Booked Inn

Over on the School Libraries 21C blog, the point is made re “the cost of ‘modern’ resources, especially online ones”. For most NSW DET schools, it is very difficult to justify the expenses of specialist online subscription databases, especially when many topics might only get revisited every two or three years in a cyclic teaching program. Hence we tend fall back on free online material (.com, .org, .edu) and the ubiquitous Wikipedia (although the advantages and disadvantages of such material can be useful teaching points). And, of course, books… which remain viable even in a power blackout.

I perceive a move to more schools sharing campus library facilities. I assume studies are being done on the successes of the NSW “education precincts” already set up. It would be interesting to hear how those experiments are faring. (Did these end up being “libraries of the future”?)

Challenging students to research widely – via collaboratively-planned, taught and assessed Guided Enquiry activities – would seem to be a most effective way to ensure that students will be able to achieve success, especially if the pool of relevant/available resources is already limited by budget. I like the strategy where the students agree they must use a variety of resource types as they research a topic.

Making time for teachers and teacher librarians to plan their collaborations would seem to need to be a high priority, too: ie. one of the school library’s current and future primary responsibilities and functions to meet the learning goals of schools.

But… a school library can’t be setting up its responsibilities and functions in isolation. The addition of outcomes and indicators in all syllabuses puts the learner first. How often do some of us put the learners first in other considerations? Furthermore, individual school communities articulate expectations which can and should inform the learning goals for each school. The trained teacher librarian is an invaluable human resource in ensuring that learners, educators, resources and technology come together in an organised way to achieve the goals.

If the school of the future is not clear as to its learning goals, the school library of the future can’t be expected to be helping to achieve them effectively.

I really like the “What did you do in school today?“ research findings of the Canadian Education Association. Our school has now had numerous sessions on the “development of ideas through the disciplines and through work on authentic problems”, including an excellent one-day session here with Jamie McKenzie, but I think we’d all agree that finding that little bit of extra planning time, to make lessons more focused on authentic problems is the hardest bit. The school day goes by so fast; not to mention finding more time to assess the work before students move on to create their final product. The more “authentic problems” become embedded into our syllabuses and teaching strategies, the more things will improve, but for many staff it’s a challenging hurdle. The way of the future, but we’re not there yet.

I find that a lot of what happens in my school’s library program fits with that idea of “individual and collective knowledge building”, especially in a PSP (Priority Schools Program) school. Teacher librarians seem to be well placed to help students – and teachers – to make connections, and I encourage the ongoing development of field knowledge constantly. Although my IWB has only just arrived, I have seen glimpses of amazing programs that can be used on it during brainstorming and synthesis sessions to take that knowledge building so much further. There’s just so much to learn! The way of the future, but we’re not there yet.

The IWB being placed in the library is certainly also challenging me to maximise the “effective learning time”, since each class only visits for 45 minute sessions, and our semi-flexible timetable has fewer gaps than would be ideal.

Our school has worked hard to ensure we have a positive classroom disciplinary climate” and we have regular, weekly meetings where students who slip through the learning and disciplinary cracks are monitored, discussed and reevaluated, and this helps keep everyone on track. The previous teacher-librarian was always a regular part of this committee, and I made sure I kept up that participation as part of my role when I moved back into the TL position. It’s constantly enlightening, and I know I bring a unique perspective to these meetings.

Our school also tries to have “high expectations for success”. Again, very important, and often very, very hard to maintain, especially in the face of disappointing test results. Inevitably high expectations won’t always be achieved. But you’re unlikely to achieve high results without aiming high in the first place. (But, sadly how often do we hear students, student teachers – or even TLs undergoing their post-grad work – saying, “I only need 51% to get a pass”.)

The importance of “positive relationships with teachers” is also paramount to the survival of future school librares. I do seem to put a lot of energy into that. It pays off, so I keep doing it (Pavlov’s dog.) I think some teacher-librarians still allow themselves to become marginalised in a school staff. That old adage of finding one person you can work well with, then presenting your successes as a team to the other staff, then slowly working with more and more people, is so important.

I know there are some TLs that feel they are unable to do this. (It’s never been my personal experience, and I’m sure it’s not just that I’ve led a charmed life as to what TL appointments I’ve ended up in. Building positive relationships with other staff is a crucial responsibility and, if it’s unable to occur, then it becomes a whole-school problem. Again, this is something that needs explicit training for the participants – in this case the learners are the staff, not the students.)

As Lee Cutler’s group suggest in their post on 21C, “school libraries are the ONLY facility in a school where ALL learning goals of every student and teacher of every KLA and school initiative is supported”.

Sounds good to me. “Developing intellectual engagement” (re the Canadian Education Association’s findings) may well be a good umbrella term for what future school libraries will be able to do best.

Last term, I worked with Stage 3 students (four Year 5 & 6 classes) on a WebQuest about bushrangers, to complement the work they were doing in class: the Human Society & Its Environment unit, “Gold!”

I started by asking their teachers which elements of the unit, in past years, had been the most difficult to cover in class. Since a lot of home class time was devoted to an engrossing simulation game, the part they felt was suddenly sprung upon the students was the imminent arrival of a “bushranger” (secretly invited teacher or executive staff member), who “robs” the students (who until that point are often reluctant to “bank”). Depending on the whim of the “guest bushranger”, many of the students end up losing a lot of “money”, “gold” and (sometimes) even their gold-seeking equipment in the game.

I ended up creating my own “guided enquiry” WebQuest because existing ones on the Internet encouraged the students to assume the role of a bushranger. (Is it a good idea to have students play lawbreakers / robbers / murderers?) When I came across a fascinating little website called Newspaper clipping generator, I realised that a more positive angle was to have the students be newspaper journalists for a goldrush-era colonial newspaper.

After the preliminary activities, the students worked in small groups to complete a facts matrix using Internet and book resources. During their weekly library sessions, we also focused on the limited photographic and printing technologies and facilities of colonial times, and the need for text-based physical descriptions of their selected bushranger(s).

The presentation format was not announced until all research was completed. Explicit teaching, at point of need, also included deconstruction of effective newspaper headlines and colonial-era “Wanted” posters, discussion of how to select a suitable date for an article, and a focus on colonial newspaper journalistic styles and language (including terms which are not “politically correct” in 2008).

The students’ newspaper clippings about their chosen “notorious” bushrangers are at:
http://goldquest.edublogs.org/pps-bushranger-bounties/

Pre- and post-tests were done to establish how well these WebQuest activities improved the students’ learning. Just watching the confidence of the students as they completed their post-tests told me that the unit of work had been very successful. I shall report further on my findings soon.

Afterthoughts: Ruth Buchanan did a great post over at Skerricks about books versus virtual resources in student research. I mentioned in my comment to her post that our “Gold!” research saw a similar phenomenon to hers, but with our Stage 3 students. With very limited time to complete the task over several weeks, I’d set up lots of “bushrangers research” Internet links from a central online locale, and showed the students which links I thought might be more useful, but many happily scampered off to see what “real books” we also had on the topic.

The biggest problem we found was one link off a WebQuest page: the link was to previous student research from another school (and from several years ago), and the accuracy of that information varied from student to student, even though their final products closely resembled webpages uploaded by so-called “professional” Australian historians.

Similarly, the work we‘ve now uploaded (to the Gold Quest blog we shared with Caddies Creek PS) – to give all the students the chance to share their findings online – is not necessarily 100% accurate.

The whole exercise has also reminded me how much work is involved for an editor to check historical facts in books and websites. I can’t possibly go through every student author’s sources and confirm every detail. To a certain extent, a “chief editor” and publisher must trust an author’s research strategies (and literary licence to express facts in valid ways).

In Week 1 of this term, my Stage 3 students did a pre-test about bushrangers (they are studying “Gold” as an HSIE unit in class), writing down everything they thought we knew, or would like to find out, about bushrangers. We all realised they didn’t know very much. Yet.

Last week, the four classes had a brief look at a 2008 CBCA shortlisted information book, Ned Kelly’s Jerilderie letter (Black Dog, 2007) edited by Carole Wilkinson. Coincidentally, it was a book from our recent Book Fair! It will hopefully help us all to get to know the real Ned Kelly. The students were surprised that Ned Kelly felt he had rightful reasons to be a bushranger, and to be very angry with the police of the day.

This week, the students have been marking up an article with “PMIs” (”plus”, “minus” and “interesting”) to help them explore what they know about bushrangers and life on the historic goldfields of Australia. The chapter was “Law on the Goldfields” (pp 24-25) from Gold in Australia (Macmillan, 1996) by Bruce McClish.

Next week they will start entering data as blog entries at a new blog site, Gold quest started up yesterday by my teacher-librarian colleague, Jenny Scheffers, so we can share our information with the students at her school, through guided enquiry and WebQuests. It is sure to be a steep learning curve for both educators and students, but we are looking forward to it.  To be continued…

I set the alarm clock for 6.00 am this morning, fully intending to swing past the school, on my way to the railway station to attend the first day of School libraries leading learning, the NSW State Conference of ASLA and the Department of Education and Training. (To my horror, it was still pitch dark outside. My dog looked at me, quite bewildered, and wanted to refuse the only chance he’d have to relieve himself, and I eventually decided to phone in the last-minute instructions to my replacement in the school library. By sheer luck, it wasn’t a heavy teaching load day; much of her day was to be spent policing the preview browsing of the annual Book Fair, which starts in earnest next week.)

I’ve spent many snatches of time over the last month, tinkering with the text and images I intend to use for my talk on Saturday (”Working with wikis”), and I was a little daunted, judging by comments in the organisers’ emails that most of the other presenters were beavering away on PowerPoint presentations, but I had decided to upload my speech notes and dot point headlines to a page on the school library wiki instead. So, unless there’s a power glitch at the conference tomorrow, I can demonstrate the wiki – live – at the same time as I flash up my notes. That’s the idea, anyway. We’ll see. (In fact, I’m tempted to revamp them a little, to incorporate some of today’s ideas – see below; if the notes had been a physical handout I’d printed off during the week, I’d have been stuck!)

Today there were fascinating, insightful and encouraging speeches from Dr Ross J Todd (Keynote, plus “Guided Enquiry: from Information to Knowledge”) and John Callow (”Literacy & Diversity: from Shakespeare to Second Life”), both of whom took their areas of expertise to the next level, with the challenges of Web 2.0 high on the agenda. I know Ross as a lecturer and tutor from my UTS days (retraining as a teacher-librarian in 1990). and then as Scan’s Research Columns touchstone. John, I’ve known since he visited my previous school as our then-DSP (Disadvantaged Schools Program) literacy advisor, and again through Scan when I commissioned him to write some articles about visual literacy and the then-”new learning environments”. I thoroughly enjoyed their sessions and I am glad that ASLA NSW’s website will have their PowerPoint presentations available to attendees. I did take notes as well, but on paper. With a pen. The old-fashioned way.

I also attended a Judy O’Connell session on “Learning is a multi-modal conversation”, which opened up an enormous number of possibilities, although many of the Web 2.0 facilities Judy uses in her current school are blocked to NSW DET schools by our firewall. If teacher-librarians are yet to come to terms with blogs and wikis, then Facebook, My space, Twitter and Second life are going to be very daunting indeed! Judy also challenged the audience to consider why no one appeared to be: using their mobile phone (to send off live shots of the conference proceedings direct to their blogs); or tapping away on Twitter (on their laptops) while she spoke; or seeing the conference as a live feed to overseas locations. Interestingly, such phenomena has been slow to hit our shores – or at least this conference – and this is clearly the next wave of information-sharing habits which will become status quo for conference audiences verysoonnow.

In fact, a brochure I read a few weeks ago, about an upcoming Australian tour by Jamie McKenzie (of “From Now On” website), actually encourages attendees to bring their laptops to the interactive keynote sessions of that event. Well, I’ll have the school laptop with me tomorrow, for my session, but I’m afraid I hadn’t thought that having my head over its keyboard while Judy and the other speakers delivered their talks today. And I’d actually made an effort to turn off my mobile phone – as a courtesy, I’d thought, to the speakers.) I guess it was a reminder that today’s youth (seemingly) have no trouble doing two or three online tasks at the same time. Judy’s words were certainly food for thought.

What was even more daunting about today’s proceedings was the revelation that studies are showing that students are, in effect, “powering down” when they come to school – not only their Web 2.0 devices, but also their brains. Lots of today’s youth can’t wait till they get home from school so they can start being creative and networky on their Facebook, My space and other online social networking pages. Tapping that moth-to-flame attitude in schools seems to be one of our educators’ current challenges. I eagerly await the arrival of my school’s first interactive whiteboard.

I was part of an afternoon panel, with Ross and Judy and Jan Radford. Our topic was “How do you see Web 2.0 working in Australian schools?”. I was expecting a typical four-people-behind-a-desk arrangement, with general questions at the end. In fact, the four speakers were each given ten minutes at the microphone across the other end of the stage. We were going alphabetically and, with a name like “McLean”, I’m quite used to having a turn towards the middle – in fact, I was set to speak first! Mmmmm. Another challenge.

In my session, I aimed to give a pocket history of my own learning curve, and the recent steepness of that curve as I embraced Web 2.0 ideas – but I hope I was also successful in conveying the energy and excitement that the students’ learning had produced. Ross, by virtue of a surname ending in “T”, went last and he was able to give a wonderful, succinct summary of our reported achievements – and even mentioning a few of my points I’d managed to meander away from. He also offered three important culminating points (which I hastily scrawled down) because they’ll make my Saturday solo session so much stronger.

Essentially, Ross challenged us to:
* have a clear vision for the future of learning we wish to see in our schools, with the teacher-librarian in a leadership role
* build from our own experience, and learn by doing
* chart the learning – ie. demonstrate excellence through evidence-based practice.

Well, I’m off to make sure I have all the clear links I need in my speech for tomorrow – the syllabus outcomes, my pre- and post- mini-survey results, and the great student quotes about their emotional responses to the wiki tasks.

Tomorrow – Day 2! Wish me luck!

Judy O’Connell’s recent post about students and Wikipedia reminded me that there was a very funny post about Wikipedia a few months ago, on the nswtl listserv, whereby someone had found, incidentally, that some fool had sabotaged the entry on the Newcastle (NSW) Earthquake… to say that it was started by someone stamping their foot in anger.

Of course, before the first post to the listserv was barely in people’s “In” boxes, someone else, a registered contributor to Wikipedia, had gone into the site to edit the entry back again. And then announced their restorative action on the listserv. Which caused more consternation because several teacher-librarians had already bookmarked (but not thought to “Save to file”) a copy of the sabotaged entry to use as an example when doing explicit teaching about online research.

Slam it all you like; Wikipedia is invaluable as an orientation tool. A living, breathing, evolving encyclopedia of everything, written by people who fancy themselves as experts in areas of trivia. (Sounds like me!)

I’ve been know to use the wiki when I hit a topic I know nothing about, and it usually gives me at least a feel for the type of more authoritative information that is likely to be out there, beyond the Wikipedia entry. Or whether it’s a more obscure topic. And when I’ve found topics that have rather lean (or totally wrong) information, and I know something about them, I’ve been known to add data myself: Number 96, The Magic Circle Club, Luna Park Sydney, Star Trek, Andorians… important stuff like that. Even cataloguers keep a watch on it.

Of course school and university students will be drawn to Wikipedia – like moths to a flame! The key is how we all, as researchers, use that information to keep on investigating!

I’ve been invited to speak at two sessions of the State Conference of ASLA (Australian School Library Association) NSW Inc, which is being coordinated in partnership with the School Libraries and Information Literacy Unit (NSW Department of Education & Training).

This is quite an honour, especially as I cast my eyes down the list of guests – what the ASLA website is calling an “exciting line up of challenging speakers”.

When one is deep into daily life at the so-called coalface of primary education, the many deadlines of every day go whizzing past at typical breakneck speed. It’s often a shock to pop one’s head up above ground, ever now and then, and realise one might actually know enough to start imparting some of that knowledge to one’s colleagues in other places of learning. You know, I didn’t know I knew about wikis and blogs until I started doing my own, and I certainly didn’t think I’d know enough to be using them with students in teaching and learning situations (so soon) – until those first few attempts bore sufficient fruit to make me want to gloat about it (just a little). It was almost: “Look, everyone, look what I did – and on purpose…!”

During the week, our school newsletter came out, reprinting one of the Kindergarten students’ jointly-constructed fables from last year, along with the URL for the School Library’s wiki. One of the Stage 1 teachers reported that her whole class were engaged as she read the fable to them aloud. As several of the Early Stage 1 graduates are in her new class, it was quite amusing when they proudly claimed ownership – in February 2008 – of certain phrases, words and punctuation devised last November.

“‘Irritated’!”, says one student confidently (every time he hears someone reading the fable aloud). “That was my word in that sentence.”

A parent noted that her child is able to read back to her all four wiki fables, even though the texts are a higher lever, jointly-constructed, language that is of a more difficult standard.

These little anecdotes, so often forgotten a few minutes after they are told, are invaluable for spurring me on to bigger and more challenging projects. And note that I really don’t mean those infamous “projects on cardboard” that some of us know way too well.

The conference is themed: School Libraries Leading Learning, and will run from Friday 28th to Saturday 29th March, 2008. The three main strands will be Quality teaching, School libraries in a Web 2.0 world, and Literacies. On the Friday, I’m joining Dr Ross J Todd and Lyn Hay on the panel, “How do you see Library 2.0 working in Australian schools?” On the Saturday, I’m running a workshop, “Web 2.0: Working with wikis for K-6″.

I’m very glad I spent some of January getting my thoughts in order, and that I made many notes and recorded my observations last term. Just as I experimented with including elements of diverse, “new” strategies (such as Circle Time and Guided Inquiry), it is exciting to think that people may soon be utilising my ideas and experiences re wikis with Kindergarten, and creating something else quite unique with their students.