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Archive for April, 2011

Study Visit

Posted by arlekeno on April 26, 2011

Tuesday: AM – State Library of NSW                                      Rating: 4.5

I knew the library was large and held a lot of important material, but I had no idea how large and how important! Just looking at the website before hand, or when visiting I didn’t really get the feel of the true significance of the NSWSL, it actually gives me hope that Librarians and Libraries are still actually appreciated by society despite the treatment Libraries sometimes appear to get.
The Tours were extremely interesting; visiting the preservation room and seeing a 400 year old map, was fascinating. Entering the stacks, the Shakespeare room, everything conveyed the gravitas of the role of the library. Even the morning tea was good. Talking to the Miley Joseph, who dealt with public libraries was especially relevant to me considering how much time I spend working with my local public librarians.
The only downside was the website, which I must admit finding difficult to use, but all in all I am now more determined to do my placement at the NSWSL.

Wednesday: AM – NSW Parlimentary Library.               Rating: 4.5

And I thought I had to worry about politics in schools!

This is a serious library doing a serious job. This is a Library which requires a high level of excellence in pretty much everything, because as she said, they are giving information to people who run the state. (Makes me feel a bit of an Amateur).
They never have to worry about if they are relevant.
Particularly interested in having people to write research papers. Sounds like an intellectual heaven.
I wish I was a legal deposit library!
I like the idea of training the users in how to use the website.

Wednesday: AM – Australian institute of Management library.     Rating: 4

I sometimes wonder how small libraries like this keep afloat. It is smaller than most bookshops. (turns out to be half bookshop).
I like the collection, especially since I have to manage two library assistants. Would especially like information on how to deal with control freak head teachers who have no idea what a library does.
I am very impressed by how the Librarian is promoting her library, am glad I am already doing some of this.
OPL. One person libraries. And I thought being a librarian in a school could be isolating.
Yet another library which is re-doing their website ( which I am doing myself).
A very presentable little library. I wonder how many other small libraries there are.

Thursday: AM – State Records of NSW

Thursday: PM – St Andrews Cathederal School.     State Archive of NSW

Again another information service at the mercy of politicians 😛
Very important records kept here. Seems like the job would always be interesting.
Quite different to a library in that some records are closed and the much higher level of confidentiality,
Very interested in the question of conserving digital records. I thought it would have been easier, but even now JPG format is being updated, 10 years ago MP3 was  unheard of, I have an image of someone turning on an old I-pad in 100 years time to read a PDF file if the conversions are not done right.
But the website looks good, I want to look myself up now.
Interesting that it is never weeded. My cousin who loves family history and religious history of NSW would have loved this tour.

St Andrews Cathederal School.

I want to work here! 3 times the staff and budget of my school, this lets them do all the things I dream of (especially in terms of collaboration with teachers and developing units, and teacher training).
I need to look more into databases.
Interesting orientation programme.
Very relevant to me as a T.L. despite being state.
Really hope they read my SCAN articles.
In short, a beautiful library and what they should all be like. Sigh.

Friday: UTS

These guys are Experimental librarians. They are changing the way we work.

I am not sure I like the idea of a retrieval library, but if done well it could work for NON-FICTION! Fiction I think would still need to be browsed for best advantage.

I like their social networking and getting people into the library.

Study Visits overall.

When I tel people what I have been doing in Sydney for a week, I find it hard to make it sound interesting in 25 words or less. ” I went to a lot of libraries to see how they worked”. It is not something that appeals to most people ( Except for the stuff like being under parliment house etc).

But for someone in the profession this was a briliant opportunity. When you noly work in the one library you only see one way of doing things, butnow I have been out and seen 7 different ways of working a library. I have picked up a few idea which I would like to take back, and seen a few things I would like to try budget and admin permitting. I think this is something that should be done EVERY YEAR BY EVeRY TL, not just once by students.

I really hope I get a good placement library, I hope I can implement some of the things I have learned. and I wish I could do it again ( And taht I worked at St Andrews with the budget and staffing, getting to do all the things we wished we could).

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Mod 2: Developing a professional portfolio

Posted by arlekeno on April 8, 2011

  • Goodfellow, J. (2004). “Documenting professional practice through the use of a professional portfolio.” Early Years 24(1): 63-74. This article provides a reflective approach to writing a portfolio. Goodfellow argues that a portfolio should be more than a collection of artefacts and lists of activities – it requires both process and product.
  • For an even more practical summary of developing a librarian’s portfolio, now read Dunneback, K. (2004), ‘Punch up your portfolio’..
  • Reading from Goodfellow, I wonder how I give students a sense of wonder, What do I do for my library kids? Ok, lets make a list! (Liked in LIbrary subjects, not so much in Educational Research… Yes EER 500, I am talking about you!)

    What do I do for my kids?

    1.  Answer basic questions: Where is this book, how do I print?
    2. Answer more specialised questions: Do you have information on this? (often need to ask a lot of FOLLOW UP QUESTIONS to make sure they know what they want) and finding books.
    3. Recomending books to read for pleasure or study.
    4. providing general support for home and in class work ( team teaching).
    5. Provide a safe and quiet place to study.

    Will have to think more on this later.

    The attainments and work examples I have and can do. Think Chromadepth 3D 😀

    My beliefs about teaching, Again, I will need to think on this.

    I wonder if I can get my references to write letters about me.

    http://sorteo.udlap.mx/Construye/ciedd/CR/tecnologia/AnOverviewofEPortfolios.pdf 

    An Overview of ePortfolios: Good lists and things to think of really.

    The other links don’t work, I presume it would be just more onf the same. On to th next reading, ON IMPLEMENTING WEB BASED ELECTRONIC PORTFOLIOS (2002)

    A bunch of lessons and tools at  http://electronicportfolios.org/web2/class/index.html#ref  I particularly like the Eportfolo how to with wordpress.

    http://hbarrett.wordpress.com/how-to/

    I like the idea of using this to get ALIA/ASLA accreditation, or even bettered, Become Chartered through the U.K> (sigh) so here are some standards

    http://www.asla.org.au/policy/standards.htm

    Will base my portfolio around this.

    Oh, and the NSW standards

    http://www.nswteachers.nsw.edu.au/Main-Professional-Teaching-Standards/

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    Study Visit 1. Sydney

    Posted by arlekeno on April 7, 2011

    I have just been mailed my programme for the study visit section of my uni course.

    Tuesday: 9am – 2:30 State Library of NSW (may do lunch at the Nippon Club).

    Wednesday:  Morning – 10am -noon NSW Parliment Library   Afternoon:Australian.Institute of management LIbrary 215 Pacfic HWY Nth Sydney

    Thursday: State Records of NSW, GLobe St The Rocks,  Afternoon: St Andrews 474 Kent St.

    Friday: UTS Library, CNR Circular Quay and Ultio Rd Haymarket. followed by the closing session.

    I only missed out on one of my choices so all up I am pretty happy. I have a place to stay arranged and a tickt to the Opera House for the weekend, in short, all is good.

    At School things are going well. I am teaching the staff new things and vice versa, 2 days to go. I may be giving up a room in the library for a time out space, but I can live with that.

    Looking at the NSW list serve, learning a lot of new things. Looking forward to Mantle, being published.

    In other news, What have I done at my new job?

    1) I have Completed the first Stocktake of websites done at the school

    2) I have taught the staff how to use MY LIBRARY to access websites ( and how to use SCAN magazine to ask me to add websites).

    3) I have Started the Premier’s Reading Challenge ( NSW) at my school ( thanks to the library list serve help etc) Got all the books out and started teaching kids to logon.

    4) Tired to teach Website evaluation… I am currently on about version 3 of that lesson plan, I think I will have to dumb it down to year 4 level for some. (think I will use this linkhttp://school.discoveryeducation.com/schrockguide/evalelem.html )

    5) Undertaken Quality teacher training ( national partnership) and attended library support group meetings.

    6) Learned a payment system, been told that was wrong, learned a new one, told that was wrong and then told a third ( but am sticking with second! Write this information down in the handbook people!)

    7) Started a new method of recording TV shows for staff ( and hopefully impressed the Head Teacher).

    Will try to get Module 2 done by tomorrow 😀

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    Module A: The Theory of Professional Portfolios.

    Posted by arlekeno on April 6, 2011

    I have never really done one of these. I did a lot of programming etc when I was in Japan and had a great Syllabus, but a portfolio, not so sure.

    Anyway, Questions to ask.

    Representativeness/fitness for purpose:

    • How representative is a portfolio of a person and their career?
    • Does a good portfolio mean the compiler is a good professional or merely good at making portfolios?
      Lets see, I would say it is like a resume with a few examples, but like a resume it can be padded, exaggerated, shown in the best light etc.
      I think a large part of it would come down to who is good at playing by this set of rules. (Unless of course I do really well).
    Equity:

    How can people prepare good portfolios if they are in a workplace where they don’t have access to useful opportunities for learning, and  where there are limited opportunities to take part in continued professional development?

    Well, I am having to keep a kind of portfolio at my school to do with Teacher Professional Learning (TPL) from some government scheme, I also have access to the local librarian network which is TPL in a way. So there I am ok. I guess sometimes though you have to train yourself, I read the Library Journal and SCAN a lot. It is never as good as a training day but sometimes you have to make do.

    Note: It’s important to distinguish between the professional portfolios which you are studying here, and the portfolio assignment in this subject. The portfolio you develop in this subject is not a professional portfolio which might be deveoped in your workplace, but a reflection on your learning during your course at CSU.

    Ok, now I am a bit confused, I shall read on. And Page two is on Classifying portfolios. I hope they say EXACTLY what kind of folio we are meant to be doing… Well, no, Oh well, to the Reading by Dr H.C.Barrett 2004 or 2008.

    Ooh, we can use blogs/wiki’s to engage students, remember that for the social media subject nest year.

    I am concerned that in the name of assessment, we are losing a powerful tool to support deep learning. I am concerned that that we are losing the “stories” in e-portfolios in favor of the skills checklists.

    Great quote. Feels like my last team meeting! Is this what the New Scheme teachers have to go through?

    Here is a comparison of these two key assessment purposes, based on work done in Britain (see www.assessment-reform-group.org.uk):

    Assessment of Learning Assessment for Learning
    Checks what has been learned to date Checks learning to decide what to do next
    Is designed for those not directly involved in daily learning and teaching Is designed to assist teachers and students.
    Is presented in a formal report Is used in conversation about learning
    Usually gathers information into easily digestible numbers, scores and grades Usually detailed, specific and descriptive feedback in words (instead of numbers, scores and grades)
    Usually compares the student’s learning with either other students or the ‘standard’ for a grade level Usually focused on improvement, compared with the student’s ‘previous best’ and progress toward a standard
    Does not need to involve the student Needs to involve the student — the person most able to improve learning

    I like the idea of a portfolio. For students that is 😛 Just kidding,

    http://electronicportfolios.org/digistory/eportfoliostory.htm

    This looks like a sensible model, I particularly like the “what, So what, now what” part 🙂

    The story telling part would go well with the NARRATIVE coding for quality teaching. HHmm, ideas ideas.

    Ok, now With blogs and story telling and portfolios I am starting to see benefits for the students, this could work.

    ok, My only question is why was I sent to a 2004 article when the link at the subject outline said 2008, oh well. I still liked it and will use htis article for my social media subject as well.

    Also, I think I would like to Charter. http://www.cilip.org.uk/jobs-careers/qualifications/Pages/qualifications-.aspx

    Just had to use a database to get the next article, I wonder if we will use Databases more at schools in the future? and if I should train in specifically how to use them.

     

    Continued in April, I am WAY behind

    http://bul.sagepub.com/content/84/618/22

    Makes me think about getting a set of criteria for judging all abilities in teaching.

    Again I read this and wish I had been keeping stuff as I went, Not sure Though I want my first few attempts at a Big 6 lesson, used a DHMO website, way too hard, have simplified it a lot now.

    http://www.liscareer.com/moody_onlineportfolios.htm

    Love the title, WOW, Look at everything I’ve done.

    Useufl for job applications. can put my publications on it.

    Could use weebly blogs with a password. I have already, to a degree, started to do this.

      The Librarian’s Portfolio :

    The Professional Librarian’s portfolio http://www.elmhurst.edu/~susanss/TheProfessionalPortfolioforLibrarians.doc

    A very handy Checklist.

    Also very good to go to ASLA standards, I think I should work to these for my portolio.

    http://www.alia.org.au/education/pd/

    Finally, http://jmd.sagepub.com/content/24/2/104 Lavarie article for tertiary educators in Marketing talking about online portfolio and peer review

    OOh, I like the line that scholars don’t agree what good teaching is, and Teaching is an ART not a Science

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    ETL507 Professional experience.

    Posted by arlekeno on April 6, 2011

    I am officially in the library studying for my Year long subject.

    Rather worried as I have heard that my department of education wants to cut about 9,000 jobs, so once again, why am I wasting time and money for a masters in a job that may not exist in 5 years?

    Anyway, first, how do I pass this subject?

    Assessment item 1
    Placement report
    Value: Satisfactory/Unsatisfactory
    Due date: Variable
    Return date: –
    Length: 2500 words (+/- 10%)
    Submission method options
    EASTS (online)
    Task

    Complete parts A, B, C and D and submit within one month of completion of placement.

    Use the writing up of the placement report as a time to reflect upon what you have observed and experienced. It is expected that you will be analytical about your experiences providing evidence of professional interaction across a range of areas, drawing conclusions and reasoning implication and consequences.

    Part A

    Overview the library or information agency where you undertook your placement. Discuss FOUR of the following: the role of the library, users, services, collections, access provided to collections, use of technology, staffing and management. (approx. 1000 words)

    Part B

    How effectively do you feel the library meets the needs of its users? Support your conclusions with examples. (approx. 500 words)

    Part C

    Discuss the activities you were involved in while on placement and reflect upon what you have learnt and gained from these experiences. (approx. 500 words)

    Part D

    Reflect on the value of the placement experience in your development as a teacher librarian and a member of the wider library and information profession. (approx. 500 words)

    Rationale

    To connect the placement experience with knowledge, theory and skills in a reflective and disciplined manner.

    Marking criteria

    The extent to which the placement report provides evidence of:

    • Critical awareness
      – reveals evidence of reflection on thoughts, values and understandings flowing from the professional placement and academic coursework.
    • Critical thought and analysis
      – demonstrates ability to move beyond description of events to identify, analyse and critically assess the issues within them
      – self analysis in terms of skills, knowledge and understandings gained.
    • Clarity and presentation
      – effective and focused use of reporting outline
      – clear, well organised and fluent presentation.

    For the feedback sheet for this assignment, go to the Resources section of the subject Interact site.

    Presentation

    Your report should be in numbered sections, with clear subheadings.

    Assessment item 2
    Professional portfolio
    Value: Satisfactory/Unsatisfactory
    Due date: Variable
    Return date: –
    Length: 3000 words (+/- 10%)
    Submission method options
    EASTS (online)
    Task

    Construct an portfolio which contains:

    • a critical evaluation of your learning during your teacher librarianship course; and
    • an assessment of how this learning will enable you to be an effective teacher librarian in the future.
    Rationale

    The purpose of this assignment is to assess your ability to produce an portfolio which contains a critical evaluation of your learning during your teacher librarianship course.

    Marking criteria

    In order to pass, students must include all sections in the prescribed format and provide evidence of learning that relates to a set of values and attributes issued by a body for information professionals. High quality assignments will evaluate the student’s learning, in a critical fashion, across the formal set of values and attributes, and also relate their learning to their personal goals and philosophy.

    Presentation

    The portfolio can be submitted through EASTS as a report, with numbered sections and subsections. The portfolio may also be submitted in the form of a wiki, with separate pages for different sections, in Pebble Pad, Google Sites, or any other web format that you are familiar with. If you want to use a web format, you will need to submit, through EASTS, the assignment cover sheet and one page with details of how the portfolio can be accessed.

    Note: you must discuss the format of your portfolio with the subject coordinator before you decide which to use.

    Requirements

    Your portfolio should include the following sections:

    1. Table of contents
    2. A brief outline of your career so far and the subjects you have completed in your course. (One page only – not included in word count).
    3. Statement of personal philosophy: what do you think makes an effective teacher librarian? (Maximum of 150 words – do not include references to the literature as this is your personal philosophy. Not included in the word count).
    4. A critical evaluation of your learning during your teacher librarianship course. This section should be about 2,000 words in length. You should organise this section according to themes and not just provide a list of subjects and detail what you learned (e.g., ETL401, ETL 501, ETL 503). It is up to you to choose the themes that you wish to include but you might think about themes such as: The role of the TL; Information literacy; ICT in the school library; Collection development and access. You will be asked to provide an outline of your themes by your subject coordinator before you write your e-portfolio. It would be advisable to have no more than four (4) themes. You will be expected to refer to a wide range of the literature that you have read and evaluated during your course.
    5. How this learning will enable you to become an effective teacher librarian in the future. This section should be about 1000 words in length. You should use the ASLA Standards of professional excellence for teacher librarians (http://www.asla.org.au/policy/standards.htm) as your guide and try to evaluate the extent to which what you learned on your course might help you to try to achieve the excellent TL status. You should also highlight what more you might need to do to achieve that status and this should include an indication of what type of professional development you would like to undergo in the future. You can structure this section around the themes used in the previous section if you wish but this is not compulsory
    Assessment item 3
    Study visit reports
    Value: Satisfactory/Unsatisfactory
    Due date: Variable
    Return date: –
    Length: 2500 words
    Submission method options
    Alternative submission method
    Task
    • You should attend a CSU-organised study visit and participate in each session to the satisfaction of the lecturer leading the study visit.
    • Write two reports, an evaluation report and a reflection report. Forms for the reports are available in your study visit package, which will be posted to you prior to your study visit.
    • Submit your reports in the final session of the study visit (by hand), or within one week of the conclusion of the study visit (as an attachment to an email to the lecturer leading the study visit).
    • Your reports will be assessed on a satisfactory/unsatisfactory basis.
    • Your reports are not returned and you will only be notified if one or both reports are unsatisfactory.
    • Please note that study visit reports are NOT submitted to EASTS, although they may appear on EASTS as an item.

    OR

    • If you have been given permission by your subject coordinator to undertake an independent study visit, you should submit to your subject coordinator (either by post or as an attachment to an email) a 2500-word reflective report on your independent study visit.
    • For each place visited (as approved by the subject coordinator) you should discuss the value of the visit to you, i.e., what you learned from the visit and how this has added to your knowledge of libraries and information agencies in general, or of this particular type of library or information agency.
    • You should conclude your report with an overall evaluation of what you have gained from your independent study visit.
    • Your report should be written in a narrative style using first person. The report should be submitted within one month of completion of the visits to libraries. Your report will be assessed on a satisfactory/unsatisfactory basis. Your report will not be returned and you will be advised by return email if your report was satisfactory or unsatisfactory.
    Rationale
    • The reflection report gives you the opportunity to overview and discuss what you have gained as a developing information professional from the sites you visited during your study visit and from the overall experience.
    • The evaluation report gives you the opportunity to assess the value of each site you visited as a learning experience.
    • An independent study visit report gives you the opportunity to overview and discuss what you have gained as a developing information professional from the sites you visited during your study visit and from the overall experience, and to assess the value of each site you visited as a learning experience.
    Marking criteria
    • The reflection report is assessed on the clarity, depth and pertinence of your reflection.
    • The evaluation report is assessed on the clarity and rationale of your evaluation of the sites.
    • An independent study visit report is assessed on the clarity, depth and pertinence of your reflection, and the clarity and rationale of your evaluation of the sites.
    Presentation
    • Reflection and evaluation reports written during a study visit and submitted in the final session can be handwritten documents providing the handwriting is legible. They should be written in first person and referencing is normally not pertinent or required.
    • Reflection and evaluation reports submitted as an attachment to an email in the week following a placement should be word documents and should follow the format provided at the study visit.
    • Independent study visit reports should follow the normal requirements for the presentation of assignments.

    Now, I think I can manage the reports but the portfolio itself worries me as I have nothing to really work from there.

    I am trying to organise my placements and now I think I should start seriously reading the modules so I can know what I am meant to do.

    Good reading.

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