Educational Technology Leadership

I have been reflecting on how we can be innovative in our role as Teacher Librarians and was surprised that we can innovative without having to do much at all.

I read about Educational Technology Leadership as an example of innovation in teaching,

As would be aware, students need to learn how to use technology wisely i.e. digital citizenship.

How can we express it?

• Remind students that use of technology in the classroom is a privilege. It can be taken away if not used correctly.
• Monitor student use of technology. If I see someone using technology incorrectly, I remind them of the real purpose, especially if it is a learning task.
• Involve students in the basic upkeep of devices e.g. library monitors checking out/returning devices and ensuring that they are charged.

One element however was missing in that article and it relates to etiquette and expressing appropriate behaviours when using technology. As educational leaders, we also need to role model appropriate behaviours when using technology. If we don't role model our behaviour, students may end up using technology in an unsafe and inappropriate manner.

For example I have applied this when speaking to students about copyright issues associated with the downloading and viewing of eBooks and eAudiobooks. For instance a person should delete the mp4 files associated with a borrowed eAudiobook. I am surprised that eAudiobooks provided by libraries can easily be copied and reproduced.

But what about in the research process? How can we apply it?

There is so much information out there so we need to tell the students how they should approach research. Consider the following:

• Teaching advanced search skills on Google.
• Website evaluation e.g. usefulness, purpose, currency of information
• Locations to obtain information e.g. State Library of NSW databases.
• Accessing the Library catalogue from home.
• Recording and citing information sourced from an electronic location.

Assessment Tasks & Library Services

In Term 2 of 2017,  I enjoyed a session with colleagues where the focus was on improving assessment tasks. One concept that was emphasised was the need to be explicit in assessment of learning.

There are many factors to consider when organising an assessment task like outcomes, task descriptions and marking criteria.

But one thing I have observed is that assessment tasks may require people to use a list of prescribed resources or sources e.g. primary sources in history.

When I was at university, an assessment task would include recommended readings or locations to source your information.

It made me think, should a school be required as part of an assessment policy suggest some resources to aid students in locating, selecting and utilising the right resources plus available library services?

Or at the very least (and helps develop independence with research) is to guide students as to what the library collections offer e.g. Sources on Medieval Europe are located on the 930's shelves in the library.

I have also had the idea too that it should be mandated that students utilise several printed resources as a requirement for an assessment task, given the dependence by many students on just internet sites for their research. It is good to suggest one printed source, but for a challenge, make it three sources.

It is something I would like to do in a full time appointment, work with Teachers and heads of Department to inform students of library services for the assessment task of available resources and support services.

Embracing Challenging Texts & Books that highlight themes

I recently read an article by author Will Kostakis in the March 2018 edition of ACCESS. Kostakis challenge those in school libraries to cultivate a diverse collection and not to ignore themes or issues that affect young people today. He cited how some schools refuse to include his novels in their library collection because of homosexual themes.

I have spent the past two days organising resources for Year 7 students to use for an English Assessment task where they will present a speech on one of the following themes:

• Gender Stereotypes
• Environmental Management
• Cultural Identity
• Human Rights

Related texts like novels, picture books, films and poetry must be referred to within the speech to support their argument.

I have enjoyed this challenge in curating related texts, because its giving me insight as to how my collection address these themes. If I feel there are not enough texts in my fiction collection for instance on these topics, it may mean having to purchase texts with the themes embedded. 

Today I had one group booked into the library for a session on the related texts obtained so far. I told the students that they need to consider how an author might represent those issues. Books by authors such as Jeannie Baker contain notes at the end of the story where she explains her motivation for writing the book. Baker for instance highlights themes associated with Environmental Management in her books.

I have even encouraged students in any analysis to consider researching the author because there is often a motivation for why it is written. They need to identify the possible purpose for the compling the text. Will Kostakis has been motivated to write his novels to highlight the challenges facing gay youth and relating it to his own experiences. 

Sometimes this might not be so clear and requires anaylsis. It is a matter of reading the texts and identifying possible messages conveyed.