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March 23, 2013

ETL503 - Module 2 - What are selection aids?

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.

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



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).

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

   
Buchanan, R. (2011). Developing a Personal Learning Network. Scan, 30(4), November, 2011.

 
Casey, M. & Savastinuk, L. (2006). Library 2.0: Service for the next-generation library,  Library Journal, 1 September. Retrieved from  http://www.libraryjournal.com/article/CA6365200.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

Hay, L. (2013). Build your LinkedIn network, http://www.entrepreneur.com/article/224417

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!!

           

 

 

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.

                http://socialmediagovernance.com/policies.php

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.