Bestsellers for Christmas 2014

I came across an interesting article in The Sydney Morning Herald over the weekend relating to popular Young Adult Literature titles for Christmas this year. I’ve also included the top ten list provided by Dymocks of their best selling books showing the popularity of books for young people. 

Source: Morris, L. 2014. "Tween favourites vie for supremacy."  The Sydney Morning Herald, December 6, 18. 

Tween favourites vie for supremacy

Books Battle of Christmas

Linda Morris

  

In the battle for Christmas book sales, the competition has come down to two giants of tween fiction. On one side are the homegrown anarchists, Andy Griffiths and Terry Denton, and on the other is the all-American Wimpy Kid.

 This year’s contest appears to be a rerun of last year’s dash to the finish, when Jeff Kinney’s eighth instalment of the Wimpy Kid Series, Hard Luck, ran down the 39-Storey Treehouse and John Green’s The Fault in Our Stars.

 Only a late resurgence from the Man Booker Prize winner, Richard Flanagan, and Matthew Reilly’s latest blockbuster, The Great Zoo of China, might upset Kinney and Griffith’s quest for sales domination.

 Strong growth in children’s book sales has generally marked a year of consolidation for booksellers in Melbourne and Sydney – a year in which political biographies disappointed, the celebrity memoir proved a covert bestseller and online sales soared.

  ‘‘The fact that children are still coveting and choosing books over all the other enticements in TV, movies and the internet really speaks to the unique power of the written word,’’ Dymocks’ buying manager, Sophie Higgins, said. ‘‘Perhaps also the fact that parents know how important it is for children to have strong literacy skills.

  ‘‘Our growth, calendar year-to-date, is well into double digits and last year was also a growth year for children’s books; it really is such a good news story.’’

After initial fizz, interest in political biographies has fallen away, with the exception of Julia Gillard’s My Story.

Celebrity biographies from the likes of Lena Dunham, John Cleese, Amy Poehler and Cary Elwes have been racing out the door, according to Kinokuniya, while shortstory collections or novellas from Christos Tsiolkas, Michelle de Kretser, Patrick Rothfuss, Margaret Atwood and Hilary Mantel have been selling in place of novels.

Such is the interest in Dunham’s Not That Kind of Girl, The Art of Asking by Amanda Palmer and Poehler’s Yes Please, Mark Rubbo, managing director of Melbourne’s independent book chain Readings, suggested non-fiction titles by feisty women should become a sub-genre.

Online Australian bookstore Booktopia expects its biggest sales everbefore December 10, its Christmas order cut-off. Chief buyer John Purcell predicts Big Little Lies, by Liane Moriarty, The Rosie Effect, by Graeme Simsion , and The Great Zoo of China to be popular holiday reads.

 Last year Dymocks recorded some of its biggest pre-Christmas sales days. This year, says Higgins, sales are largely positive but much more variable, week to week.

  

At Readings, overall sales are up slightly on last year, and online sales by a ‘‘huge amount’’.

It has been a strong year for Mosman’s Pages & Pages but the next three weeks make or break the year.

 '‘Let the madness begin,’’ general manager Jon Page said.

T/L Availability for 2015

Like in 2014, I will be available for casual and temporary work as a Teacher Librarian in 2015 in Sydney.

Details are listed under Teaching Availability.

For 2015, I will be prepared to consider employment opportunities:

• Interstate
• In Primary Schools
• As a library assistant or library technician.

My contact details are listed on that page or through clicking here.  

The Accreditation Process - Some reflections so far

Though I've been employed in a casual and temporary capacity, I've been very blessed to have opportunities to demonstrate my teaching practice and to collect evidence to gain proficient teacher status here in NSW.

Recently, I made the decision to begin documenting that evidence, and I plan on reflecting on that process.

The question that has been raised amongst some Teacher Librarians has been how one can collect and demonstrate that evidence against the teaching standards as set by the Australian Institute for Teaching and School Leadership because the role differs from that of a classroom teacher.

To me, it has really been an interesting challenge and being able to relate my work directly to those standards.

For instance I've done presentations on E-Books to English classes. How have I collected the evidence. I decided on a lesson plan when I was given the task by my colleagues as a means of demonstrating that I can plan a lesson and including a copy of the PowerPoint Presentation to demonstrate that I have included the use of Information or Communications Technologies (ICT's). Even classroom management skills can be shown i.e. establishing routines.

Like any teacher, I have to undertake professional development. Keeping a log demonstrates my commitment to broadening my knowledge.

In pastoral care or welfare capacities, keeping records of communication with parents, colleagues and the wider school community.

I've also been blessed with some opportunities to work on programming or evaluating the success of teaching and learning programs whether it might be a report on the wide reading classes or the library program for Year 6 Students (MLC School).

Resourcing for curriculum is another feature like the Ipad App Evaluations that I did earlier this year which demonstrates commitment to encouraging the use of ICT's for educational purpose but also demonstrate that I have applied newly acquired teaching skills in my work.

Classroom management has probably been the toughest part for me in terms of evidence particularly finding evidence of managing student behaviour. I have been advised in the past by a mentor to actually write down an individual plan on how behaviour could be managed along with student expectations, particularly in a library environment. For me working in different schools, I have to make adaptions based on the relevant school policy and that is emphasised. This would allow me to demonstrate that I can provide a stimulating and engaging learning environment that one would want to risk full participation.

I look forward to sharing some more insights soon.

History Programming and Planning for Year's 8 and 10 - AIS (NSW) - September 12

On Friday, I attended another professional development course led by Carlo Tuttocoure of the AIS (NSW).

It was another enjoyable and enriching day. This time the focus was on programming for Year's 8 and 10. I thought the most interesting aspect of the day was the presentation by Roselyn Thomas  on incorporating Indigenous elements into our history teaching but even strategies in applying it across the broader curriculum e.g. Welcome to Country ceremonies at school assemblies.

I liked the idea of the visual note taking being mentioned to the group. Virtually none of the other people there were there the previous month (bar one person), and they got a chance to apply it. I will post the video because it might interest those who didn't attend.

Watching the video at both presentations made me think of a teacher from my days at Marist College Kogarah as a student. His name was Mr Jordan, a visual arts teacher and pastoral coordinator to the Year 11 and 12's. I remember he spoke about why he never reprimanded boys who doodled in their dairies. He felt it encouraged people to be creative. Visual note taking allows people to be creative but also supports visual learners who may benefit from expressing their information in a format other than a linguistic form.

Also we were reminded to focus on planning units of work that reflect the interests of the students but also cultural backgrounds, especially the elective units.

The day also helped me build on my understanding of what I learn't a month earlier on Inquiry learning, particularly development of historical inquiry skills, historical literacy skills and providing authentic assessment in history.

I think after attending the two days, I'd apply the following in my teaching practice, whether as a T/L or in the classroom:

• Recommend units of work around student interest and needs in history. 
• Apply the Understanding by Design model to units of work and assessment tasks to ensure that the learning experience is enriching and relevant. 
• Encourage development of historical inquiry skills and historical literacy skills across other key learning areas. I believe it can be done e.g. analyzing a photo in geography to identify purpose and usefulness. 
• Offer professional development opportunities for colleagues e.g. programming, assessment task creation or resourcing.

History Inquiry Learning Day - August 15

The Association of Independent Schools run free workshops and professional development days for teachers.

On Friday, I had the chance to attend a one day workshop focusing on incorporating Inquiry Learning as part of the national syllabus hosted by Carlo Tuttocoure.

I thought the day was very interesting given the importance of Inquiry learning as part of the learning process, particularly how it can foster development of critical thinking and information literacy skills, skills I believe that can be applied across the curriculum.

Some points of interest include:

Visual note taking - To me it was like mind mapping except I created visual images, varied fonts etc to help explain points or arguments. For me it would be applicable for those who love to draw.

Project based learning - With 85 % of the population believed to be extroverted, its a learning approach that can work because it requires students to plan, research and communicate their learning within a collaborative setting. I do have concerns for the 15% that are regarded as introverted as they may find working within a group setting daunting but if done right, quiet natured people can be just as effective.

Structuring assessment - Making sure that as a teacher, I identify what students need to know, developing historical skills and embracing the shared understanding/s that I may have with my colleagues.

Development of historical skills -  teaching students how to analyse a source etc using the Harvard model.

Understanding by design - provided me with a useful model to organised the importance of knowledge and skills e.g. knowledge worth being familiar with, knowledge that is important to know and enduring understandings.

I was lucky to be in a group with three other teachers and as a teacher librarian encouraged them to not be afraid to consult their TL at their school after they identified some problems and challenges in delivery of the national syllabus, particularly with assessment and resourcing. Classroom teachers get bogged down sometimes with the demands of their role, they forget a TL can take some of the stress off them and we are always there to help them.

Teacher librarians crucial in info age (Article)

Holly Godfree wrote an article two years ago in The Canberra Times about the important role of Teacher Librarians in the information age.

Teacher Librarians are certainly not "invisible". I can link back to the role of the classroom teacher. Isn't the results achieved by a classroom teacher absorbed by others e.g. students as well.

I've noticed in my work to date, I've certainly not been invisible at all. Even in a casual or temporary role, everyone does notice your work. I get alot of  "thank you's" from students and my colleagues because I have been able to help them in whatever need it may be; big or small.

I have found students to be amazed when I locate information for them on a topic, especially if it is from a source that they may have never heard of. How about databases or newspapers? Many of them have never been aware of their availability to support their learning.

We all think that the internet has made locating information easier because it is there at a click but open up any search engine and the search results may overwhelm a person. Search engines operate on mathematical formulas to find results and hence we can be deluged with information, alot of which is irrelevant. My role is help others to sort through the results and locate the information they specifically need, and ensure that it is correct.

Fortunately, there are databases and collections online as well. Similar challenges there and my role is the same again.

I think too we can get a little too eager and just throw ourselves into research, yet we don't plan on how to get the information. What do I need to research? What do I need to know? What is available? Which sources will answer my question/s?

Teach Survive Thrive- Beginning Teachers Roadshow (IEU PD Course) Postscript

Newsmonth which is the monthly newspaper of the NSW/ACT Branch of the Independent Education Union did a feature on the Teach Survive Thrive PD course that I did back in June for its August issue.

Each person that attended the evening was interviewed by the media unit and selected comments were published. I was one of four selected. We commented on why we attended the evening, what we hoped to do with what we got from the evening and in my case, some of the challenges we face as teachers in general but also Teacher Librarians.

I apologise for the blurry text but that is how it came out on the scanner.

We love E-Readers but we also love printed books

A recent article published on The Conservation website mentions that we love to buy e-readers but we also love to read printed books?

Something isn't right when I made that remark. We should love one or the other in this day and age. Right?

I have noticed how hard it is to get some best sellers or popular reads in an E-Book format and that is a concern because it is denying those who want to read an E-format the chance to read their favourite book on a format that suits them. There are some who prefer the printed version, but cannot obtain a printed copy and hence want an E-Book.

But I did notice one thing missing in the article and I think it answers the question as to why we love printed books - the tactile experience of reading a book and mentally the connection one has when a printed copy in their hands.

Ipad App Evaluation (Kathy Schrock)

Last year, I did an evaluation of an Ipad App as part of my ILE@RN with Mobile Devices - Ipad 2 course several months ago using an evaluation proforma created by Kathy Schrock.

It has been updated. You can now evaluate how the app helps meet educational outcomes in your state or area (NSW BOSTES, National Curriculum etc).

Teach Survive Thrive- Beginning Teachers Roadshow (IEU PD Course)

Just last week (June 10), I attended a Professional Development Session organised by the Independent Education Union (NSW) at their headquarters in Ultimo.

It was themed as: Teach Survive Thrive.The presenter was Glen Pearsall, who has worked extensively with schools right around the country. In the two hour session, he focused on classroom management and engaging students in their learning.

It did look at many of the issues that were covered in the course that I did just a few weeks ago at the Centre for Professional Learning, and the evening for me really allowed me to consolidate what I had learned several weeks ago, as well as enjoying another perspective and learning some new strategies especially keeping students on task and positive reinforcement of student behaviour

It was also a smaller group with about 20 present. Last month I was amongst 180 participants.

The course is free for IEU members and is highly recommended. Click here to find out more.

Young Males & reluctance to read

This article was recently published in News Limited newspapers across the nation relating to boys reluctance to read for pleasure because it may not be seen as "masculine".

Being a male, I doubt it as such. While I may have preferred newspapers, magazines and non fiction literature as a teen, none of my peers actually looked down on it. Some of them wanted to at have a flick through the newspaper for instance. I was actually looked up to because they could ask me questions about anything or I could share something with them.

There were other peers that read only magazines for pleasure. They were reading and no body bothered to question it.

So as a professional, how would I encourage a young teenage male student to read? I think back to just a term ago and presenting "litgym" to the girls at the MLC School. Boys love to set challenges for themselves, and "litgym" could do it, because your setting them a challenge and they would try to work towards it. As I have pointed out previously, we need to advocate reading for pleasure. Let the boys take ownership of their reading.

Boys love their technology and that should be encouraged as I have suggested in general.

One comment in the article mentioned about time getting in the way of some reading. Giving tips on when are suitable times to read e.g. trip to and from school would help them especially if they are travelling alone or have a long commute.

Classroom Management Through Effective Teaching - May 15 2014

The Centre for Professional Learning offers a free professional development course to members of the NSW Teachers Federation.

I attended last the session at Surry Hills back on May 15 and personally I was not left disappointed by it. For any teacher starting, you'll be amazed at how you can make your teaching more interesting, engaging and yet manage a classroom more effectively and covers all aspects of teaching, whether its programming, planning a lesson and understanding the needs of your students.

I enjoyed listening to some of the strategies that teachers have applied effectively in their practice, whether they were a facilitator or merely attending the sessions.

If there was something that I got out of it most, I think looking at the relationship with your programming and lesson planning and effective classroom management. They explained the linkage quite well.

More information can be found by clicking on this link.

Library and Information Week (May 19-25)

This week is Library and Information week (May 19-25).

What is objective of the week? In simple terms, it is to promote the work of those involved in the information services profession but also for libraries to promote their services to the wider community

Find out more about what is happening click here.

Funding for Public Libraries in NSW

I would have posted this earlier if I could but sadly couldn't due to last month's outage.

There is currently a campaign being led by libraries for increased funding for library services. In 1980, councils received 23 cents in the dollar from the State Government. Now it is just seven cents.

Is that fair given the increased role of libraries in our community and their need to provide more for library members?

Sutherland Council currently has a petition at all branches and members of the public are being invited to sign it.

The St George and Sutherland Shire Leader produced an article on the issue back on April 10.

What Is The New Role Of A School Library In The Digital Age?

Ron Leunissen wrote an article last year that tries to answer the role of a school library in a school.

Certainly it is easier to access information than ever before. You can access library services from your own home or your own device.

But school libraries will always have a big role in a school. One comment stood out for me:

"The role of a librarian will be more to teach students how search properly in the ocean of information and  to evaluate the value of the source of the information."

I've noticed this in my work to date. Some students don't know where to go to begin their research for a learning task. They need a librarian to sift through what is available and provide a recommendation or the skills that they need to undertake an effective search. I also encourage students to reflect on what they have used in their learning and determine their relevance to the task at hand.

Libraries support the technology driven curriculum. Some would say this reduces the need for one to visit the school library. This is where libraries also have a big role to play. Why? They can provide the resources that one needs to create information. It might be the mp3 recorder that they need to create a podcast or seminar rooms to create a presentation that they might present to a class. We can also guide one in how to present that information as well.

Reading and Cognitive Abilities

Interesting article in todays edition of The Australian which links reading for pleasure with higher levels of cognitive ability.

It does link into my recent entries on DEAR and I've actually shared it with students in my reading sessions. Reading can improve one's literacy skills and how they express themselves. Also when they read they gain insights into the world around them. They can link with what they read with their learning.

I think my interest in reading newspapers and magazines as a youngster on a daily basis helped me gain an understanding of the world around me. I recall a comment by my year seven English teacher at Marist College Penshurst, Mrs Morrissey of my ability to use my general knowledge to aid me in completing work in class.

In the HSC, I remember keeping folders of newspaper articles that I had read and when exam time came, out came the folders and was able to use them to support responses etc.

I actually do encourage students to read a newspaper when they can.

Drop Everything And Read (DEAR) II

As promised, I'd follow up on my earlier entry. I'm still typing this on my Ipad and by the time this has been posted, the internet should have been restored as I'm using Blogger in Offline Mode. 

I did say last week I'd discuss my thoughts a little further going by my experiences last term so here they are and yes the evaluation is right in front of me too to discuss a little further.

Last week I commented that they found it to be "positive" and they were "in control". I observed how relaxed they were when they read. Some achieved it by sitting on a lounge or lying on one of the oversized pillows. 

Technology has done favours to support the concept of DEAR. Some students prefer to read on an ereader or tablet or their smartphone. A student is enable to use the tools that they enjoy using in general to help them enjoy reading. A few opted for laptops. While this may not be the most comfortable tool to use because the size of laptops in general, still they were reading and felt happy to do so.

The overwhelming majority still went for printed books and that really says something about reading - Print is still in vogue. The demand is still there. Abolishing print collections like some schools are doing, are more than likely doing  a disservice to their students.

DEAR is not just about reading but also talking about literature. I promoted literature e.g. new releases to keep students informed on books that they could read. In fact if a student had already read the book, they were invited to share their thoughts and provide a recommendation to encourage students to share their reading. Some recommendations happened to become quite popular with a number of students forced to place a "hold" on the title of choice.

I even asked them to challenge themselves with their reading by doing litgym. litgym simply refers to setting challenges to improve how you read e.g. reading more challenging texts or alternative genres. At the end of the term, I asked my groups to look back at what challenges they had set, If they had met them, they gave their peers tips on how to meet it. Those who didn't meet their challenge got help from their peers as to how they could meet it.

With one group, we had an E-Book presentation and taught them how to access the Bolinda Collection which they found to be quite interesting. 

I also had a luminary (pastoral/roll call) group and the concept of DEAR had actually left the library. We had completed a pastoral care program focusing on girls, education and empowerment and had several sessions left for other activities. Many of them had asked for this time because they saw it as a simple activity to do in that time but also because it allowed for some quiet time admist the chaos of school life. This was chosen over a myriad of other activities that had been proposed e.g. public speaking, social justice issues, time management, meditation etc. I shared this with my house patron and she thought it was a good use of time. Even my co-luminary was backing it. When it came to evaluating the activities completed during Term 1, we actually proposed DEAR as a possible activity to do in that time across other groups (and perhaps) the school. 

Drop Everything And Read (DEAR)

This entry is going to be a little hard to do because I'm sending this from an Ipad and our internet service at home with TPG went down on Friday (and yet to be restored).

I remember doing "English Reading" in high school, which was the name for wide reading at school. Despite having an enjoyment for reading, I dreaded the time because I was not allowed to read the literature that I wanted to read like a newspaper or non fiction book.

This put me off reading for several years until I was at university and all of a sudden decided to read during my downtime.

More than fifteen years later, I'm left to reflect on wide reading. I love the name Drop Everything And Read as the name for a wide reading program. Students know what it is. It is about stopping what we are doing and reading an item of our choice.

All primary schools generally do it and many secondary schools do so in some capacity. Some use the time allocated for roll call to provide this time for students for instance instead of a designated period once a week or fortnight.

More often than not, it is expected that students bring only a fiction item. My concern has been that it could put some off reading, because they are not allowed to engage in reading a text that may interest them. Think of my experience.

I am of the view that reading non fiction items etc may not just arouse interest in reading, but also help in development of literacy skills. Some non fiction texts that I read can be quite difficult readingwise with the use of language and detail. 

I'm glad that last term, I had the chance to be part of a Drop Everything And Read Program that allows students to choose an item to read that interests them. The response was overwhelmingingly positive because it was them controlling the reading, not me. I was only a facilitator and they only saw me when they saw fit. There was a moment with one Year 9 group where they became disinterested in my book recommendations. I can see a positive out of it which would have nothing to do with me - They wanted to control their reading and that can be linked back to my experiences. By the way they love reading too.

What were my observations?  I'll have to comment on that later once the home internet connection is restored and I can have the report in front of me.

GoodReads & Library Services

I applaud any school that has a Facebook page to promote their library and their services because it shows that you are engaging with your target group or demographic i.e. students and staff of the school and using the tools that they enjoy for viewing or sharing information. As this article  points out you can share photos, news and bring your clients together.

What about GoodReads? I've had the chance to create a group for the MLC School library during the past term as a means of promoting library services but to go a step further and provide an outlet for discussion of literature amongst the students.

I've included a screenshot of what our group page looks like if you want to remain here and not open another tab. 

It is only in its early days, but the teacher librarians act as the moderators. The "rules" feature allows you to create rules relating to use of the page. Generally we decided that school expectations would apply e.g. student code of conduct and IT use policy. Also we restricted it to students and staff with a school email address as to avoid outsiders from joining the group.

I've invited students during our Drop Everything And Read sessions to join the group in addition to signing up as a member. The response has been good and students have enjoyed it so far. Very straightforward and takes just minutes to do.

I started some discussion threads which actually gives GoodReads an advantage over Facebook because the information can be organised into individual feeds and the student or staff member can go a discussion or feed that suits them.

Like Facebook, photos can be posted to create a gallery.

The page itself can be used to promote books in the library collection. Featured Books can be added to the Books list. You can find out what students had thought of it and in our discussion threads, we can add the cover of the book to help promote it.

Another great feature is the poll feature. I've included one such poll below. You can also comment.

I had a motive for putting that poll up, because I had read that some schools were getting rid of their print collections from their libraries. The poll affirms my view that print is still in vogue amongst the students and will be for some time to come. What lesson does this have for me or a school if this question pops up, consult them. If a library is to be popular and successful it has to listen to its clients. If they want print items, we are then obliged to provide them. Otherwise they will not come and make use of our services. 

App Evaluations - Postscript

Back in December, I had the chance to learn and apply Kathy Schrock's model for evaluating web apps for the purposes of education and teaching.

Recently I was asked at school to nominate relevant apps that were to be installed onto a set of Ipad's that were recently acquired by the school.

The Ipad arrived preloaded with the apps that had been selected by the school's IT department. Using the model, I was able to evaluate and recommend apps to my head of department. There were a number of apps that under the model that did not meet educational requirements. The model made my evaluation quite easy and quick.

What helped me too, was the completion of the IPad course that was provided by the CEO Sydney aided in my nomination of apps. There were some apps that were not featured, and I had some of them nominated and included.

In the end, it meant we were able to have the Ipads installed with relevant apps. Three of the Ipad's are now in our library which can be used by the students.