Reflective Portfolio

By Teena Pinnock

What I learnt in ETL523

In Digital Citizenship in schools I learnt about the web 2.0 technologies that can be used in the classroom to introduce children to digital and global citizenship. There are so many emerging technologies and tools available, with so many applications in teaching and learning, but for some they are not even aware that these exist, let alone how to use them (Churches, 2014).This subject opened my eyes up to new ways that technology can be used and made me realize the small capacity in which I was using these in my everyday practice. As part of an assessment task for ETL523 we used wikispaces. This was the first time I had used wikispaces. I found it to be a great collaborative tool and it was easy to work with my other two team members on this task. One of my team members created a bitstrip on her page. This was a great tool for passing on information in a fun way that would appeal to children. I have since used this as a tool in my teaching practice. I also used slideshare for the first time. I found this was also an easy to use tool that was effective in its format as its very simple with bright colours and graphics so it would appeal to children and grab their interest. As a collaborative tool wikispaces really worked well for me as I could see what my other team members had contributed and then contribute myself in a more informed and knowledgable manner. I also found it useful to look at other students work on the wikispace page and see what they were working on. It gave me a gage of where everyone was at. The 21st Century learning environment, known as the ‘Collaboration Age’, requires a new culture of teaching and learning that engages students as contributors Learning, 2012). These tools definitely make it easy for students to work collaboratively.

In my assessment task I created a slideshare presentation titled “Helping teachers connect their students with the world” and this was the first time I had used slideshare and the first time I had imported a Power point presentation into slideshare. When I reflected back on this presentation for this portfolio I discovered that 227 people had viewed my presentation from 6 different countries. This made me think about the audience that we can reach through the use of these technologies and the opportunities for feedback from many different sources not just fellow students. The website gets an estimated 58 million unique visitors a month, and has about 16 million registered users(http://en.wikipedia.org/wiki/SlideShare). When I did this task I discovered many great sites that could be used to introduce students to the world and help them to become aware of the global impact of the internet. Global Citizenship involves recognizing and respecting how 21st-century technology and digital media have eliminated boundaries between citizens of the world by enabling communication, collaboration, dialogue, and debate across all levels of society. It encourages the people of this generation to realize that we are no longer isolated—that we are all global citizens. This leads us to become more aware of the issues, traditions, religions, and core values and cultures of our fellow citizens. Global citizenship also promotes tolerance and understanding, linked intimately with acceptance, sensitivity, and humility ( Crocket, 2014). A great site I discovered when doing my assessment task was Kiva. Kiva (http://www.kiva.org) is one of today’s most important social responsibility Web sites. This site opens the doors of learning and gives students the opportunity to make a small but meaningful difference in the lives of others. Through this site, your class can join others in making small loans to entrepreneurs in developing countries who are trying to make better lives for themselves and their families. These loans are repaid over time as students are kept up to date on the successes and struggles of those whom they have invested contributions. This would be a fantastic resource to use within the classroom and I look forward to the opportunity to use this resource and introduce children to new cultures.

As I reflected I went back to look at my blog title “Teena’s thoughts” that I had created as part of my reflective process during this course. Admittedly I am not a fan of blogging but when I looked back at my blog I found myself reflecting on how my learning had evolved and I realized what a great reflective tool this is. As I read through the posts I had aha moments about what I had written and what I had planned to work on. When I reflected upon my writings I begun to have ideas about how this could be used in a classroom to get students to start to reflect upon their learning process. This would be a good tool for students to use to reflect on their learning throughout the year. They could write their understanding of a topic at the start of the year then reflect back on what they have learnt at the end of the year. Developing digital literacy in the classroom can allow students to apply their existing knowledge of creating with digital technology to learning in school and in the process be supported to think more critically and creatively about what it is they are doing ( Hague & Payton 2010). In my one of my blog posts I stated “A digital citizenship curriculum is valuable and worthwhile when it is a part of the everyday curriculum as this is the frequency at which our students are using technology. This needs to be incorporated into the curriculum so that its normal practice for the students. This would make it valuable and worthwhile, if students interacted with the digital citizenship curriculum everyday. Embedding digital citizenship into our everyday teaching would be my approach”. Incorporating a daily blog session into the classroom would mean this statement could be an achievable goal.

What I learnt in ETL401

A video for those thinking about the multiple roles and responsibilities of TLs in the 21st Century. This video can be viewed at https://www.youtube.com/watch?v=ttyQr57MfsI#t=14

Teacher-Librarians in the 21st Century by Jenn Branch

Multi-faceted role of the teacher librarian (Herring, 2007, p. 30).

My realisations about the role of the Teacher Librarian………

▪ 1. The Teacher librarian role is extensive.

The TL is a teacher, a librarian, an information services manager, an information literacy leader, a curriculum leader, an information specialist, an instructional partner, a website developer, a budget manager, a staff manager and a fiction and non-fiction advocate ( See diagram - Multi-faceted role of the teacher librarian (Herring, 2007, p. 30).

▪ 2. The Teacher librarian has an impact

A powerful statement I read in the ASLA standards of professional excellence for teachers (reviewed 2009)stated ' Teacher librarians support and implement the vision of their school communities through advocating and building effective library and information services and programs that contribute to the development of lifelong learners'. I think this statement really impacted on me in the way that it described the role of the TL and the impact that they can have on learners.

▪ 3. The Teacher librarian needs to be an advocate for their position

On different forums throughout my course studies I read about the TL position being under threat but I think if schools really acknowledged what the TL did within the school, if every school wrote a job description that encompassed all that the TL does within their school then I think most schools would begin to be better advocates for maintaining the TL positions within schools.

▪ 4. The Teacher librarian needs to be part of the whole school.

While reading Herring, J(2007). I learned that it is important the library is regarded and operates as part of the whole school, not something extra which can be gradually trimmed away: a centre of learning first and of resources second.

What I learnt in ETL507

During my visits to various different libraries I observed that the ideal library environment needs to be exciting, feel different from the classroom, be inviting, involve students and incorporate technology. Libraries that have exciting displays and well presented areas invite children to read and encourage them to explore different areas. During my independent study visits I noticed the different ways in which various library environment were presented. In one particular library the Teacher librarian stated that she didn’t have many students borrowing books or using the library outside of allocated class times. When I looked around the library I noticed that the environment was very uninviting and very classroom looking. The non fiction section was very small and stuck over in one corner. There wasn’t quiet areas to read in or inviting areas to relax. There was a lot of tables in large groupings that were set out for large groups in the library. The décor was very bland and the shelving was very basic which made them look veryuninviting In another library where they were in temporary premise during renovations. This meant that the shelving was crammed into a smaller area and there wasn’t as much space for reading areas. The area it was in was a bit of a thoroughfare to the administration area so there was a lot of traffic passing through but not many people stopping. The Librarian also stated that there was a marked drop in borrowing in this environment. This shows that the type of environment really does impact the studentusage and involvement in the library. With the school library literally the heart of the educational program, the students of the school have their best chance to become capable and enthusiastic readers, informed about the world around them, and alive to the limitless possibilities of tomorrow (Gaver, 1958).

The Librarian

What I found as an inspiring video by David Lankes, who discusses technology in the library and the role as a librarian. This video can be viewed at https://www.youtube.com/watch?v=JN-UUcucA9E

Throughout my studies in ETL507 I observed that the librarian needs to be enthusiastic, have a love of reading, be a good communicator , be knowledgeable, have a positive attitude and be innovative and imaginative. In one Library service I attended I was inspired by the Teacher Librarian. As she showed me around the library I sensed her enthusiasm. She showed a love of reading and communicated how she passed this on to the students. She had a positive attitude and spoke of new innovations they were trying in the library. The environment reflected her enthusiasm and imaginative nature. She was a true advocate for the library. During my practical experience at Taree TAFE campus I worked with some inspiring librarians. The staff at the TAFE were very knowledgeable in their field and this was evident in their interactions with students and the way they were able to assist students. I worked at Tuncurry campus with one Librarian who had such great enthusiasm and couldn’t part enough information on to me and this inspired me to want to look at other options that I hadn't previously considered. As a trained Teacher I hadn’t considered working with young adults or adult learners but after my time at the TAFE I am now considering studying further in this field and looking at my job options within TAFE or with other library services.

What I learnt in EER500

Research needs to be very specific

Research needs to be

based on literature

Research needs a focus

question

Research needs to be

reliable

Reliability is very important in qualitiveresearch. Joppe (2000) defines reliability as the extent to which results are consistent over time and an accurate representation of the total population under study is referred to as reliability

It is recommended that research questions ‘should have connection(s) with established theory and research’ (Bryman 2012).

Bryman states that we cannot answer all the research questions that occur to us. We must keep a clear focus, so that our research questions relate to each other and form a coherent set of issues.

Rewording the questions into one central question gives it one central focus which has a clear and succinct purpose that is researchable (O’Toole & Beckett, 2010).

This was the first time I had conducted research in this manner and I found it very challenging and interesting. To get to the point of having one central question can be quite difficult. In the area I was looking at there was lots of outcomes that could be achieved from the research so to come up with one central question was a hard process. The research was very time consuming as there is so much information on the internet on one subject so I spent hours looking over readings and deciding which research papers were most appropriate to my area. I spoke to the lecturer who was very helpful in guiding me down the right path as at times I become overwhelmed with all the components of the research but once I have a central question it became easier to focus on the other components. As the area of focus was an area of personal interest for me I found that I had a high level of interest in the research and when I finished I was disappointed that I couldn’t carry out this research as it became a real quest for me. Another task I found challenging was looking at another students research question and analysing it. I found this challenging as I wasn’t confident in this area but once a looked a various criteria's and used these as a base then I found myself looking at it in a more proficient manner. Lastly it was tough to critique my own research question and again I had to look at based on different criteria and less on a personal level. Research is very challenging but I imagine would be very rewarding when you got an end result.

What I learnt in ETL505

Library Catalogue vs Google1. For some patrons, at least, the first one or two pages of resources via Google

are not sufficient; rather, they require a collection of quality resources (Hider 2012).

2. Can locate resources that are specifically in that physical space. 3. Plenty of search modes and field searches

1. A larger quantity of resources available. The catalogue now only holds a small proportion of information resources provided by the library (Hider, 2012).

2. Suits todays users who just want to find a few relevant resources that are “good enough’’.

3. Resources are OCLC and other agencies report that exposure via Google has resulted in marked increases in the use of both metadata and resources( Dawson and Hamilton, 2006)

There are many changes happening in the way users are accessing resources. Here’s an example of one trend that is happening that I found interesting……….

Recent statistics released by OCLC’s Perception of Libraries, 2010 do bear out the assertion that users rely heavily, if not exclusively, on Internet search engines for information search tasks. Their survey showed that 84% of respondents reported starting a search on a search engine, and not a single respondent reported beginning on library websites (De Rosa et al., 2011, p. 32). This shows the change that has happened in how students seek out and find information. When researching students according to the above survey are more likely to use a search engine such as google and I have seen this happen in libraries. The problem then becomes how do we help students to find the subject content that they need from their research. As Teacher Librarian our changing role now involves helping students to refine their searches and effectively use search engines to find the information they need. The internet has so much information that can sometimes be overwhelming for students so we need to guide them and teach them techniques for using search engines. Librarians must be proactive in teaching student researchers techniques for getting the best results from Internet searches, and to appreciate the power and the limitations of library databases (Regalado, 2007).

As a future Teacher Librarian I now feel informed . As I reflect back on what I have learnt and how my view of the role of the teacher librarian has changed I realised that I didn't really have a true understanding of what the role of the teacher librarian was. My very limited experience which inspired me to study was through a stint in the school library replacing the TL whilst she was on long service leave. During this time I didn't really fully experience the role of the TL as I was only expected to carry out some of the duties that the TL performed. It wasn't until I studied as a Teacher Librarian that I realised how extensive the role of the librarian was and what it involved. A powerful statement I read in the ASLA standards of professional excellence for teachers (2004)stated ' Teacher librarians support and implement the vision of their school communities through advocating and building effective library and information services and programs that contribute to the development of lifelong learners'. I think this statement really impacted on me in the way that it described the role of the TL and the impact that they can have on learners.

As a future Teacher Librarian I feel inspired to be part of this professional and excited by the opportunities available to share my knowledge and to enter into the digital world that opens up so many opportunities. What I have learnt throughout my studies of digital citizenship is that the Digital Learning Environment is an environment where technology is used as part of everyday life. It is incorporated into many facets of our lives and we utilise it to enrich our lives. An environment where technology is accessible and we have the skills to use it. The whole way we educate children has now changed. With the increase in the use of technology children now have access to information that they never previously had. As Educators we no longer need to focus on teaching content as the students can access this all online. We are now teaching children how to access information and develop skills in the doing so. Valuable time spent face-to-face with the teacher is focused on learning conversations rather than instructions and directions (Patterson, 2013). Children are now learning from more sources of information and need help to come to process all this information. Digital citizenship is about using technology in an appropriate manner and knowing what this is. It is important that children are using the internet in a positive way and that they are aware of the dangers of misuse and what the consequences can be. With the growing use of social media I feel there needs to be more of a focus on the safety and use of these sites. This is an area that I am interested in and excited to get involved in. As a Teacher Librarian I would like to learn more about tools that can be used to to enhance children’s learning.

As a future Teacher Librarian I feel empowered in my knowledge and skills. Through my studies and practical experience I feel that I now have the skills and abilities needed to work within this profession. I feel ready to face the challenges that Teacher Librarians face head on. The Charles Sturt University Course Orientation booklet 2014 states that the course is designed to produce graduates who are dynamic leaders, committed to enriching teaching and learning across the school; successful collaborators , working with teachers to incorporate information literacy, literature and technologies into the curriculum; skilful practitioners, providing information services to support programs within the school; information specialists, developing and implementing resource and inquiry based processes and strategies to improve student learning; and informed educators who value the importance of evidence based principles to support professional practice. I feel empowered to be that graduate.

References

Churches, Andrew (2014) Conscious Competence Model (wiki). Retrieved from http://edorigami.wikispaces.com/Conscious+Competence+Model

Crocket, Lee (2014, April 10). Introduction to the 21st Century Fluencies. Retrieved fromhttps://fluency21.zendesk.com/hc/en-us/articles/201965037-Introduction-to-the-21st-Century-Fluencies

Branch, Jenn. Teacher-Librarians in the 21st Century (2012). Retrieved from https://www.youtube.com/watch?v=ttyQr57MfsI

Australian Library and information Association and Australian School Library Association. (Reviewed 2009). Standards of professional excellence for teacher librarians. Retrieved from https://www.alia.org.au/about-alia/policies-standards-and-guidelines/alias-role-education-library-and-information-professionals

Bryman, A. (2012). Social research methods (4th Ed.). Oxford, UK: OUP.

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Dawson, A. and Hamilton, V. (2006) Optimising Metadata to Make High-value Content More Accessible to Google Users. In Hider, P. (2012). Information resource description: creating and managing metadata. London: Facet

Gaver, M. (1958). “Every child needs a school library.” Opening Address at School Libraries, Information Literacy. Chicago, IL: American Library Association.

De Rosa, C., Cantrell, J., Carlson, M., Gallagher, M., Hawk, J., Sturtz, C., . . . Oleszewski, L. (2011). Perceptions of libraries, 2010: Context and community : A report to the OCLC membership. Dublin, Ohio: OCLC.

O’Toole, J. & Beckettt, D. (2010). Making a start. In Educational research: creative thinking and doing (pp. 89-91). South Melbourne, VIC: Oxford University Press

Joppe, M. (2000). The Research Process. Retrieved February 25, 1998, from http://www.ryerson.ca/~mjoppe/rp.htm

Patterson, A. (2013, December 7). Switched on to learning. The New Zealand Herald. Retrieved fromhttp://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=11168355

Learning, A. (2012) "Students as Contributors" November Learning [blog].Retrieved from http://novemberlearning.com/educational-resources-for-educators/teaching-and-learning-articles/students-as-contributors-the-digital-learning-farm/

Hider, P. (2012). Information resource description: creating and managing metadata. London: Facet.

Herring, J. (2007). Teacher librarians and the school library. In S. Ferguson (Ed.) Libraries in the twenty-first century: charting new directions in information (pp.27-42).

Regalado, M. (2007). Research authority in the age of Google: Equilibrium sought. Library Philosophy & Practice, 9(3), 1-6. Retrieved fromhttp://digitalcommons.unl.edu/libphilprac/

Hague, C., & Payton, B. (2010). Digital literacy across the curriculum: A Futurelab handbook. Becta Futurelab. Retrieved from http://archive.futurelab.org.uk/resources/documents/handbooks/digital_literacy.pdf