How the library team can support teaching and learning in VELS - Bronwen Parsons eLearning Manager and teacher-librarian at Belmont High School ...
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How the library
team can support
teaching and
learning in VELS
Bronwen Parsons
eLearning Manager and teacher-librarian
at Belmont High School - Geelong.
Sterling fractals by Sharon Webb http://www.fractalus.com/sharon/
• Library technician’s ICT role • Curriculum resource ideas • Software options • Marketing opportunities
The role of the library in the
changing environment
What is different?
Primary schools
Secondary schools
Government & Independent schools
What are the roles of the library staff?
To provide services to their clientele
Delineation of roles
State Government schools
The “School Services Officers Handbook” in July 1997
superseded the “School based non-teaching staff: implementation
guidelines” (1994)
SSO1 – selected excerpts from p. 31 – 35
Assist teachers in the classroom - Library.
Provide document preparation support.
Understand basic operational procedures for school equipment.
Provides assistance to students which requires a basic
understanding of program objectives and content.
Assist students on an individual or group basis in specific
learning areas.
Ability to ask the right question to get the required information
– who, when, where why, what.
Participate in team meetings
Participate in the monitoring and evaluation of programs and
evaluation of individual student involvement and achievement.
State Government schools
The “School Services Officers Handbook” in July 1997 superseded the
“School based non-teaching staff: implementation guidelines” (1994
SSO2 - selected excerpts from p. 36 – 39
SSO 1 tasks – at a higher level.
May work with SSO1 staff in terms of delegation of specific aspects of
curriculum production.
Undertake bibliographic searching and verification using computerised
databases.
Organise and maintain specialist collections – Learning objects.
Assist teachers and students in locating reference materials using
standard bibliographic tools.
Liaise with teaching staff in relation to curriculum requirements.
Using equipment and materials prepare curriculum support materials.
Assist with the provision of a reference service to teachers
Budget
• Evaluation & Planning
• Submissions & Bequests
Size
• Prioritising
• Multicampus
• Isolated school
Programs • Separate libraries–
LEARNING same site campus
• Reading
• Research
AND
• Recreational TEACHING
Staffing
• Services offered
Technology • Division of work
• Software • Delivery of services
• Capable hardware
• Multimodal content
The library team: a collaborative
approach in partnership with
subject teachers
Teacher-Librarians Library Technicians
Teacher liaison ICT technical expertise
Curriculum knowledge Guided research for unit
development
Collection/community Collection knowledge
resource knowledge
Content developer of Resource production
units with subject expertise
teachers
KLA = Key Learning Area
8 KLA’s
• The Arts
• English
• HAPE
• LOTE
• Mathematics
• SOSE
• Science
• Technology
VELS – Victorian Essential
Learning Standards
3 Strands and 14 Domains in VELS
The strands are:
1. Discipline based learning strand
2. Physical, Personal and Social Learning strand
3. Interdisciplinary strand
Discipline based learning: The Arts; English; LOTE; Mathematics; Science
HAPE = Physical, Personal and Social Learning strand which includes the
following domains: HAPE; Interpersonal development; Personal learning;
Civics and citizenship
SOSE = Humanities = Economics, Geography and History domains
Technology = is in the Interdisciplinary strand in the Design, Creativity and
Technology domain and also the ICT domain (http://vels.vcaa.vic.edu.au/about/ )
Introduction to the Victorian and Assessment Authority - retrieved, October 2, 2005 http://vels.vcaa.vic.edu.au/about/
Domains
Information and Design Physical,
Discipline Based
Communication Communications Thinking Creativity & Personal &
learning Technology Technology Social Learning
The Arts HAPE
Interpersonal
English
development
The Humanities Personal learning
Civics and
LOTE
citizenship
VELS will require teachers and students to use different learning and teaching
practices in the way they organise materials, information and resources. Some of
Mathematics
these approaches will include digital multiliteracies.
Do your students currently use animation, sound, movie making and music as routine
learning tools? Do your teachers fully understand the potential of the digital tools and
Science
resources?Personal Learning
As students progress through school they need to be encouraged
and supported to take greater responsibility for their own learning
and participation at school. This involves developing as individual
learners who:
• acquire self knowledge and dispositions which support learning
• learn with peers, including by seeking and responding
appropriately to feedback
• increasingly manage their own learning and growth including by
setting goals and managing resources to achieve these
• recognise and enact appropriate values within and beyond the school
context.
From: Physical, Personal and Social Learning Strand:
Interpersonal Development – Personal Learning Guide
VCAA (2005)What is research? Research is not Research is • Collecting information • Question, thesis, hypothesis • Reporting facts • Plan, design for conducting a • Following a linear study or experiment process • Information collection • Selling or persuading • Data collection • Writing a neat, • Analysis grammatically correct paper • Experimentation • Surveys, questionnaires Dr. Carol Gordon, 19 August 2005 Beyond Information Literacy: a 3-Dimensional Approach to Authentic Teaching
Information and Data
Information Data
• Derived from a credible • Generated via a research
source via a medium method (primary sources)
(secondary sources)
• Collected through note
taking • Collected through
research methods
• Provides background,
prior knowledge to • Provides material for
generate a research analysis
question
Information and data can be verbal or numerical
Information and data are knowledge-building materialThinking
• This domain encompasses a range of cognitive,
affective and metacognitive knowledge, skills
and behaviours which are essential for effective
functioning in society both within and beyond
school. The study of thinking enables students
to acquire strategies for thinking related to
enquiry, processing information, reasoning,
problem solving, evaluation and reflection.
From VELS Interdisciplinary Strand Guide. (2005)
Morton Bay, Redcliff, QLD, (2005)Geelong Advertiser 20/8/05
“First think, and then
Clarke, 1639
~
“I think, therefore I am.”
René Descartes 1596-1650
“Learning without
thought is labour lost:
thought without learning
is perilous.”
Confucius, 551 - 479 B.C.
Geelong Advertiser 29/7/05Sunday Herald Sun 24/7/05
Webquests
Assessment Online
tools databases
Research
formats
Software
Lesson
production
Animation Library
catalogue
Film Scanning
Audio
Photos
and videoResource production expertise • Word • PowerPoint • Publisher • Composer (Netscape) • Front page • Dreamweaver • Flash • Movie editors – Movie maker, Pinnacle, Producer • Sound editors – Nero, Creative Wave Editor, Audacity
Has a wav. file
attached to the fish
Carly Stafford Geelong, 2004 of ‘Cry me a river’ICT rich curriculum ideas
Research:
• Internet searching
• Primary students may find noodlequest a good site to begin their
internet searching http://www.noodletools.com/noodlequest/
• Database searching
• Education Channel research
• Public and State library searches
In house online formats:
Web pages:
a good online lesson site: http://www.webteacher.org/macintosh.html
School intranet curriculum links using Front page: Curriculum intranet links
School intranet curriculum links using Publisher: Curriculum intranet links
School intranet curriculum links using Netscape Composer: Subject resource list
In house Webquests and other educationally selected sites e.g. Education Channel
Other school library links
Online Lessons:
a) A staff designed resource
b) Pathfinder template
c) Rubrics
d) Bibliographies
Print formats:- Word and Publisher
• Brochures, flyers, newsletters – staff, student and parent
Be aware of current digital copyright requirements for schools
https://www.eduweb.vic.gov.au/edulibrary/Schools/Circulars/2005/circular_316-2005_dvd_piracy-eml.docFrontPage example
Publisher example
Netscape Composer example
ICT rich curriculum ideas
• Format of lessons – Intel based or template based
for example the template from Researching
together: engaging minds
• Content to included:
1. Learning objects
2. Curriculum @ work sample unit plans - release
one - Australians: we’re unique
3. Curriculum @ work sample digital learning
resources - release one and two
4. Making a difference - Information literacy
5. Researching together/engaging minds– from
Bendigo SSC (April 2005)
6. VITTA image database
7. eCommunication projects with other schools,
countries
8. Kahootz (this example need the software and file attachment to run)
9. Inspiration (this example need the software and file attachment to run)Education Channel retrieved 2/10/05 http://www.education.vic.gov.au/ch/schools /teacher/themes.asp#Webquests
Learning objects: what are they?
• Individually digitized items of curriculum content which
could include:
• Traditional ‘teacher resources’ such as outlines of units
and lessons, pictures, books, excerpts from text based
resources, videos, sound e.g. audio tapes, music, slides
• Digital resources: Animations, digital video, digital music,
digital pictures, software applications such as
PowerPoint, Webquests, Web pages etc.
• ANYTHING used in teaching!
Curriculum@Work: Digital Learning
Resource: Release Two:
Heroes of the air: SmithyVITTA image database
• The Imagebank Collection has been produced for the Victorian Department
of Education & Training by the Victorian Information Technology Teachers
Association. It contains over 8000 images from Victoria, Canberra, New
South Wales and Norfolk Island for use by teachers and students.
• These images are available on the Intranet at my school.Multimodal collection knowledge • Print collection • Multimedia collection • Database searching • Education Channel research • Public and State library searches • Local school networks
Marketing ideas
• Brochure (handout) or Newsletter (Publisher)
• Intranet - Library weblinks (Composer)
• Intranet - Curriculum links (Publisher)
• Webquests – Domain based (Word,
Publisher, Composer)
• SLAV Professional resources:
– Handbook – Library promotion – promoting
your library
– Virtual school librariesResearching together/engaging minds
Teachers as learners need to be provided with and supported by a
range of resources and learning and teaching strategies to
strengthen curriculum design and delivery.
Researching Together: Engaging Minds is a learning and teaching resource
which guides teachers through theoretical knowledge and practical
examples to support information literacy and promote a knowledge sharing
culture, where the whole school community can work together as learning
partners. It includes:
• Planning Templates for teachers and students.
• Research Formats to provide the intellectual scaffolding to implement
inquiry learning, information literacy, ICT and thinking curriculum strategies.
• Evidence based practice strategies to assist in measuring the impact of
instructional intervention on student achievement.
• Knowledge Sharing, which provides a wealth of practical tools to develop
learning and teaching strategies and extend professional development.Glossary
• VELS – Victorian Essential Learning Standards
• ICT – Information and Communication Technologies
• Multimodal – Resources in all formats
• Learning objects - Individually digitized items of curriculum content
• Intranet – A school’s internal network which may be accessible from
outside the school
Fingals Head, NSW (BPA: 2005)Bibliography
• NTC’s Dictionary of quotations. Robin Hyman. Illinois: NTC: 1994
• Researching together: engaging minds. CD- BSSC & SLAV, 2005
• Making a difference: Mentone Girls Secondary College and SLAV 2003
• Geelong Advertiser 29/7/05 and 20/8/05
• Sunday Herald Sun 24/7/05
• Dr. carol Gordon, 19th August, 2005. “Beyond Information literacy: a 3-
dimensional approach to Authentic teaching
• VELS Interdisciplinary strand guide. (2005)
• Curriculum@work: digital Learning resource: Release two (2005)
• http://vels.vcaa.vic.edu.au/about/
• http://www.noodletools.com/noodlequest/
• http://www.webteacher.org/macintosh.html
• http://rubistar.4teachers.org
• http://www.education.vic.gov.au/ch/schools/teacher/themes.asp#Webquests
• http://www.microsoft.com/windowsxp/downloads/ipdates/moviemaker2.mspx
• http://audacity.sourceforge.net/
• http://www.microsoft.com/office/powerpoint/producer/prodinfo/default.mspx
Kingscliffe, NSW (BPA: 2005)Resources used in this presentation
• Internet – websites, gifs, pictures
• Digital photos
• CD’s – Making a difference; Researching together;
VITTA image data base
• Scanner, Newspapers, Texts,
• PowerPoint slides from Carol Gordon’s
presentation and a friend
• Publisher, Word, Netscape, Explorer, PowerPoint,
Kahootz,
• Tables, charts, diagrams, print screen
Highton, VIC. (BPA 2005)Remember: The philosophers of old liked the idea of people sitting under a tree, talking about things – with a glass of wine – clarifying issues, and learning from others ideas and opinions.
Source unknown: emailed from a friend Oct, 2005
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