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Archive for May, 2009

Graphic Novel displays.

Posted by arlekeno on May 21, 2009

Suggestions of ways to display graphic noves.

as regular fiction, by author:
by title:
by publisher/universe:
by Genre:
Displayed as graphic novels with no filing:

I want to find out how most libraries display there Graphic novels.

More to come in later Edits.


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Topic 4.4 Convergence of literacies in 21C

Posted by arlekeno on May 19, 2009

Response to :the American Association of School Librarians (AASL) Standards for the 21st-century learner (2007).

Looks very in depth and hard ot argue with, while being Easy to read!

also went straight from to the challenge blog.

OOhh, New York Schools city Library system uses striplings model.

response to:Warlick, D. (2007). Literacy in the new information landscape, Library Media Connection, 26, 20-21).

I guess being so close to the I-generation I have seen most of this stuff. And have seen a lot of Machine animation ( my favourite is “I’m bobba the fett” )

response to: Lorenzo, G. (2007). Catalysts for Change: Information Fluency, Web 2.0, Library 2.0, and the New Education CultureClarence Center, NY: Lorenzo Associates, Inc., March.

There are some seriously worrying trends identified in this article.

• more than half (53 percent) believe information from search engines is at the same level of trustworthiness as library information;

• while they more readily use electronic resources than older respondents, only 20 percent of 14- to 17- year-olds who have used a library website completely agree it provides worthwhile information compared to 45 percent of college students who completely agree.


This is a flaw in our getting the info out there as well as their ability to tell the diference between what is useful and what isn’t. As OCLO says.

“it is time to rejuvenat ethe library brand, which is still strong in the category of books but needs to be made stronger in leveraging its brand to incorporate growing investments in electronic resources and library web-based services.”


 Again we are back to advocacy.. more politics, less education.

The trends of NetGenners.

• NetGeners are incredibly articulate, are estimated to have Intelligence Quotients that are 15 to 20 points higher than Baby Boomers, and are being recognized as the smartest generation in history.


• NetGeners with high SAT scores and who also do well academically in higher education typically graduate from school systems that have strong libraries.


• NetGeners are multi-taskers who have grown accustomed to changing contexts seamlessly, and they expect this from others.



• NetGeners process information quicker than previous generations and can “make connections and recognize patterns easily instead offollowing linear thought patterns.”


• NetGeners are accustomed to synchronously and asynchronously connecting with others worldwide and working in virtual teams, which has important implications related to how they access information and solve problems.




• NetGeners are social, but their connection to others does not have to be face-to-face; they frequently practice peer-to-peer learning through friends in their social network; and they prefer a lateral approach to learning as opposed to a hierarchical approach.



• Because NetGeners have grown accustomed to rich media that has consistently kept their attention and entertained them since birth, they demand to be engaged in their learning and information- gathering environments. Otherwise

I.E. short attnetion span.

However, their information technology savviness is often considered less than admirable by most higher education standards.


   Interesting ideas of CONTAINED SPACES, e3ssentiall Library quality collections online.  

• NetGeners read images much more easily and differently than generations before them. They are basically visual-based learners as opposed to generations before them who are text-based learnersSo all old information will have to be re-made? • NetGeners see technology as a friend and not a foe, and it is recommended that educators allow them to create their own computer applications, information-oriented websites and business models.• NetGeners do not fear anything that is digital, are constantly connected to information and other people online or through their cell phones, do not read instructional manuals, and demand immediacy.I.E. they have short attention spans. I AM one of them!• NetGeners use a “Nintendo” approach to learning by trial-and-error as opposed to conducting careful research.Not sure this goes well in businessYAY FOR LIBRARIES Wow, i must be one of them! And this idea of massification is interesting, Now universtiy types have to put up with the same thing high school teachers do 😛

From another point of view, there are ten easyto -understand themes that describe Web 2.0:

1. Organizing the Unorganized

2. Enhancing Consumer Choice

3. Empowering Individuals to Become the Media

4. Facilitating Constant, Cheap Communication

5. Sharing with Friends

6. Enabling a Multimedia Revolution

7. Making it Easier to Find and Spend Online

8. Democratizing Labor Markets

9. Breaking Down Geographic Barriers

10. Engaging Individuals in Conversation with the Powerful


Interesting talkl on Conectedness.

This “connectedness” includes a “peer-to


Catalysts peer movement,—aided by social software—that is growing in popularity and changing the hierarchy of information trust, spreading the acquisition of information and knowledge laterally among friends and friends of friends.

Lovely really, just like common sense… the same common sense that ridiculed people who thought the earth was round.

I doubt that most peopel are aware that with Freedom to Publish online comes the consequences.
Would also love to see a tV show about the 3 month long arbitration done by WIKIPEDIA into Global warming.
The theory of the Long tail is particularly interesting. Libraries have always been niche, but now anyone can publish anythign. I am interested in making my own fake site.

We are leaving the Information Age and entering the Recommendation Age. Today information is ridiculously easy to get; you practically trip over it in the street. Information gathering is no longer the issue—making smart decisions based on the information is now the trick. Recommendations serve as shortcuts through the thicket of information.



a new job for us!
Response to : Warlick.Episode 74 — A Conversation about the Future of Libraries
Library as a user centred work place. (that’s what my town library is 🙂

The Librarian is the most important part of the library, but they have to get out of the library and into the classroom.


Unlike Office works ( kinkos) you get help in creating content.Librarian as strategy guide.

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Topic 4.3 Assessment and the ILSC

Posted by arlekeno on May 16, 2009

Response to :vStripling, B. (2007). Assessing informative fluency: Gathering evidence of student learning. School Library Media Activities Monthly, 23(8), 25-29,

Oh, yet another model of how to be Info fluent. The STRIPLING INQUIRY model

  1. Connect Connect to self, previous knowledge, gain back ground and context, observe and experience.
  2. Wonder Develop Questions, make predictions.
  3. Investigate Find and evaluate info to answer questions, test hypothesis. Think about the                              information to illuminate new questions and hypothesis.
  4. Constrct Construct new understandings of previous knowledge. Draw conclusions about questions and hypothesis.
  5. Express Apply understanding to new context, new situation, express new ideas to share learning with others.
  6. Reflect.    Reflect on learning, ask new questions.

Shall compare this to other IPM later.

pg 27. I have been thinking about making my own checklists exactly like this.

BROWNS WORK ON RUBRICS seems pretty standard Rubric stuff (have done a lot of training on this before)

Response to:Batz, L. & Rosenberg, H. (1999). Creating an information literate school: Information literacy in action, NASSP Bulletin

, 83(605), 68-74.

OOOHHH< sounds like a dream land!                                           Also sounds like a LOT of work, that can’t be done without a lot more money for staffing.

I like this idea of faculty members weeding out out of date books in there area, that would save TL a lot of time, reduce mistakes and make sure teachers knew what we had. (pg72)

Response to :Stripling, B. (1999). Expectations for achievement and performance: Assessing student skills, NASSP Bulletin, 83(605), 44-52.

“Information literacy skills are actually learning how to learn skills, and they are essential for standards based learning.”  If we go to national curriculum and standards in Oz, this is important.

Interesting to see that all the skills listed for IL by Stripling can be related to an info process. model e.g. Plus, or big 6.  (pg 51)

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Topic 4.2 Information process models

Posted by arlekeno on May 15, 2009

Response to: NSWDET Information Process
A revised and online 2007 version of the original 1989 process. The document, Information skills in the school: Engaging learners in constructing knowledge is developed by the School Libraries and Information Literacy Unit, Curriculum K–12 Directorate,

Good definition of what an information process is on pg8                                          The information process is the series of physical and intellectual steps that anyone takes to complete an information task.

I especially like the 2-way arrows indicating Going Back and Forth between the 6 skills of Defining, locating, selecting, organising, presenting and assessing. pg 9 should probably be a poster in my Library.

Interesting to see that the DET would like ( if possible depending on the school) the TL to help teachers in their classrooms, not just the Library. I think this would be a good idea if the Library itself was also covered, who would watch the senior study period if the TL was out?

Looking at the 6 skills and the suggestions on how to teach them, Maybe this could be scaffolded at the commencement of each assessment, “ok kiddies, look at the poster, first you have to…”

Response to:Developing an information literacy policy and program This link could not be opened.

Response to:

What is it? Well, here it is!

1. Task Definition

1.1 Define the information problem
1.2 Identify information needed

2. Information Seeking Strategies

2.1 Determine all possible sources
2.2 Select the best sources

3. Location and Access

3.1 Locate sources (intellectually and physically)
3.2 Find information within sources

4. Use of Information

4.1 Engage (e.g., read, hear, view, touch)
4.2 Extract relevant information

5. Synthesis

5.1 Organize from multiple sources
5.2 Present the information

6. Evaluation

6.1 Judge the product (effectiveness)
6.2 Judge the process (efficiency)

People go through these Big6 stages—consciously or not—when they seek or apply information to solve a problem or make a decision. It’s not necessary to complete these stages in a linear order, and a given stage doesn’t have to take a lot of time. We have found that in almost all successful problem-solving situations, all stages are addressed.

I have spent so much time reading about it I feel I know it as an old friend allready 😛

I have to say this is a very good and useful site. Anything which gives a teacher ready made worksheets is popular.

the Super 3 is also useful

Response to Plus (James herring):

I think the question matrix which gives you a nice handy list of questions ( good for explicit teaching) is good.

Skills – Location Locational skills such as the ability to find information in library catalogues, books, CD-ROMs and the Web
  • How will I search for the information I need?
  • What words should I use if I use a search engine?
Selection skills in assessing the relevance of information resources
  • Is this what I really need?
  • Will it be useful to me?
IT skills using electronic sources such as the Web
  • How do I get on to a search engine?
  • Should I use the library website?

Another plus side is that it only has 4 things to remember insteaad of 6

  • Purpose
  • Location
  • Use
  • Self-evaluation

Task definition would appear to relate to the Plus Models PURPOSE. Location and Access is obvioulsy LOCATION, but also includes the Information seeking strategies of the Big6 as well.  SELF EVALUATION and Evaluation line up, Leaving USE in the plus model to be both Use of information and Synthesis form the big 6.

Personally I have a preference for breaking tasks into smaller chunks, so I think 6 would be my preference of these two.

Response to: Herrings response to plus

Evaluation of an ISP model. obviously using their own evaluate stage 😉

The support of students for the brainstorming seems to support the sharing of ideas, working as team, more ideas, CCK talks about (later reading this post). Pg6.  The complaints seemed more about group dynamics… or should I say, TEAM WORK LITERACY!

I have NEVER before seen anyone do a survey on HOW students take notes. What a concept! We have thought about how they think, but not how they record!

Pg17. I would be interested to know the OWN WAY used by teh student who did not like the Plus model.

OOhh, Acronyms! We love them!  I have to say this reading was well written, interesting and informative!
response to : OSLA Information Studies

Good History of development and rationale and good quotes like The illiterate of the year 2000, according to Alvin Toffler, will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn. Our students need to be information literate, lifelong learners.

I like the emphasis of the role of the parents.


Again these relate closely to the BIG 6 skills, but with no formal evaluation. (Which I think is important to lifelong learning.). The Page on research, is interesting as it compares the model to a raft of theories and other models.

I also like the clear benchmarks given for each grade.

Responae to: Eisenberg, M. B. (2008). Information literacy: Essential skills for the Information Age. Journal of Library & Information Technology, 28(2), 39-47.


There are three essential contexts for successful


IL learning and teaching:

The information process itself

Technology in context

Real needs—either work, educational, or personal.

VERY USEFUL COMPARISON of the major IP models… refer to this for task 2. The table which shows the big 6 and the technology to go with it is also handy.

Response to: Kuhlthau, C.C. (2004). Learning as a process, in Seeking meaning: A process approach to library and information services, Westport, Conn.: Libraries Unlimited, pp.13-27

Some of these lists, like phases of construction look a lot like IP models to me.  For example.  Kelley’s 5 phases. Confusion, mounting confusion, tentative hypothesis, testing and assessing, reconstructing. Now imagine the problem (confusion etc) being teacher set, Tentative hypothesis is what you need to work out what questions you need to answer ( and so you can develop strategies and ask questions to do it). You can then test and assess… or  EVALUATE what you have, and then you have recontstruction, whch is assessing and synthesis. It looks like the Big 6 relates very closely to the way people think.

I like the idea on page 21 of suspending disbelief to try and work out a new solution. Its something I like to do ( and is essential for watching moves 🙂


Interesting, pg24, people can handle lots of known information but only 7 +- 2 new pieces of info. So, keep new info to less than 5 things and you will be ok.

Response to: Kuhlthau, C.C. (1995). The process of learning from information, School Libraries Worldwide, 1(1),1-12,

The concept of INformation literacy and information skills is an expansion of library skills. ” pg 2, oh so true.

The Idea of Process (pg2) rings an alarm bell for me. I look at students in Maths classes who automaticlally want to do even basic sums with a calculator and not have to worry about the P-Word, the basic skills of how to do it. What will these students do when faced with sums and no calculator on them?

CCK ISP model:                 Feelings thoughts             Actions.

  1. Initiation                Uncertainty Vague                   seeking
  2. Selection                Optimism vague                   relevent
  3. Exploration          confusion/doubt Information
  4. formulation          Clarity Focused
  5. collection              Confidence/Direction Pertinent info.
  6. presentation        Satisfaction increased interest   documenting.

As an aside, Interesting to see the writing blocks are really thinking blocks. I shall remember that next time I am stuck.

OOhh, a set of strategies. Useful. pg 9. I suppose it is true, that we do a lot of colloboration in the work force. I also like the timeline, a visual record of what a sutdent did, what stage they were at, and when.

PRIMARY INHIBITERS of ISPA: Lack of time, confusion of roles, poorly designed reasearch assignments.

PRIMARY ENABLERS of ISPA: A team approach to library services, a mutually held constructivist view of information seeking, a shared commitment to teaching skills for lifelong learning and competence in designing process strateies. (pg11)

Response to : McGregor, J.H. (1994). An analysis of thinking in the research process, School Libraries in Canada, 14(2), 4-7,

Very good question, “How can we teach effective thinking when we lack empirical evidence of what happens during the process?”

Study supports the view that we need to teach metacognition ( something te Big6 model seems to like as it gives a languaeg for metacogniton).

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Topic 4.1 Introducing information literacy

Posted by arlekeno on May 6, 2009

Just looking at the opening from the Alberta Dept of Education, I agree in the description of the ‘now’ generation ( but would mention their inability to realise what IS relevant to them).

I especially like the line from Naisbett “Drowning in information but starved for knowledge”. I guess that is where we come in.

Schools must teach these critical thinking skills if students are to meet the future with confidence and hope. The teaching of these crucial generic skills is the responsibility of all members of a school’s instructional staff. The school library, with its human and material resources, has a significant role to play in this cooperative endeavor.

Responses to:Bruce, C. (1997). Chapter 2: Descriptions of information literacy. In The seven faces of information literacy: Descriptions of information literacy. Blackwood, SA: Auslib Press, pp.20-41,

Interesting to see the concepts behind the idea of info literacy.pg20

  1. Information technology literacy
  2. computer literacy
  3. library literacy
  4. information skills
  5. learning to learn.

I would argue though, that the first 4 are very similar. IT lit and Comp Lit are almost the same thing these days, and I think Library lit is a part of info lit.Will be good to read the definitions of each.

ITL: In the broadest sense, ITL is the knowledge which allows an individual to function and effectively, in whatever circumstances one finds him/herself in a technologically oriented society. (from Encyclopedia of L&IS)

Makes sense, ( i think something may be missing there though). As an aside. BOOKS ARE TECHNOLOGY TOO!

The 8 competencies listed are also good, Not sure if most people get 2. though. Understand how subsytems fit together to form systems or networks.

Computer Litereacy: Is an understanding of what computer hardware and software can do (pg22).

EEP! I can’t programme computers, I am illiterate 😦

Library Literacy: The Ability to use libraries. (YAY!)

Not just to find the info, but to understand/evaluate it as well? HHMmm, I am not sure if that is LIBRARY litereacy, it is an essential skill, but an essential part of library lit? Up for debate there.

Information skills: The intellectual process of information use.

This looks like the assignment here on page 24/5 starting with the big 6. Marland’s looks easy to explain ona poster though.

Learniing to learn and lifelong learning: A developmental process in which peoples conception of learning evolves.

Accurate I suppose, but a bit vague. Mind you, a lot of people do not know how to learn ( or study etc), it would be good if people looked at how they best learned. ( Maybe a bit of NLP here would help).


The description on pg 27, looks a lot like the info process models. at least four of the big 6 are there.

Lots of interesting definitions there, the one that interests me the most though is Huston, pg 30, that to be information literate is to aquire a mental model. It does make sense.  Mind you, you need to aquire the skills, but you need a model ( even if you make your own) to get it all together.(mind you, you could call that a process, a lot of these definitions all say the same things in different ways.. . you have to get published somehow I suppose).Mind you I like the idea of Info Lit, just being part of regular literacy. I see a LOT of sense in this. 200 years ago, a literate person had access to information and entertainment in the written form… modern literacy is more or less the same thing, but with other media.

IT then goes on to critically look at the theoretical base behind the models and criticise some aspects of them. Etc etc.

Respons to: McGregor, J.H. (1999). Chapter 2: How do we learn? In B.K. Stripling (Ed.) Learning and libraries in an information age: Principles and practice, Englewood, CO: Libraries Unlimited, pp.25-53

Behavioural Approach: pg 27. I think  Conditioning would be good to teach the skills.  Continual practice of how to use the info and being told explicitly what the processes are etc.

Cognitive psychology/constructivism: pg 29. I like the idea of students working out their own processes ( if they are right).

I can see models like the big 6 being used by both of these theories to a degree. the Skills could be drilled, but the active tasks in the library would allow for student centred learning. pg 33 is really quite interesting.

LOTS of definitions of models of learning are next, inquiry learning, cooperative learning, brain based learning etc.

This is a pretty good overview of A LOT of theories. AND this article gives ways to collaborate more effectively by putting the theory into practice.

The last few pages of this article are VERY relevant to how a T.L. could build info literacy and collaboration in their school. While it is good to know all the theories, actually having a list of what to do can be FAR more helpful.

The models in the previous article are also useful. Again, I like lists.

Response to:Teaching information problem solving in primary schools: An information literacy survey, available

information problem solving. (instead of info Lit) I like this name.

Good point, if teachers do not know how to use or access the library, their students won’t either. pg 2.

Things look pretty bleak in NZ though, no T.L.? In fact, the whole thing looks very depressing and makes me think back to the word, ADVOCACY.

Response to:Behrens, S.J. (1994). A conceptual analysis and historical overview of information literacy, College and Research Libraries, 55(4), 309–322,

interesting to see something I suspected already written down. “The adoption of the information literacy goal was the library profession’s response to having its role essentially ignored or overlooked in the educational reform process”. pg 313

Response to: Henri, J. (2005)

Wish I had read this before I did Task 1!

When the information literacy focus shifts from students to teachers then the
role of the teacher librarian and of the principal as information leaders must shift too. Teacher librarians must shift their services and their allocation of time towards teachers. Principals must make that happen


the teacher librarian cannot expect to achieve radical change on her/his
own and therefore must develop a strategy based on alliance-making.

This is very important to me ( and the first essay which I have already handed in… DAMN IT!) We have to change the way the school and principal look at ILSC and the T.L. but since the Head master won’t be reading this article we have to convince him/her.

The definition of an ILSC is abit vague at times. (pg2) But I do agree that there has to be a culture of accepting change, and we need policies to support this ( again back to the executive). I believe I am in a STUCK SCHOOL (pg 3) sometimes. (does the teachers Fed like change? Can we bridge the Digital – divide?).

I like the interesting points on page four, e.g. “knowing someone” is different now, I  “know” lots of people who I have never met in person as I have met them online.  More seriously though. I do like the line about 20 years ago students could not find info on a few subjects, now students can find info on every subject, but have to work out its worth.

Oh, and again on pg5/6 the role of the T.L. (which I have only seen met by private schools) 😦      T.L.s are the school information experts DAMN IT! Using the Role statements though, an understaffed Library cannot meet all the roles, so how do we PRIORITISE? (good question Henri!)

Response to: Australian School Library Association (ASLA). (2006). A teacher librarian advocate’s guide to building information literate school communities – ASLA advocacy kit. Zillmere, Qld: Australian School Library Association, available

I would really like to do a presentation on this somewhere… P&C maybe?

I would also like to know where they got the Statistic that 70% of health info on the web was wrong… Hmm, can I trust ASLA?

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