SLAV Conference

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SLAV Conference

• Jennifer Hall BSSC Library Coordinator
• 17 March 2005

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Overview

• Designing curriculum
• Researching Together Engaging Minds
• A brief tour and opportunity to play
• Delivering curriculum
• Partnerships in action
• Teacher Librarian, classroom teacher and
  students using R2gether

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Our Learning Environment

• 1800 students
• 150 staff
• VCE, VET and VCAL
• Researching Together Engaging Minds A learning
  and teaching resource adapted to suit
  other learning environments

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Current Research

• Has identified that an effective school
  library, lead by a learning-centred
  teacher-librarian who has a clearly defined role
  in information-centred pedagogy, plays a critical
  role in facilitating student learning for
  building knowledge (Todd, 2004)

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In the past

• Teacher librarians were often disengaged from
  the selection, organisation, presentation and
  evaluation phases of the research investigation.
  In todays paradigm the librarian, as
  collaborator with the teacher, is part of the
  process through to its ultimate goal, that of the
  synthesis of new knowledge. (Markuson, 2000).

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Student Learning our challenges

• Explore what strategies our school library
  program could implement to make a difference to
  learning and teaching initiatives and student
  learning outcomes?
• Currently involved in a research project with ten
  other regional and metropolitan schools

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Student Learning our challenges

• Not just a focus on what students have been
  taught (content-based education), but focusing
  on what students have learned (outcomes-based
  education)

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Role more complex

• We no longer just want library sessions which
  dip the students into a quick overview of a
  skill development for example a one off lesson
  on bibliographies
• Our instructional intervention needs to be
  focused on addressing the needs of the student
  throughout the learning process

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Research Challenge

• Very conscious of being aware of emotional
  intelligence when students are completing a
  research task
• - how do they feel about the task at each stage
• - what concerns do they have when working
  individually and in groups
• - when is intervention important?
• Recognising the Research Challenge is always
  our important consideration.

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Collaborative planning

• Current research indicates that information
  literacy skills should be taught in conjunction
  with related subject matter as part of the
  teaching unit. This can be done with classroom
  teachers and teacher librarians working together
  in developing such units.
• - interdisciplinary skills/personal learning

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Strategy

• 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.

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Strategy
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PoLT Pedagogy

• Learning Environments building positive
  relationships, students self confidence and risk
  taking ability, including emotional security to
  challenge and support students to confidently
  explore different ideas and pathways

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PoLT Pedagogy

• For teachers to identify and evaluate
  information literacy skills for each learning
  task to promote and encourage self directed
  learning and motivation

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In practice

• Research Formats provide the intellectual
  scaffolding to implement inquiry learning,
  information literacy, ICT and thinking curriculum
  strategies.
• Endangered Animals wwwlinksEndangered
  Animals Information Process FormatEndangered
  Animals Research Inquiry Format

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PoLT Pedagogy

• Development and implementation of thinking
  skills, questioning techniques and evidence based
  practices to challenge and support student
  thinking and skill application
• For teachers to work in partnership to plan,
  teach and evaluate learning tasks to provide a
  supportive and productive learning environment to
  engage learners

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In practice

• Planning Templates for teachers and
  students

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PoLT Pedagogy

• Students learning styles and thinking skills to
  challenge and support students to question,
  investigate, create, problem solve and reflect

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PoLT Pedagogy
Students Technology experiences which mirror
contemporary real world practices
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In practice

• Information Skills Checklist for students to
  reflect on their skill and knowledge in terms of
  information literacy

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PoLT Pedagogy

• Students readiness, skills and understandings
  before and after instructional intervention
  ensuring frequent feedback, explicit assessment
  criteria and encouragement of reflection and self
  assessment
• For teachers to provide evidence of instructional
  intervention and to ensure assessment tasks are
  an integral part of the learning environment

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In practice

• Evidence based practice strategies to assist
  in measuring the impact of instructional
  intervention on student achievement.
• Rubrics
• Staff and student feedbackReporting

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PoLT Pedagogy

• For teachers to create a knowledge sharing
  culture using the Intranet, www and ICT
  publications to connect and share with real world
  communities and educational environments beyond
  the local classroom setting

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In practice

• Knowledge Sharing, which provides a wealth of
  practical tools to develop learning and teaching
  strategies and extend professional development.

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Building Partnerships

• Teachers and Teacher-Librarians
• Approached by teacher to work with Classical
  Societies and Cultures class in semester two
• After students completed their first task their
  teacher had assessed that the students needed
  skill building in certain areas

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Building Partnerships

• Sought Library support to design a research
  activity
• We needed to structure the research task to met
  the needs of this particular group of students.
• Planning Together - personal and email
• Designing Content and Process tasks
• Teaching Specified sessions and tasks
• Evaluation Assess associated subject and
  library delivery

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Building Partnerships

• Teachers
• Unit 2 Classical Societies and Cultures
• Topic Festivals
• Selected an Information Process Skills Format
• Provided a research structure as a base

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Building Partnerships

• Students
• Completing a planning schedule
• Completing an information skills checklist

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Building Partnerships

• Students
• research booklet
• concept maps
• note taking sheets (print)
• note making sheets (electronic)
  bibliography help sheets
• learning logs

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Building Partnerships

• Students
• Evaluation Techniques
• Rubrics
• Essay SAC
• Self evaluation

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Opportunities for students

• At BSSC
• Improved student results
• Students more challenged and focused with an
  independent learning approach
• Information literacy skills addressed for
  continued learning
• Improved their knowledge and skills of the
  research process
• Improved their ability to analyse and synthesise
  information
• Developed their ICT skills and knowledge of an
  online learning environment

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Opportunities for teachers

• At BSSC
• Provided an opportunity to plan a research
  activity with the library that could engage and
  extend the student
• Provided an opportunity to plan a variety of
  learning and teaching strategies which addressed
  learning styles and student interest
• Improved staff knowledge of information literacy
  skills
• Increased staff confidence in using ICT
• Provided an impetus to tackle an online activity
  where previously there had been some hesitation
• Provided personal and professional growth and
  exchange of ideas

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Building Partnerships

• Researching Together Engaging Minds
• Provides learning and teaching strategies to meet
  the needs of individual teachers and students
• BSSC
• PoLT
• Developing students Information Literacy Skills
  at BSSC

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An Invitation

• Share because hard- earned Knowledge should
  never be hoarded Alice Yucht 2003
• And
• Grow Together because partnerships in
  education provide the keys to learning

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Knowledge Sharing

• Further Information and orders from SLAV
• www.slav.schools.net.au

Jennifer Hall hall.jennifer_at_bssc.edu.auBendigo
Senior Secondary College [phone]