, a professional development program to find out about the latest global information sources and tools to help them in the teaching and learning and research of students at the university.
http://deakin.libguides.com/content.php?pid=357515&sid=3194466
March 17, 2013
ETL503- Module 1 The SL collection
After a fabulous summer subject researching blogs I begin another subject,Resourcing the curriculum. This looks like another practical subject, which is great and one I've been doing for 2 and 1/2 years, so I hope to do okay!!
Module 1 * Context.
School libraries change so how as a TL do we address this? Obviously digital content is the huge issue at the moment. How will it impact our collections? A TL needs to keep in touch with issues, understand the ramifications of change and make the best choices for their work, school and community. We must work with administrators, learners, teachers, publishers, IT to "ensure delivery of optimal school library collections and associated services" (Module 1.1)
Ensuring that the collection is specific to the needs of the curriculum is vital. We need to access information from each stage of the information cycle (Vossler, 2011), as they have different degrees of currentness.Some libraries will take on Johnsons' (2010) ideas, yet some will lag behind and not want to change. We must be aware of our students, teachers and community needs so we can provide for them.
*Literacy
To effectively resource for learning in the 21st century, a TL needs to be actively investigating e-resources and provide expertise in this area as they share this with colleagues who may be making decisions about how to resource their subject area or grade with the impending new curriculum."One goal of the school library collection is to provide a critical mass of content that provides choice and change" (Vossler, 2011). A TL also needs to be aware of attitudes and bias, equity and the actual curriculum when acquiring resources. In order to do this a TL needs to know their learning community, make the most of their current resources and facilitate access for all users to these resources. A TL needs to see the big picture, particularly in the light of the new curriculum and engage the minds of all learners.
** Addressing the needs of the 21st century learner is our first priority.
*Managing Collections
This is a core professional activity.Collect, select, deselect, weed and acquire (Koren, 2007).
Module 1 * Context.
School libraries change so how as a TL do we address this? Obviously digital content is the huge issue at the moment. How will it impact our collections? A TL needs to keep in touch with issues, understand the ramifications of change and make the best choices for their work, school and community. We must work with administrators, learners, teachers, publishers, IT to "ensure delivery of optimal school library collections and associated services" (Module 1.1)
Ensuring that the collection is specific to the needs of the curriculum is vital. We need to access information from each stage of the information cycle (Vossler, 2011), as they have different degrees of currentness.Some libraries will take on Johnsons' (2010) ideas, yet some will lag behind and not want to change. We must be aware of our students, teachers and community needs so we can provide for them.
*Literacy
To effectively resource for learning in the 21st century, a TL needs to be actively investigating e-resources and provide expertise in this area as they share this with colleagues who may be making decisions about how to resource their subject area or grade with the impending new curriculum."One goal of the school library collection is to provide a critical mass of content that provides choice and change" (Vossler, 2011). A TL also needs to be aware of attitudes and bias, equity and the actual curriculum when acquiring resources. In order to do this a TL needs to know their learning community, make the most of their current resources and facilitate access for all users to these resources. A TL needs to see the big picture, particularly in the light of the new curriculum and engage the minds of all learners.
** Addressing the needs of the 21st century learner is our first priority.
*Managing Collections
This is a core professional activity.Collect, select, deselect, weed and acquire (Koren, 2007).
February 3, 2013
Assignment 4 - Evaluative report
As the final post in my INF506 journey, I will both
evaluate and reflect how I have met the learning objectives of the course using
three Online Learning Journal (OLJ) entries to support this. They include OLJ
A-Z of Social Networking (6/12/12), OLJ 5 What is an Information Professional? (9/12/12) and OLJ7 Social Media Policies (27/1/13). I
have not only achieved these objectives, but become aware and excited about
social networking, Web 2.0 technologies and the implications for my teaching
and learning.
My OLJ A-Z of Social Networking shows how my understandings of social
networking technologies has developed from a basic understanding to now a more
enlightened and excited user of social networking technologies. An information professional needs an “understanding of new and emerging social
networking technologies” (Brooker, 2012c), as discussed in What is an Information professional? This knowledge is essential to
the Librarian 2.0. A social
networking technology that I have discovered during INF506 is
Second Life, an interactive social networking tool in which an avatar is
created to represent an individual in a multi user virtual world. It was
described by Helmer (2007) as an immersive experience enabling users to use
higher order inquiry skills to participate in a 3D world. This type of 3D game
allows any child to “build confidence in their academic abilities by stepping
out of their real world” (Dede, 2009, p.67) and allows them to succeed under
the disguise of their avatar. While not all social networking technologies are
relevant to the library I currently work in, it is important to be aware and be able to “connect people to the
appropriate technology to meet their
needs” (Abram, 2007 ; Harvey, 2009).
Currently blogs, wikis, using RSS feeds, tagging and bookmarking are
popular technologies, however as other new technologies are invented, an
information professional must not only be aware, but embrace them
professionally and personally as applicable to their situation. Being connected
to an online community has provided insights and valuable links to other
like-minded professionals who are on the cutting edge of new technologies. As a
professional educator, being part of an online learning community expands ones’
personal learning network, which is “an essential part of a teacher’s (or
information professional’s) toolkit” (Buchanan, 2011, p.1).
My
post What is
an Information professional also allowed me to demonstrate my understanding of the
concepts, theory and practice of Library 2.0. An
information professional needs specific skills, knowledge and attributes to
stand out as a leader. Library 2.0 embraces Web 2.0
technologies plus the principles of collaboration, conversation, community,
content creation and crowd sourcing. My post A-Z of Social Networking reflects my initial understandings of how
libraries are changing from being a place of information to a resource where
information is shared between people. An information professional needs to
“deliver rich user experiences” (O’Reilly, 2005, p.1) to their clients. I
endeavour to do so and I have been inspired by this course to focus on how I
can make a difference to provide serving both my online learning community and
my school community, whilst also supporting
the informational and collaborative needs of groups, communities and
organisations within the school environment.While researching blogs
for my assignment, I have been able to collaborate with others around the globe
about how I can use a blog to connect, share, inspire and learn from our school
community by setting up a library blog. This is also an example of how I have
critically examined the features and functionality of a social networking tool
that meets the information needs of users and reflects a deeper understanding
of the needs of my school library environment as I can now see how to apply a
specific Web 2.0 technology to that need.
With
the emergence of social networking technologies in our schools, it is vital to
create a social media policy to support staff, students and the school community.
The collaborative needs of various workgroups were identified in Social Media Policies. It evaluated articles
and policies, allowed me to reflect on some of the
social, cultural, educational, ethical, and technical management issues
that would arise when formulating a social media policy for a school library. “Empowerment
with accountability” was an extensive database providing policies of companies,
including Flickr, providing tweeting guidelines and links to other relevant
resources that could assist in developing such a policy. It provided some
understandings of copyright, intellectual property, Creative Commons and how
information policies are both developed and implemented. Privacy and security
were also features of these articles and policies, which are issues again
relevant when developing a social media policy.
Reflective
Statement:
As
I reread my first Online Learning Journal entry I am amazed to see where I have
come from! While I was aware that “social networking is a way of communicating
and sharing with others” (Brooker, 2012a), I was not aware of the opportunities
they can provide to network with others and the prospect of forming online
communities. I experienced this using our INF506 Facebook Group. The many times
students or lecturers have shared a link or piece of information that has added
to my professional knowledge, answered a question or led me to discover
something I wasn’t expecting are too numerous to list. I was encouraged by many
articles shared by students, which I have bookmarked such as “Librarians Use
Social Networking More Professionally Than Teachers and Principals” (Noble,
2012) and”Peer to Peer Learning Handbook” (Tina, 2013). Of much interest was
the online community of “Second Life” (SL). After my first tour with Carole
Gerts (December 11, 2012), I posted a rather pink screenshot. I was thrilled as
I had mastered this new skill, but Carole helped me to see the SL community in
its true colours! Similarly Lyn Hay shared a link to “Build your LinkedIn
Network” which helped me begin my journey and make connections in this new
community. As reflected in my first OLJ post, “I enrolled in this course
because I have what I consider a limited experience and knowledge of social
networking” (Brooker, 2012a). In three short months I have grasped the essence
of social networking after joining and participating in Facebook, Twitter,
Flickr, Delicious and LinkedIn. While I am a novice still at many of these, I
am excited to be sharing my journey with others from around the world, as well
as folks closer to home. I now have an understanding of the potential of these
sites to connect me to resources that were previously untapped and love that I
can share my knowledge also.
The
implications for my development as an information professional are many. With
the increase in Web 2.0 technologies, our libraries are changing to become
“user–centred” (Casey& Savastinuk, 2006). Whilst not many of these
technologies are necessarily favoured at my place of work at this stage, I feel
I have the capacity to discuss, reflect and collaborate with my colleagues
about the benefits of social networking, how we can use technology to enhance
the learning of our students and “deliver rich user experiences” (O’Reilly,
2005). I would love to employ some ideas discussed by Walsh (2009) for example
using Quick Response (QR) codes in our school library, or encourage the library
team to join Twitter to follow other educators, authors and teacher librarians
from all over the world to immerse and share relevant tweets without
overwhelming them in huge amounts of texts and reading.
Although
there may be hurdles to jump in regard to alleviating staff concerns and
queries about social networking, I feel that INF506 has given me the tools in
my toolkit to do this. Just as Buchanan (2011) explores the role of a teacher,
I feel this can be applied to my learning journey during this course. My role
as an information professional is to “continue as a learner, developing new
skills, exploring new ideas, experimenting with different teaching methods and
approaches to encourage quality learning” (p.19) in our libraries. After
reading and studying various school and professional companies’ social media
policies, I believe I have the beginnings and the resources to later initiate
such a policy at our school. I am excited to have made real connections during
this course to new technologies that I would have taken forever to engage with
if left to my own devices. The links have led me far and wide, into topics and
issues that challenge and stretch my thinking to make me a more rounded
learning professional eager to continue this journey with my new online
community of friends to whom I share and learn with.
In
his article “Advocating for librarians – as opposed to libraries”, Stephen
Abram (2012) succinctly outlined the implications that I need to focus on now
that I have begun this empowering journey. Firstly, I need to model the
attributes of an approachable, developing tech savvy and helpful (to name a
few) information professional (p.9).I need to tell my story, share my experiences
and continue to collaborate with my various networks. As I connect with
students, teachers and the community I will be visible and have a real
presence. Sharing my knowledge in as many ways as possible, both professionally
and personally will give power to others, also giving me the opportunity to
make a difference to others. Thank you INF506 for giving me the tools and the
confidence to set and achieve these goals!
References.
Abram, S. (2007).Librarian 2.0.Online Information
Conference, Web
2.0, library 2.0 and librarian 2.0: Preparing for the 2.0 world
Abram, S. (2012). “Advocating for librarians – as opposed to
libraries”. Connections, 81(2).
Brooker, N. (2012a). Initial reflections – What is social
networking? (OLJ 1), Live and
Love Your Library - http://liveandloveyourlibrary-nel.blogspot.com.au/2012/11/inf-506- olj1.html
Brooker, N. (2012b). “A-Z of Social Networking!!”(OLJ 4).Live and Love Your Library, http://liveandloveyourlibrary-nel.blogspot.com.au/2012/12/inf-506-olj-4-z-of-social- networking.html
Brooker, N. (2012c). “What is an Information professional?”(OLJ 5) Live and Love Your Library, http://liveandloveyourlibrary-nel.blogspot.com.au/2012/12/inf-506-olj-5.html
Brooker, N. (2013). “Social media policies”. (OLJ 7) Live and
Love Your Library - http://liveandloveyourlibrary-nel.blogspot.com.au/2013/01/olj-7-social-media-policies.html
Dede, C. (2009). Immersive interfaces for engagement
and learning, Science, 323(5910), 66- 69. Retrieved from http://www.sciencemag.org.ezproxy.csu.edu.au/cgi/reprint/sci;323/5910/6 6.pdf
Harvey, M. (2009). What does it mean to be a Science Librarian 2.0? Issues
in Science and Technology Librarianship, (Summer). Retrieved from
http://www.istl.org/09 summer/article2.html
Helmer, J., & Learning Light
(2007). Second Life and virtual worlds Available from http://www.norfolkelearningforum.co.uk/wp-content/uploads/2009/04/virtual- worlds_ll_oct_2007.pdf
Noble, R. (2012). Librarians Use Social Networking More Professionally Than Teachers and Principals, INF506 Facebook Forum, 19/12/2012.
O'Reilly, T. (2005). "Web
2.0: Compact Definition?" O'Reilly Radar blog, 1 October 2005 http://radar.oreilly.com/archives/2005/10/web_20_compact_definition.html
Tina, S. (2013). Peer
to Peer Learning Handbook, INF506 Facebook Forum, 15/1/2013.
Walsh, A. (2009). “Quick response codes and libraries”, Library Hi Tech News, 26(5),
p.7-9.
Summary of achievements!!!
When I began this subject, I was an infrequent
visitor of Facebook, using it to catch up with family and friends. I was
keeping a blog which I began as part of this master’s course, but it was
effectively just a standard summary of what I was learning. As I have read
extensively, followed others’ blogs, been part of the online Facebook community
linked to this subject and dabbled in Flickr, Twitter, Delicious, LinkedIn and
Second Life I have experienced a Web 2.0 awakening!
Facebook,
although known to me, has been an exciting source of collaboration, sharing and
reflecting. I have enjoyed discussions with fellow students and lecturers
discussing topical issues, solving technological problems (Second Life) and
reading posts relevant to information professionals in the field. Delicious
provides a social bookmarking tool that I had never used prior to this course.
Whilst I found it challenging to initially work out, it was useful as a place
to store links for assignments and further readings. I would like to continue
using this for professional readings. I found Flickr was easier to navigate.
Twitter
was one of the most enjoyable social networking tools that I tried in this
session. The succinct headings made it seem less overwhelming to a social
networking native because I could see at a glance if I would be interested in
following a tweet or not. I was quite excited to see my list of followers grow,
and this only encouraged me more to use Twitter! I can see great value in using
LinkedIn particularly if you were looking for new networks, even job prospects.
For me personally, I did not find many reasons to continue frequenting the site
as I had little interest personally at this point in time.
Although
initially sceptical, Second Life was a fun way to interact with a wide variety
of “people” in many new ways. I loved conquering the simple challenges of
walking and talking, sitting and flying. I was surprised to find that I was the
only one with a pink world. Even more surprising to myself was my ability to
follow Carole’s prompts to resolve this. I even taught myself to take screen
shots, so felt that even before exploring the CSU library and beyond into other
worlds, I was ahead!!
February 2, 2013
January 27, 2013
OLJ 7 - Social Media Policies
There are many examples of social media policies in
libraries and organisations that could relate specifically to formulating a
social media policy in a school situation. Below are a combination of articles
and specific policy examples that would be useful for a K-12 school in this
situation.
1.
Kroski, E. (2009). Should Your Library Have A School Media Policy? School Library
Journal, 10/1/09.
This article highlights the social and public nature of
social media. It also outlines some potential hazards of social media. Ground
rules and guidelines, standards and discussions on what is acceptable are summarised.
Specific inclusions for a social media policy are listed such as a disclaimer,
not including secrets, being yourself, respecting copyright and colleagues,
posting accurate information, being aware of policies, using good judgement and
accepting responsibility for what is written.
2. Boudreaux,
C. (2012) Empowerment With Accountability.
Social Media Governance.
219 policies are listed in this database, from Universities,
to companies such as Coca-Cola, BBC, Fedex, Flickr, Intel, Governments and
hospitals. Tweeting guidelines, social media policy, web standards, principles
for interaction, blogging code of conduct and how to blog safely are a few
topics covered. There are lists of resources available to purchase about social
media.
3.
National Library of Australia, Social Media Policy, 2010- 2012.
The National Library of Australia embraces the use of social
media and encourages their employees to do so with good judgement. They have
specific objectives detailing how to use social media, responsibilities of
employees and urging them to comply with policies and procedures. The policy
details official, professional, private and inappropriate use, risks and also
record keeping.
4. Teachers
Training International, (2011). Discover the
2 Keys To Implementing a School Social Media Policy That Works
This article discusses 2 keys to
implementing a social media policy. Firstly, to write a specific policy relevant to
your school needs. They suggest being aware of state and local schools policies.
Secondly the article discusses the need to understand how to use social media
without compromising teachers’ professional integrity. Schools need to decide
how both teachers and students can interact safely and provide safeguards for
them.
5.
Giffards Primary School Social Networking Policy
This primary school acknowledge the increasing number of staff and
students using social networking sites. They recognise the opportunities to
engage and communicate, but the need to do this safely. Their policy aims to
protect staff and make recommendations on how to deal with inappropriate
behaviour. The policy includes using social networking at work, as a school
service, sets out guidelines for both staff and students, discusses Child
Protection and Bullying issues.
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