The Study Tour

Next Week (May 1-4), I have to do the study tour as part of the degree.

At this stage, while I am interested to see how different libraries operate, I am questioning the relevance of the tour itself in terms of my degree. I am personally disappointed that there wont be many opportunities to visit school libraries. Being a teacher librarian, I need to see how libraries in different schools operate, because that is what the course is about - being prepared to function as a librarian in a school setting.

I will have to make a point of this if there is a feedback form associated with the study tour.

Term 1 Wrap Up

Here is a Term One wrap up in relation to my volunteer work at the school.

Primary School

The teacher-librarian has been overloaded with work, so I've had to assume more of a support role in just keeping the day to day functions going when I'm there. I helped out on Wednesdays. I found myself processing a very large number of returns and then rushing to get them back onto the shelves. Students at this school LOVE to borrow and virtually all of them are doing the Premiers Reading Challenge. They need access to those books as quickly as possible.

During times of borrowing the Teacher Librarian and myself both processed loans using separate computers to ensure they got their books issued quickly. Students were also issued with their own library cards meaning that books could be loaned out quicker.

In addition I helped in the set up of an art and craft activity for the pre schoolers and in the final week of term, decided to begin answering the phones and actually contact book suppliers on the Teacher Librarians request relating to incomplete book orders which I felt quite comfortable doing, even though I had to pass myself off as the "Library Assistant". Also I found myself actually helping kids complete library activities, often with little or no idea of what the task requirements. I had to think on my feet. The students thought I was a teacher, and I see this as a huge positive in terms of student-teacher relationships and being able to demonstrate this attribute in a professional setting. They were happy to ask for assistance and they were friendly. I also took interest in what they were doing and had informal conversations like "What are you doing for Easter?"

Secondary School

My last entry summarised my role. Apart from greater confidence, I found myself doing more one to one work with students undertaking research and assessment tasks. For instance, I helped a student identify suitable articles for a media portfolio in business studies given that they were struggling to find relevant articles. I was able to provide an assessment of the suitability of articles and then suggested a further list of articles to help them. I've begun to build relationships with a few teachers who are starting to appreciate my work at the school. This is a positive in terms of professional networking. My rapport with the students has also grown. They feel comfortable with my presence and I enjoy working with them.

How has it impacted on me as a professional?

During the term, I had some days where I undertook casual teaching and I have found that I can assist students to complete work in virtually any subject area, particularly where the task requires them to do :

*Assignments - Explain key words and phrases, what they mean and how the students must answer the question/s
*Identify key words/phrases in a passage of text particularly where they are lost.
*Communication of ideas in writing
*Internet Research Skills - Identifying suitable websites for research and how to use search engines effectively.

Obviously taking classes in Social Sciences (my main area of teaching) means I can give even greater assistance.

Semester One 2012 is here

Here we go, a new semester has begun in a new year.

What happened over the summer?

A bit happened.

The final grades for Semester II 2011 were good. I actually got a credit in Introduction to Educational Research (EER500) helped by a very good performance in assignment two. I was able to justify my selected model, and approaches to research in that paper. I still stand by the fact that I really learned little and months later still feel quite confused. At least my ability to reason got me through. I obviously passed ETL 411 (ICT Experience) as predicted. No surprises there.

Meanwhile I have been concerned over my ability to get employment as a teacher even on a casual basis. I decided to begin volunteering at schools. In Term 4, I made the decision to begin helping out at least once a week at a Pre School-Year 12 Independent School here in Sydney. I started in their primary school library, learning how to use the ALICE system to loan and return books. I have also used the database to identify books from the NSW Premiers Reading Challenge that require stickers placed on them. I've so far found 235 books that need stickers, and stickers have been placed. I also assist the Teacher Librarian in keeping the library tidy through shelving, shelf tidying and packing up. I've also had to liaise with teachers such as notification of overdue loans to students and attending to their requests for assistance. I have met wonderful students and teachers and I get along with them quite well despite my volunteer status. From helping out, I've felt more confident about dealing with library routines and using the equipment to undertake the job effectively. I continue to assist in that library.

In Term 1, 2012 I have also commenced helping out in the secondary school library. My main focus is on weeding articles from the vertical file which will be digitised. It has been quite a tough challenge Quite often they may be dated, but provide the only useful information on that topic or aspect of it. Some articles may be sourced from outside NSW or overseas, but are highly useful. Obviously, duplicate copies are weeded. I have found for some topic areas (especially areas within law) that some articles need to be weeded because I feel that students studying legal studies for instance may be confused if articles are not related to either NSW or national law. At the end of the day weeding articles is really dependent on the topic and how the students may use it. I'm also challenged by my lack of familiarity of the syllabus outside Human Society & Its environment, meaning I cannot weed as effectively as I should. I've also been asked to assist students locate relevant resources that relate to their study. I'm usually briefed on the topic area and what they require, which helps me. As a bonus, I observe classes that the Teacher Librarian is directing such as research skills lessons. This means I can understand how a teacher librarian can build a relationship with the students, not just at the library but in the classroom as well. It is important that I build this relationship and offer that classroom presence, because it helps the students with their learning in terms of research and information skills in their learning but also provide another outlet to promote the library and its services.

As well as helping out in schools, I also volunteer during holiday periods at Hurstville City Library during basic duties such as shelving and shelf tidy. I also get to observe how larger libraries work and the systems that they use to manage library resources effectively. I've already been able to incorporate those ideas in the school setting such as sorting books by area (fiction/ non fiction) etc and putting them in alphabetical or numerical order to ensure that books are placed in their correct position.

Learning Support Program – Using teacher librarian skills to help students with learning problems.

Learning Support Program – Using the teacher librarian skills to help students with learning problems.

It's time too to reflect on a volunteer initative that I undertook between June and August of this year managed by the Learning Support department at a secondary Catholic College in Sydney's south.

The school undertakes a Allwell test for incoming year 7 students while they are in year 6 to test their general skills such as literacy and numeracy. 16 students were identified as having weaknesses that needed attention.

So where do I come into it?

Well I wanted to increase my employability and I thought working with students with learning needs would be beneficial. I enjoy working with such kids and generally they good students. They want to do well. Also it gave me a chance to also apply my skills in information management, because I felt that they would benefit from it.

I was invited to create a research skills seminar for the students. I was going to teach them the PLUS model for research as devised by James Herring. Sadly, time constraints meant that this could not be done. At least I have created some resources that can be used as a teacher or teacher librarian.

Apart from that, I would turn up to the sessions and assist the students as they were taught skills including: memory skills, organisational skills, basic research skills (such as summarising key facts) and basic numeracy skills such as reading graphs and tables. I think the areas covered are very important for development of ICT skills – you need to have literacy, numeracy and organisational skills if you are going to be able to process information. Learning support staff actually agreed with me on this matter.

Given that I was not a teacher at the school, I was quite impressed at the rapport that was established with the students. I was not afraid to work with them or ask them questions. I was also able to gain an understanding of how they learn – e.g "how did you locate this?". They were able to reflect on their learning and I was able to direct them further providing them advice on how to approach it.

From this experience what have I learnt and what do I need to consider in my professional role as a teacher librarian or educator?

To answer this question, I look at my observations of the students and my role as educator.

· Make sure that I know learning preferences of students – do not be afraid to survey them about learning preference in "getting to know you" activities. Lessons must reflect their learning preferences.

· Make sure handwriting is legible – Might look silly to include here but I recall the importance of having legible handwriting during my HSC year. Poor handwriting means that words may be misinterpreted and this can impact on what is communicated . In assessment this can mean that the student is denied marks unnecessarily. This is even more important as school students type written responses instead of writing by hand. For some students legible handwriting makes the difference between passing or failing.

· Effective communication – make sure the students know what is going on and how to do it. Talk to them and follow up if necessary.

· Make sure they know what you want them to locate and be specific – "I am looking for facts relating to….."

· Provide a scaffhold – they need to know how to find, locate and present information. If they have these skills, good learning will occur.

To conclude – here is a link to read a little Allwell testing: http://www.allwell.com.au/html/1.0.html

Lets wrap it up for Semester II 2011

We'll its over for Semester II, 2011. I'm pretty happy to see it over. It has been a tough slog. For me I need to answer the question – What did I Learn?

Intro to Educational Research (EER500) – The marks will show that I learned little and reflects the struggle I've had in understanding the unit content. The mode of delivery through online learning is not effective for a complex unit like this particularly for a unit that requires you to learn a set of theories relating to research such as qualitative/quantitative research and paradigms. There were no modules to guide my learning. I have found that the modules form the basis for any learning in this course. The content in them is directly linked to the assessment – directly or indirectly. I had none of that guidance. In fact what I've learnt about research has only made me feel more confused in answering fundamental questions – What is research? Why do we do research? How should we undertake a research task? This is coming from a person who is noted by his peers and colleagues for their good ability to research naturally. I have also identified a few breaches of policy in relation to assessment, which will be drawn on if I do fail the unit.

I think I will stick to fundamental research skills for any research which is creating the research question to be answered, and how I am going to answer it and what I need to answer the question. Theory makes me more confused.

ICT in Schools Online Conference (ETL411) – Definitely doing better here. I have been interested in developing ICT skills and applying them to the classroom setting. I've just completed a portfolio, which I am intending to upload when marking is done because I think that sums up how I have developed learning wise during this unit including ICT Skills attained, issues that increased my professional knowledge and how online technologies used in the unit can be used in the classroom setting. I have to admit I enjoyed the online conferencing through Wimba because as an auditory learner, I can listen to others and share my ideas. I did not get that opportunity in EER500 as the focus was virtually on completing assignments. The online ICT skills survey is also being processed. I hope to share and reflect on that too.

Theres the wrap!!!

Wifi , Electromagnetic Radiation and student health

I've been thinking as I sit here this morning, how to respond to the the use of wifi internet in the classroom, electromagnetic radiation and student health.

I have been looking a webpaper by a student Linda Park who studies ETL411 (ICT Experience) where she looks at the issue.

I did not know about the electromagnetic radiaton that stems from the use of Wifi Internet and that it could endanger human health - just like mobile phones.

Now I will have to consider this? But what should I do as an educator?

I do know that I have a responsibility to do what I can to minimise the risk of illness amongst students under NSW Department of Education Policy. The radiation can trigger cancer, though this can take decades to happen.

Does this mean eliminating Wifi Use altogether? No

I think of the fact that anything we do in our lives does involves taking a risk. If we play a sport, we know there could be a risk of injury. We may do an activity e.g bungee jumping that may have a risk of injury. We use our mobile phones knowing that there is a risk of cancer. We know eating certain foods or doing certain diets may result in cancer or illness.

Also what other electronic items - I am sure they emit radiation too.

But wait, we are taught the risks involved in what we do. When we do something, we taught how to use equipment safely, how to play safely and how to take care of ourselves when involved. We are told how much of a particular food is ok to eat or not. We are told how we should talk on our mobile phones e.g. not hold them next to our ear. We can make use of what is available to us. Simply we are educated.

I do like the strategies proposed by Linda - because they minimise the risk. I think its the best way to go. Teachers need to know the health risks, but also students. They need to be taught good habits in using technology, like they would with food and social behaviour. As teachers, we can teach those habits to our students. This will enable them to consider the health risks that may be associated with using Wifi connections.

As teachers too - we are obliged to engage students in a variety of formats that are suited to their learning needs. We cannot just rely solely on the internet for learning. It provides alot of opportunities, but there are other formats that can teach concepts as effectively or more effectively.

Also Another opportunity to comment on EER500. Assignment 2 is uploaded. I hope I have done enough to impress Doreen. I have to admit it's likely I will repeat the unit again. Given the difficulty of the unit and my learning style (Auditory learner), I am better off attending a physical lecture and tutorial if I am to get any idea of what I need to know.