Resourcing for Curriculum Innovation (Learning in a Changing World)

Learning in a changing world Resourcing for student learning since the advent of the digital age has become more complex and more challenging for school libraries, while at the same time the volume of information has increased. This book provides both an approach to developing school library collections and a balanced view of the types of resources required for student learning. No longer is the book the sole information resource; books and digital collections must now share equal space for learning as that is the growing nature of our students’ learning needs. Resourcing for curriculum innovation outlines the types of information resources needed for curriculum change and innovation as well as the skills which enable students to process the information.

June Wall is Head of Library at Saint Ignatius’ College, Riverview in Sydney. June has been President of both the Australian School Library Association (NSW) Inc. and the national Australian School Library Association (ASLA), as well as Regional Director, Oceania for the International Association of School Librarianship (IASL). June was a consultant editor on the 2nd edition of Learning for the Future and has worked across primary, secondary and tertiary sectors as teacher, teacher librarian and lecturer, and at education system level. June has also worked as a professional development consultant in the area of curriculum and ICT. June’s passion is for curriculum innovation and how this assists student learning, especially in the digital arena. Sandra Ryan has been Head of Library at Santa Maria College, Northcote, Victoria since 1999. Although she has worked in public, tertiary and special libraries, Sandra has spent the major part of her career working as a teacher librarian in primary and secondary schools. From 1986 until 1995, Sandra was the Coordinator of Library Services for the Catholic Education Office in Melbourne and she was the Library Adviser for Victorian Catholic Schools. Sandra is a member of ALIA Schools and was an ALIA representative on the Learning for the Future revision committee. She has represented ALIA in a range of educational and librarianship forums.

ISBN 978-0-86431-917-3

9 780864 319173 Australian Council for Educational Research

June Wall and Sandra Ryan

The Learning in a Changing World series addresses how the process of learning is evolving – including the array of resources available in the digital age, changing curriculum, and the different teaching strategies needed in order to use new media and technologies. The series presents the core areas for teacher librarians and school leaders to consider for 21st century learning: the digital world, virtual worlds, curriculum integration, resourcing, and the physical environment. All are essential elements to enable and empower our students to be lifelong learners and active participants in our society.

Resourcing for curriculum innovation

Resourcing for curriculum innovation

Resourcing for

curriculum innovation

Learning in a changing world

June Wall and Sandra Ryan

Resourcing for curriculum innovation

Learning in a changing world Connect, communicate, collaborate Judy O’Connell and Dean Groom 978-0-86431-893-0 Virtual worlds Judy O’Connell and Dean Groom 978-0-86431-884-8 Designing the learning environment Susan La Marca 978-0-86431-876-3 Curriculum integration Ross J. Todd 978-0-86431-909-8 Resourcing for curriculum innovation June Wall and Sandra Ryan 978-0-86431-917-3

Resourcing for curriculum innovation

JUNE WALL AND SANDRA RYAN

ACER Press

First published 2010 by ACER Press, an imprint of Australian Council for Educational Research Ltd 19 Prospect Hill Road, Camberwell Victoria, 3124, Australia www.acerpress.com.au [email protected] Text © Australian School Library Association Inc (ASLA) and Australian Library and Information Association Ltd (ALIA) 2010 Design and typography © ACER Press 2010 This book is copyright. All rights reserved. Except under the conditions described in the Copyright Act 1968 of Australia and subsequent amendments, and any exceptions permitted under the current statutory licence scheme administered by Copyright Agency Limited (www.copyright.com.au), no part of this publication may be reproduced, stored in a retrieval system, transmitted, broadcast or communicated in any form or by any means, optical, digital, electronic, mechanical, photocopying, recording or otherwise, without the written permission of the publisher. Edited by Elisa Webb Cover and text design by ACER Project Publishing Typeset by ACER Project Publishing Printed in Australia by McPherson’s Printing Group

National Library of Australia Cataloguing-in-Publication data: Author: Title: ISBN: Series: Subjects:

Wall, June. Resourcing for curriculum innovation / June Wall and Sandra Ryan. 9780864319173 (pbk.) Learning in a changing world. Curriculum enrichment. Educational innovations. Education—Information services. Educational technology.

Other Authors/Contributors: Ryan, Sandra. Dewey Number: 371.33

Every effort has been made to acknowledge and contact copyright owners. However, should any infringement have occurred, ACER tenders its apology and invites copyright owners to contact ACER.

Foreword

Resourcing for curriculum innovation is an essential resource for teacher librarians moving into the second decade of the 21st century. The principles and practices advocated here are underpinned by contemporary learning theory and the use of information sources and tools for learning and leisure in western, technologised societies. The book recognises that 21st century learning in these societies is characterised by inquiry, collaboration and the use of traditional and digital resources to develop a range of literacies. The book takes the view that resourcing the curriculum not only includes physical and electronic resources and Web 2.0 tools but, importantly, sees the teacher librarian as a crucial learning resource. Dr M andy Lupton L ec t u rer S c h o o l o f C u l t u ral a n d L a n g u a g e S t u d i es i n E d u ca t i o n Q u ee n sla n d U n i v ers i t y o f Tec h n o l o g y

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Contents

Foreword v Introduction ix 1 1 Resourcing for the future Learning in a digital age 1 2 Styles of learning 3 Resources: Old and new References 6 2 Managing resources to ensure equitable access 7 Developing the curriculum 7 9 Preparing for a collection development policy 10 Policies and procedures References 12 3 Implementing the collection development policy 13 Budget development 13 14 Establishing priorities 15 The role of the book References 17 4 Resources for learning 19 Information resources 19 20 Informational websites 21 Online databases 22 Information access tools 23 Curriculum tools 25 Collaboration resources 26 Scaffolding tools Rubrics 27 28 Social networking tools 28 Staffing resources vii

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Facilities 29 References 30 5 Digital literacy: A resource for learning 31 ICT literacy 32 32 Information literacy 33 Critical literacies 34 Applying the components References 35 Conclusion 36 Appendix 1: Support resource for ‘describe’ essay

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Appendix 2: Assessment rubric for podcasts

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Introduction

The education landscape is ever changing, particularly with the Australian curriculum set for implementation from 2011. In a continually changing learning environment, innovation is crucial for educators so that they can adapt and develop expert teaching and learning activities. Each time a teacher considers a sequence of learning and teaching for students, he or she selects the most appropriate resources for the topic and student learning needs. Resources selected by teachers and teacher librarians have traditionally been thought of only as information or knowledge resources such as books or websites. Resources in the context of 21st century learning now include social networking tools, a range of information and communication technology (ICT) tools, and a variety of learning processes as well as information sources. School libraries are a central component of a well resourced school. They hold a broad range of information sources for student learning and are an integral part of the learning and teaching process in collaboration with other teachers. While books, websites, interviews and video have been information sources for students for many years, the current learning and teaching landscape enables greater possibilities for using social media to connect and collaborate with others, and school libraries must play a central role in facilitating these possibilities. Resourcing the curriculum for innovation is not only about providing information resources but also learning resources and processes for teachers and students. This book considers the resource needs of learners and outlines the crucial resourcing considerations for school libraries when building resource collections as well as other resources for learning. It provides strategies for planning and developing a school library collection in both the physical and virtual forms.

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Chapter 1

Resourcing for the future

Learning in a digital age The digital world offers possibilities and challenges for education due to: ◗ the speed of access to information ◗ the expectation for instant communication ◗ the resulting changes to cultural norms.

Students at all levels expect to use digital tools as part of their everyday lives and schools need to determine which aspects of these changes are best for learning. Education in its broadest sense is about generating new knowledge so that students are enabled to lead constructive lives, which include work, leisure and family. As the digital age continues to develop at pace, the need for personalised or individualised learning is more apparent. Through the Digital Education Revolution (DER) initiative, the Australian Government aims to ‘contribute sustainable and meaningful change to teaching and learning in Australian schools that will prepare students for further education, training and to live and work in a digital world’ (Australian Government 2009). Using ICT for learning enables personalised or individualised learning through students having immediate access to learning tools and resources at the point of need.

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Styles of learning Students learn best when the learning and teaching sequence and resources meet their learning needs and in particular their style of learning. At a basic level, learning is active or passive: ◗ Active learning involves dialogue between the learner and experience or event. ◗ Passive learning is based on information input to the learner, and the learner’s ability to provide the information back to the teacher in a similar methodology or activity.

The latter experience of learning is limited because meaningful learning involves knowledge construction and application, not input only. Knowledge construction requires: ◗ access to information—managed collections available from school libraries or experiences are essential resources for locating information ◗ tools—resources or skills in information and ICT, curriculum and learning that enable the learning and collaboration process ◗ information—resources that provide content, knowledge, perspective, opinions and attitudes.

Although access to information is easier now than in previous eras, learning in the digital age is more complex as there is more information, a greater variety of resources and the ability to personalise learning. Central factors in the digital age are connections and networking for learning. Students are expected to construct their own knowledge through making connections with and between knowledge and communicating this to others to construct their own knowledge base. Constructivist learning theory is based on students using existing knowledge and experience and then developing new knowledge and is the most relevant learning theory for students using digital tools. If students are to develop their knowledge, they need to access, manipulate and use a wide variety of information types as well as a variety of tools that assist in the manipulation of information into knowledge. The real difference in learning needs now compared to pre digital times is that students need to generate new knowledge rather than just regurgitating information, and that transformational learning is an expected process and outcome of learning. Mezirow defines transformational learning as ‘becoming critically aware of one’s own tacit assumptions and expectations and those of others

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and assessing their relevance for making an interpretation’ (Mezirow 2000, p. 4). Transformational learning is therefore learning that changes the student or learner’s perspectives, values or outlook. The most powerful tools to enable transformational learning are those that allow for reflective practice. Social media tools are based on collaboration and discussion that is reflective on content and practice. Digital tools or resources in this context enable transformational learning. Deep learning is an element in both the personalisation of learning and transformational learning. A deep learner is one who develops new knowledge by relating it to existing knowledge constructs and previous experiences. A deep learner can: ◗ relate theory to current context ◗ distinguish between evidence and opinion ◗ organise and structure content at a big-picture level ◗ combine a variety of sources of information ◗ be self-motivated. (Abbot et al. 2009)

Learning in an increasingly digital environment encourages deep learners, as the amount of information and the variety of information types, resources and tools available require learners who are critical thinkers and can manage their own learning paths. Schools therefore need to evaluate critically the resourcing requirements of a 21st century curriculum in the context of their specific learning community.

Resources: Old and new Information is available in print, image, sound, video and a wide range of digital media types. Students in the digital age are bombarded with information that requires the student to sift, analyse, classify and repackage. To do this, students must not only know where to access information in all its types but have the skills necessary to locate, select, organise and manipulate the information. Information literacy has been a core component of Australian curriculum for many years, and is the basis for new media literacies. Digital literacy incorporates information literacy and includes a broader range of skills and processes: Digital Literacy is the awareness, attitude and ability of individuals to appropriately use digital tools and facilities to identify, access, manage,

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integrate, evaluate, analyse and synthesise digital resources, construct new knowledge, create media expressions, and communicate with others, in the context of specific life situations, in order to enable constructive social action; and to reflect upon this process. (Martin & Grudziecki 2006, p. 255)

Martin and Grudziecki (2006) have proposed three levels of digital literacy development: 1. Digital competence—skills, concepts, approaches, attitudes 2. Digital usage—professional/discipline application 3. Digital transformation—innovation, creativity.

The interactions between these levels all require a variety of resources. To be digitally literate, the learner must first use the skills and concepts from level 1 within the context of the content or discipline and produce a new knowledge product. Level 1 includes the use of ICT tools and base-level knowledge acquisition through information resources. Level 2 involves the learning and curriculum tools and resources related to the discipline, while level 3 involves high-use ICT or multimedia as well as high level critical thinking tools or resources. Information resources in the traditional sense have been authoritative, checked for accuracy, published and distributed in a way that ensured the information could be relied upon—traditionally through a book or journal. The information landscape for learning has changed significantly. Information is not only available through books and journals or magazines but also through authoritative online mechanisms as well as many websites with no apparent content or discipline authority. Information is now delivered more and more by multimedia, for instance via digital video. It is also shared by users and repackaged to be presented as a different perspective on the same content. Information is no longer only defined by authoritative content in a book, but also as opinions, discussions with experts and others as well as the results of collaborative efforts where it is often not possible to identify authors or creators of the work. School libraries have been the traditional access point of information that is provided free of charge to registered users. The only skill or literacy required by the user was to be able to read and locate resources. The new information types and online access points require the user to

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not only be able to read, but also to be able to use the technology and be digitally literate. Information, like access to ICT, now falls into the category of the haves and the have-nots. The digitally literate have the skills or financial ability to access the information, while the digitally illiterate do not have the skills to access the information, and therefore the gap widens. The school library has a vital role to play in developing the digital literacy skills of students and closing the gap. Resourcing for learning should include both traditional information sources and ICT, but it is also more wide-reaching than that. An example of a well-equipped library would include: ◗ information resources (such as books, journals, websites, databases) ◗ curriculum tools ◗ collaboration resources ◗ scaffolding tools ◗ rubrics ◗ social networking tools ◗ staff ◗ facilities, including ICT infrastructure.

A Becta research report (Sharples et al. 2009) proposed four new modes of learning that are particularly relevant to the digital literacy agenda, as the modes incorporate the metacognitive elements of learning as well as the collaborative nature of current educational theories. They are: ◗ reflection—the ability for learners to immediately reflect or think about their learning experience ◗ feedback—active and constructive communication to enable learners to reflect on their learning paths or experiences ◗ community trails— the ability to track these paths of communication or learning across a broad community base which includes students, teachers, parents and social networks. Learning is not a solo activity and real learning happens in collaboration with others. Keeping track of learning when it happens outside of the classroom is critical. ◗ gaming—inquiry learning expects and encourages students to explore or inquire, and games by their design actively promote exploratory or inquiry learning. Content can be embedded within the game and learning can be fun.

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Appropriate resourcing of the curriculum is critical for 21st century learning. Resource needs have evolved beyond traditional information resources, but still require authoritative content that can be developed by learners for their new knowledge construct. A wide range of managed, accessible resources is provided by school libraries.

References Abbot, I, Townsend, A, Johnstone-Wilder, S & Reynolds, L 2009, Deep learning with technology in 14- to 19-year-old learners: Executive summary, Becta, Coventry, . Australian Government 2009, Digital Education Revolution, Department of Education, Employment and Workplace Relations, Canberra, . Martin, A & Grudziecki, J 2006, ‘DigEuLit: Concepts and tools for digital literacy development’, Italics, vol. 5, no. 4, pp. 249–267, . Mezirow, J 2000, Learning as transformation: Critical perspectives on a theory in progress, Jossey Bass, San Francisco. Sharples, M, Crook, C, Jones, I, Kay, D, Chowcat, I, Balmer, K & Stokes, E 2009, New modes of technology-enhanced learning: Opportunities and challenges, Becta, Coventry, .

Chapter 2

Managing resources to ensure equitable access

Developing the curriculum The curriculum implemented by the Australian Curriculum, Assessment and Reporting Authority (ACARA) sets the framework for states and territories. In addition, on a regular basis the federal and state education ministers issue joint statements about the educational agenda for the nation. National testing in literacy and numeracy are strategies to ensure implementation of this agenda. The states also publish documents that provide frameworks/guidelines/standards to which schools within their jurisdiction are required to adhere. On 5 December, 2008 the Australian education ministers launched the Melbourne Declaration on Educational Goals for Young Australians (MCEETYA, 2008). The Melbourne Declaration sets two goals for education in Australia. ◗ Goal 1: Australian schooling promotes equity and excellence. ◗ Goal 2: All young Australians become successful learners, confident and creative individuals and active and informed citizens.

The implications of Goal 1 are explored in a series of sub-points. While all of these are relevant to school libraries, four are especially pertinent: ◗ Provide all students with access to high-quality schooling that is free from discrimination based on gender, language, sexual orientation, pregnancy, culture, ethnicity, religion, health or disability, socioeconomic background or geographic location. 7

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◗ Ensure that schooling contributes to a socially cohesive society that respects and appreciates cultural, social and religious diversity. ◗ Promote a culture of excellence in all schools, by supporting them to provide challenging and stimulating learning experiences and opportunities that enable all students to explore and build on their gifts and talents. ◗ Promote personalised learning that aims to fulfil the diverse capabilities of each young Australian.

Goal 2 also has a series of sub-points that add to the understanding of the goals. Some of the most salient points for school libraries are as follows. Successful learners: ◗ develop their capacity to learn and play an active role in their own learning ◗ have the essential skills in literacy and numeracy and are creative and productive users of technology, especially ICT, as a foundation for success in all learning areas.

Confident and creative individuals: ◗ are enterprising, show initiative and use their creative abilities ◗ develop personal values and attributes such as honesty, resilience, empathy and respect for others.

Active and informed citizens: ◗ act with moral and ethical integrity ◗ appreciate Australia’s social, cultural, linguistic and religious diversity, and have an understanding of Australia’s system of government, history and culture.

Experienced teacher librarians are familiar with the sentiments of these goals. In 2002, the Australian Library and Information Association (ALIA) and the Australian School Library Association (ASLA) published the joint statement: Standards of professional excellence for teacher librarians (Standards). It outlined the professional knowledge, practice and commitment expected of teacher librarians working at a level of excellence. In a similar manner, the joint policy statements of ALIA and ASLA (2009) highlight the expected professional commitment of teacher librarians to providing equitable access to excellent services. These Standards and policy statements also make clear the importance of skill acquisition to

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equitable access. Students must have the opportunity to acquire a range of sophisticated skills, including ICT literacy, information literacy and critical thinking; otherwise they will be unable to use the services offered. Essentially, it is the purpose of libraries to give equitable access to organised collections of resources that suit their users. Libraries are inextricably connected to the communities they serve. It is the community and their needs that determine the shape and composition of the collection.

Preparing for a collection development policy For school libraries, the community consists of staff, students, parents and, in some cases, the broader community. Checking available national, state and sector data will ensure that the profile of the students is clearly understood and their specific needs are being met by the breadth and depth of the collection. Paying attention to the specific profile of the school community would ensure that there was no discrimination on the basis of ‘gender, language, sexual orientation, pregnancy, culture, ethnicity, religion, health or disability, socioeconomic background or geograph[y]’ (MCEETYA 2008, p. 7). The combination of stakeholders gives each community a unique profile. The curriculum provides the context for the learning needs of the school community. These two factors—community and curriculum—underpin the type of collection policy that will be developed. When reviewing an existing policy or developing a completely new policy, it is valuable to consider the state of the collection and how well it fulfils its purpose, whether this is explicitly stated in policy or not. Collection management is a strategic approach to developing a holistic collection of information resources that meet the needs of learners. These needs must include an acknowledgement of learning styles and an understanding of the variety of learning methodologies within the school. For instance, project-based learning uses a large variety of information resources whereas experiential learning does not focus to the same degree on information resources but on the learner’s experience. Collection management starts with gathering information through observation, curriculum mapping and/or surveys. Answers to the following questions assist with the analysis of needs and provide a solid basis for collection development and policy writing:

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◗ What is the current state of the collection? Does it reflect the curriculum of the school? What is the breakdown between physical and electronic resources actually used? Are there enough physical resources within the high-use topic areas? What level of electronic/online resources is available to students? How can they access online resources? What is the ratio of students to computers? ◗ How much online learning occurs in the school? What is the format of the assessment products that students are expected to provide for their assignments? Is there a growth in digital tools or products that students are using to develop knowledge products? ◗ What resource types are students using? What are the trends in emerging technologies? To what extent is portability of information sources a consideration or need?

Having gathered the information essential to planning, it is possible to manage the collection so that priority is given to areas where innovation is occurring, and areas no longer relevant are reduced. In this sense, priority and reduction can refer to both finances and/or physical space. It is important to develop a budget document compatible with the priorities identified. Determining what percentage of the budget is spent on resource types should be based on what students and teachers use. The trend is an increase in literature or fiction books and a reduction in use of information books or physical resources, as students’ preferences are to access information online.

Policies and procedures A school’s collection development policy identifies the stakeholders and makes explicit how the collection will be developed. Policies are succinct and usually do not exceed a page of writing. The collection development policy provides: ◗ a rationale for the collection as well as a public statement about how the resources will be organised ◗ the scope and nature of the collection ◗ the source of the funding ◗ the arrangements made for equitable access and circulation.

The procedures accompanying the policy outline how the policy will be implemented. Procedure documents can be lengthy, as specific instructions

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may be recorded as a means of ensuring consistency. Procedure documents should include: ◗ a profile of the users ◗ details of access to the physical and networked resources ◗ any restrictions that may apply ◗ a description of the resources that fall within the broad categories of ‘physical’ and ‘networked’ ◗ the way the budget is proposed and approved ◗ selection principles relating to all formats, including digital resources ◗ limitations to the collection ◗ relationships with other organisations and libraries ◗ collection evaluation, preservation, weeding, replacement of resources, challenged materials, donations and discards.

In common with other organisations, school communities often prescribe the development method and format of their policies and procedures. This policy document or template usually refers to the level of staff consultation as well as the steps involved in ratification, publication, adoption and the review cycle. A successful model for policy development or review involves members of the community, especially the teaching staff, in the process. This method is beneficial to the library team as the process informs those involved in the writing and ratification process about library management practices. This gives the library team an opportunity to discuss the principles of collection development with colleagues. It also creates broader ownership and support for the implementation of the policies once the ratification process is completed. Often the development of policy and procedures enhances the sense of common purpose of the library team as well as providing documentation so that decision-making is consistent. Useful generic templates for writing school library-related policies and procedures can be found in the Manual for developing policies and procedures for Australian school library resource centres (ALIA & VCTL 2007) which is stored on both the ASLA and ALIA websites. These provide a starting point as well as a structure that can be altered to suit the needs of the specific school community. The writing of a collection development policy in accordance with school requirements has many benefits. Importantly, the library team is

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able to give the school leadership a clear message about its intentions for the library’s crucial role within the school community. Policy development signals accountability and professionalism, two valued principles associated with library management.

References Australian Library and Information Association (ALIA) & Australian School Libraries Association (ASLA) 2002, Standards of Professional Excellence for Teacher Librarians, . Australian Library and Information Association (ALIA) & Australian School Library Association (ASLA) 2009, School library policies and statements, . Australian Library and Information Association (ALIA) & Victorian Catholic Teacher Librarians (VCTL) 2007, A manual for developing policies and procedures in Australian school library resource centres, . Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) 2008, Melbourne Declaration on Educational Goals for Young Australians, .

Chapter 3

Implementing the collection development policy

Budget development Most schools expect that the person in charge of the school library will submit an annual program budget to be considered along with submissions from other areas within the school. A program budget submission should present the school leadership with sufficient information to ensure that an adequate amount is allocated for collection maintenance and development. Details about a suggested format for a program budget can be found in the Manual for developing policies and procedures for Australian school library resource centres (ALIA & VCTL 2007). In some situations, the development of a program budget is not the expectation and in those circumstances a library budget would be determined by the administration. Irrespective of the model that is used, once the budget is allocated, decisions about how it will be expended have to be made in a considered, professional manner. The selection of resources in consultation with teachers and students will ensure the most effective use of the budget. Central resource management can provide a useful context for decisions about expenditure on the collection. Central resource management means that all the resources purchased by the school are centrally catalogued to ensure equitable access. Purchasing procedures would need to ensure that central resource management is implemented.

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Establishing priorities Knowledge of the curriculum is a key factor in identifying the priorities for collection maintenance and development. Curriculum priorities have to be known, otherwise collection maintenance and development will occur in a vacuum. Schools are required to have curriculum documents and these should identify the scope and sequence of the collection along with other essential information. Depending on the management practices in place, curriculum mapping is another useful tool to assist teacher librarians and other curriculum leaders to determine the content and concepts that should be resourced. This involves mapping the curriculum vertically and horizontally by identifying key content and concepts. The process of mapping is a valuable exercise as it involves the school’s curriculum leaders and acquaints all the staff involved—particularly those new to positions of leadership—with the complexities of the overall structure. The overview that emerges becomes a vital tool in ascertaining the breadth and depth of the collection in terms of the specific resources in all formats needed for the curriculum. Increasingly, the breadth of the collection is an issue, due to the possibilities presented by new technologies and the associated trends towards both the personalisation and the differentiation of learning. The breadth and depth of a collection in relation to the stated curriculum of a school can be measured with a range of management practices: ◗ stocktaking all physical media on a regular basis ◗ checking ongoing access to locally recommended electronic resources ◗ monitoring each research task that takes place across the curriculum ◗ monitoring the availability of suitable resources to support students in meeting the stated outcomes of learning tasks ◗ checking that resources are available from recommended lists.

The information about the collection that can be gathered by these strategies is of great value to teacher librarians working in consultation with other curriculum leaders to identify gaps and target appropriate purchases in all formats and media. Publishers’ catalogues, reviews in journals, databases, websites, professional development and Web 2.0 technologies (see O’Connell & Groom 2010) can assist with the location of resources to purchase.

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Measuring the size of an adequate collection has become increasingly complex as the nature of information services provision within schools has changed. A distinction between physical and networked resources provides a basis for analysing the shape and adequacy of a school library collection. The size of the collection in turn influences the staffing requirements and the ability of the school to deliver information for learning. Physical resources are those which include: ◗ print—books (reference, fiction, nonfiction), periodicals, newspapers, pamphlets, ephemera ◗ graphic—posters, pictures, maps, models, realia, kits ◗ electronic—stand-alone, that is, DVDs, CDs, CD-ROMs, etc. not stored on a network.

Networked resources are electronic resources that are available on the school’s network or the web and are accessed concurrently by many users, such as full text databases of journals/newspapers, online encyclopedias, websites, Web 2.0 tools and resources.

The role of the book Over time, school library collections have accommodated books as well as a range of resources that have developed as a result of advances in technology. As each new technology emerged, the old and the new coexisted for a while until the old became more of an artefact. The dual audio cassette and compact disc player is an example of this coexistence. The dual player bridged the gap as valuable resources previously available in the audio cassette format were produced as compact discs. While the old technology did not vanish, it became more difficult to keep the necessary equipment in working order. The advent of MP3 players and iPods presents a development that is complex and therefore more of a challenge for school libraries. It is predictable that what is currently in vogue will be superseded by a technology which has greater clarity, a bigger storage capacity or is more portable. Just as audio resources have undergone an evolutionary process, some would say that the book in its current format will cease to exist and will instead evolve into a completely new form. Questions about the ongoing role of the book in society generally and school libraries in particular are

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causing serious debate. There are many opposing viewpoints as well as many vested interests to consider. Bob Stein has established the Institute for the Future of the Book. The Institute’s mission states ‘The printed page is giving way to the networked screen. The Institute … seeks to chronicle this shift, and impact its development in a positive direction’ (Stein 2009). Stein is convinced that the book will be reinvented in a networked environment and that books will no longer be defined as physical objects made of printed pages. He writes, ‘Unlike the printed book, the networked book is never finished: it is always a work in progress’. Stein is well aware that this view is controversial and that many issues will have to be resolved, including ‘network neutrality, copyright and privacy’. On a continuum of opinions about the future of the book, Stein’s viewpoint is at the extreme end. A different perspective on the debate comes from Sven Birkerts (2006), through his book titled The Gutenberg elegies: The fate of reading in an electronic age. Birkerts has as many supporters as detractors, and he postulates that technology is having an adverse effect on the experience of reading, with superficial reading as the norm. Indeed, he would suggest that humanity is losing its ability to think deeply as a result of exposure to the electronic environment. Another group with a vested interest in this debate is the publishers. Rosemary Sorensen (2009) in an article titled Reading the future quotes Brett Osmond, Random House’s Marketing Director as saying ‘There is a school of thought that e-books may actually create more demand for the paper version. In the future you may simply buy the book and you are able to read it in a range of formats’. The possibility of starting to read the paper version, switching to an e-reader and then to computer is mooted by Osmond. The availability of a printed work in different formats is already happening for some school textbooks that are accessible on CD-ROM and online. Talking books—the audio version of picture books and novels— have had many formats. They first appeared as records, then came the sound filmstrip versions, followed by audio cassettes and now CDs and MP3/iPod formats. Osmond’s suggestion certainly draws on current practice. Authors make up another group with a vital interest in the future of the book. The answers to complex questions relating to royalties and copyright will have an enormous affect on their livelihood. If authors choose to bypass established publishers and publish their own works onto

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the Internet, how will they establish their credentials? Currently the craft and authority of the publisher acts as a sifting mechanism to assist readers in establishing whether they are receiving value for money. If this step in the publication process disappears, it will be necessary for publishers to redefine their role in an effort to prevent extinction. In addition, the reader will have to find new ways of identifying suitable material. The reader also has a say in this debate. There are many readers who see the book as a desirable physical object. It has been incredibly durable and robust throughout its history. Currently the act of reading a novel does not require an intermediary in the form of technology: it is the reader and the book. If Stein’s prediction is correct and the book will only exist in a networked environment, where does that leave the reader who enjoys the book as an artefact? Will books become so rare that they are prohibitively expensive and beyond the reach of the ordinary reader? The Horizon Report ( Johnson et al. 2010) has identified an emerging pattern of e-book use in education and the wider community and predicts the increasing use of mobile devices and e-books over the next few years. Mobile devices, e-book readers and other technologies may well merge to be one device that provides all functions. The only consensus about the future of the book is that it is too early to tell. It may take decades before the situation is resolved and in the interim, coexistence is highly likely given the competing interests. In the short term, books remain a valuable learning resource for school libraries. The traditional skills associated with reading are still valid and provide essential grounding for digital literacy.

References Australian Library and Information Association (ALIA) & Victorian Catholic Teacher Librarians (VCTL) 2007, A manual for developing policies and procedures in Australian school library resource centres, . Australian School Library Association(ASLA) & Australian Library and Information Association (ALIA) 1992, A select survey of school library resource centres in Australia: September, 1992. Birkerts, S 2006, The Gutenberg elegies: The fate of reading in an electronic age, Faber and Faber, NY.

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Johnson, L, Levine, A, Smith, R & Stone, S 2010, The 2010 Horizon Report, The New Media Consortium, Austin, TX, . O’Connell, J & Groom, D 2010, Connect, Communicate, Collaborate, Learning in a Changing World series, ACER Press, Camberwell. Sorensen, R 2009, ‘Reading the future’, Australian, 11 April, . Stein, B 2009, Institute for the Future of the Book, .

Chapter 4

Resources for learning

A resource for learning is any object—physical, intellectual or virtual— that the teacher or learner uses in the learning process. There are also skills or literacies associated with using resources effectively for learning.

Information resources Information is a renewable resource that has changed over time in how it is developed, accessed and used. The digital age has blurred the line between accurate factual information that has been authenticated by experts and published in print, and the type of information that is produced by instant communication between people anywhere, any time. People have the ability to publish their own information that has not been mediated by experts or content authorities. Information resources now consist of: ◗ authoritative content mediated or checked by experts and published through trusted avenues of distribution (e.g. books, journal articles, some websites) ◗ opinions from content experts ◗ opinions from others ◗ shared anecdotal information developed by communities within interest or discipline areas ◗ information provided by organisations (for their specific purposes, often provided in a way that looks authentic, possibly biased) ◗ information developed through collaboration by many (e.g. Wikipedia) ◗ Information developed by individuals for a variety of purposes but not necessarily with or by any acknowledged authority. 19

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The plethora of information types and the amount of information means that the learner has such a large choice, they tend to select the easiest and fastest information available to meet their needs. To ensure that learners make the best selection for their information or knowledge needs, educators need to decide on the types of acceptable information as well as appropriate learning processes—such as an inquiry process (see Todd 2010)—so that students can make informed decisions about their information selection. In this sense, resources need to be appropriate to context, styles of learning, age of the learner, needs of the learner and the knowledge product or construct that is to be developed. Teacher librarians should mediate this information access for learners and ensure there are a range of information types appropriately available as well as the learning skills or literacies needed to access the information.

Informational websites Access to the web is the core or first port of call for information that students use. Information is constantly changing and updating and as a consequence, students need a dynamic information resource that constantly updates. Search engines are where most students start; however the amount of information or the number of hits that a simple search retrieves can be daunting to the learner. Search terminology used can sometimes provide an inaccurate response to the initial question or search. Search engines themselves are developing so that they return more accurate results regardless of how the learner constructs the search query or uses natural language. Ubiquitous computing as defined by Negroponte (1995) will, in time, be something that is taken for granted. Learners assume that they will have access to computers for either information access or to use as a tool to manipulate information to form new knowledge. It is the first tool that the majority of students use for research or assignments. Information available through the web is of varying quality, so the learner needs to: ◗ construct a search query that provides the most reliable return of results ◗ evaluate the results list for quality and accuracy of information by checking the quality of the website provider or author in relation to the topic/content (for example, what domain is the website? How could the potential for bias impact on quality of information?) ◗ scan the selected site for the closest match to the search query.

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These skills involve high level evaluation and analysis, as they ask the learner to be critical of the information presented and not to take its accuracy for granted. This is a very different scenario from the information found in a book that has been checked for accuracy and quality and can be viewed as a trusted source of information. In the digital age, learners need to be more critical of information and question its authenticity. So while there are countless websites that could provide information, using a search engine alone is not an efficient method for determining the best information source (see O’Connell & Groom 2010). Educators need to play a mediation role in the evaluation of websites appropriate to literacy level, age and content. Information websites that students use could be viewed in a staged approach: ◗ Core or ‘seminal’ information sites determined by the teacher or teacher librarian which a student can use to gain background information that can be trusted. These sites have been evaluated for specific curriculum topics by the teacher librarian or teacher. ◗ Reference sites that can be used to start research. These could be encyclopedias or subject guides. These sites are critical information resources for any school. ◗ Websites found using a search engine. These types of sites provide specific or in-depth information relevant to the research topics. Accessing websites at this stage requires the student to know enough about their topic to determine accuracy, currency and quality of information.

Websites in the public domain or ones that are free are aimed at a wider audience than information in books that has been checked and aimed at specific age or literacy levels. It is important to note that websites can change frequently and these changes can involve anything from content to the purpose of the website. In the latter instance, this could significantly impact on the site’s relevance to the learner. Consequently, websites that are identified for student use need to be monitored on a regular basis. This is a very different scenario from the static information found in a printed book.

Online databases Online databases contain information that has been checked or published through a quality control process. Records in databases have descriptors or tags attached as determined by an expert in the field or an educator who

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knows the curriculum. Databases available to students tend to contain journal, magazine or newspaper articles licensed from the original publishers. Databases therefore contain quality information but are available online so that many students can access one item concurrently. Databases also provide easy access points to the information due to the way they are constructed. Users may search all fields or refine their search based on specific terms or data. The subscription to databases by schools is part of the school’s collection management policy and dependent on the facilities available to the students for access to online resources. The value in subscription to online databases rather than hard copy journals is in the multiple access points in an online environment rather than a single access point for hard copy subscriptions. Types of databases that schools should consider include: ◗ Scholarly journals or magazines—current information that is published for accuracy and quality is best utilised through an online model rather than subscription to hard copy journals. ◗ Other serial or periodical databases for newspapers and serial publications. ◗ E-publications such as digital video subscription services, e-books services.

Information access tools Information access tools include the library catalogue as well as search engines and subject guides or directories. Information access tools have traditionally required a specific language or set of terms for the user to find the information. Knowledge of the correct terminology to search a database or library catalogue can inhibit the search process for students, so search terms need to match natural language closely to ensure students locate the information required. Each educational institution develops subject guides or pathfinders for specific topics or discipline areas. These are relevant to the school’s localised curriculum. Information tools that schools need include: ◗ A school library catalogue accessible through a web interface and searchable with natural language as well as keyword or subject terms. ◗ A learning management system (LMS) that enables resources and teaching activities to be developed for student learning and be searchable using natural language.

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Figure 4.1 An example of an online subject guide relevant to a school’s needs. Reproduced with permission from Scotch College, Melbourne, Victoria.

◗ A meta-search engine or federated search engine that can interrogate all databases, library catalogue, and subscription services as well as the LMS for the school. Federated search engines are currently in the development phase of the innovation cycle and the name of the term may change. The National Library of Australia is now using the term ‘discovery services’ (NLA 2010).

Curriculum tools Knowledge creation not only requires information resources but also a range of tools to support manipulation of information or assist in its organisation. Students learn by doing—they use word processing, spreadsheets, presentation software, concept mapping software and others—all of which assist the student in organising the work and eventually establishing their new knowledge. These productivity tools are the core tool set for learners. Every school provides some form of these tools for staff and students, but how can the tools be used efficiently for the benefit of the student? The educator’s role is to determine the core curriculum tool set for learners and to ensure that learners know:

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◗ how to use the tools efficiently and effectively ◗ how to evaluate and select the tools for use in specific tasks.

While schools all provide some access to the productivity tools such as word processing and educators expect students to use them, it is often within the mindset of ‘paper-based thinking’. An example of paper-based thinking is asking students to complete an assignment as a word-processed essay, whether it is submitted on paper or as a file via email, when the topic of the assignment could have been completed in more depth by the student submitting a video or an online resource. Most teachers have been educated and have taught based on a linear or step-by-step approach to learning. Students’ thinking is no longer limited in this way, and indeed current pedagogy is informed by self-directed learning or personalised learning. Students therefore need to have enough knowledge of a range of tools in order to select the best tool for their initial research or learning task and then to select the best tool to present the results of their learning. Cloud computing involves functions, files, tools, resources and storage available on the web. In this paradigm shift, the learner accesses any tool online and stores their files and work online as well as outside of the school network. It is a way to increase capabilities and storage without taking on the financial, network management and physical aspects of increasing software subscriptions and network storage. There are security, privacy and copyright issues involved in cloud computing; however it is a continuation and development of the subscription model of resourcing that schools have been using since 2005 or earlier. Whether schools utilise these services or not will be dependent on budgets, security and staffing. The number of online services and related functions available will increase however, and the capability and processing power of a global network will possibly outpace the development of school networks and financial means. Curriculum tools that are essential for learning (whether they are personal computer-based or available online) include: ◗ Word processing, spreadsheets and presentation programs—schools may find that the impact of cloud computing will mean that many of these tools may be available from the Internet in the future. ◗ Graphic organisers—concept mapping tools to allow students to brainstorm and organise their thinking at the beginning of an assignment or as a tool for long-term research in the upper secondary years.

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◗ Graphic and video manipulation software—students increasingly present their information or assignments in non-text formats. They therefore need to have access to tools where they can create, edit or mashup content to present their knowledge. For some students this assists them in the creation of knowledge. A mashup is an online tool that uses data or information resources from other sources to present them in a new way and often for a new purpose. A mashup is a good example of a function that students can use to consolidate their knowledge and to present it in a new way or from a different perspective.

Collaboration resources Students no longer work in isolation. Many assignments require group work or are assessed on a project basis that involves multiple inputs. Groups work together, sharing information, tools and workspaces such as wikis to develop their project. This is a reflection of the current work environment where teams come together for specific tasks or projects, then once the project is completed, move to other teams or other projects. Working collaboratively in all aspects of life has been acknowledged as a core element for education and employment (Mayer 1992). The advent of a digital lifestyle has seen greater collaboration not only between people within small geographical areas, but also on a global scale. Students connect with school friends online after school—and that is after they have spent time with the same friends at school! They also have friends they only communicate with online who may be in the next suburb or in another country. The collaboration tools that were used initially as social connections have grown to become collaborative tools for work, learning and life (see O’Connell & Groom 2010). In order to work collaboratively in a digital arena, students need access to digital tools such as computers and the corresponding networks for as long and as frequently as possible. The learner in the 21st century expects to be able to share workspace. This is another example of the difference in resourcing in a digital world. One single resource can be available to multiple students either copyright-free for schools or under a licence agreement. Students can use collaborative group workspaces to develop group assignments and produce material faster and with possibilities of more depth than the face-to-face mode of working on one physical document. Wikis, shared workspaces such as Google Docs, and collaborative

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communication tools such as Skype enable students to reflect on team members’ work and critically analyse and edit it in real time. Collaboration resources that are essential for 21st century learning include: ◗ wikis (whether they are private within school communities or public). Wikis offer a workspace that can be used for note-taking, discussion, resource evaluation and concept/idea generation between group or class members. ◗ blogs, which enable sharing of ideas and resources. The comments mechanism on a blog can also be used for higher order thinking responses by either an anonymous user or a named student. As the blog visitor reads the posts and comments, they share thoughts and information in the development of the idea or concept in the post. ◗ instant messaging/chat/conferencing tools, used as time management support or during ideas development. Communication tools in collaborative environments need to enable text chat as well as audio and video conferencing for students to work with other students regionally and globally.

Scaffolding tools Scaffolding learning is part of a teacher’s toolkit. Teachers mediate at the appropriate time to enable students to move on to the next stage of their learning. Wilhelm, Baker and Dube (2002) stated that teaching and learning is a socio-cultural model where the teacher’s role is to ‘observe learners closely, as individuals and groups. Scaffold learning within the zone of proximal development, match individual and collective curricula to learners’ needs [and] create [an] inquiry environment’ and that the student’s role is one of a ‘collaborative participant’. Scaffolding in this sense provides students with pathways, strategies or steps to move to the next level or learning stage. Once students start using computers more frequently and more often in an online environment, they also need support to follow a process or instruction, as the teacher may not be face-to-face at the time when students are working on their projects. Scaffolding resources or tools provide a structure that assists students to work through a process step-bystep in order to understand the topic or question. Scaffolding tools can include: ◗ learning processes—for example, a self-directed tool or step-by-step guide on how to follow the information process, or a tool or file that assists students in developing a process for using Socratic questioning (Foundation for

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Critical Thinking 2009) as a critical thinking literacy. Socratic questioning is a structured process that encourages the learner to explore the content by asking questions that expand thinking for different purposes. ◗ instructional terms—there are many instructional terms teachers use when developing assessment tasks or questioning students. These terms such as describe, evaluate, or analyse (Office of the Board of Studies, NSW 2009) assume a knowledge of what the term means and therefore how to approach the original task. Understanding the terms and breaking them down into component parts supports the student’s learning. Appendix 1 provides an example of a support resource to assist students to write an essay using the instruction term of ‘describe’. ◗ learning management—files or tools that support students managing their own tasks. This could include time management, or metacognitive processing for the students to reflect on their work and develop it further.

Rubrics Rubrics are standards and associated grades for how the research or assignment is conducted or completed. A rubric provides indicators and criteria across a range of levels, and the teacher uses this as marking criteria for assessment. However, rubrics can also be used as learning resources for students. A rubric can inform the student about content required and learning process inclusions to consider. The rubric in Appendix 2 focuses on the elements of good design, appropriate content type and literacy. As a learning resource, it provides a framework for students to build their knowledge resources at the same time as allowing them to set their own goals as to the quality of the final product. Rubrics for learning and assessment can include: ◗ teacher assessment—the development of marking criteria as a matrix for marking students’ assignments (Victorian Curriculum and Assessment Authority 2009) ◗ learning resources—rubrics provided to students that include guidelines for content expectations, presentation or layout, functional grammar, or other processes or tasks expected as a continuum for learning ◗ self-directed learning tools—students could design their own rubric for a specific task before the task is started. This will ensure the students understand the requirements of the task, and the critical thinking aspects of the design task itself will assist students in their learning.

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Social networking tools Information is no longer obtained solely from books or websites that provide content or knowledge. Information is also obtained by discussions with peers and sharing information. Social networking involves building relationships through common interests and friends, and forming networks within these groups of friends or common interests. Social networking tools use the collaborative function of the tool where participants ask questions, share information, provide answers and support others to develop their knowledge. These tools encourage interaction and build a network of relationships or friends that increases the possibilities of information gathering and sharing. The greater the network, the greater the collaboration and information dissemination, and ultimately the aim is that students develop new knowledge. Facebook is an example of a social networking tool that builds a community of learners that can be self-generating and where learners can be ‘critical friends’. Tools such as Facebook, Flickr, Google Buzz and Ning can be part of personalised learning environments. Social networking tools for learning can include: ◗ sharing information—e.g. Twitter could be used for updating information on specific topics of current interest ◗ building a community of practice—e.g. networking with others who share interests and can support professional learning for both teachers and students ◗ sharing resources—e.g. directing others to resources on specific topics.

Staffing resources Best practice learning in the 21st century is based on constructivist, selfpaced, self-directed activities carried out by the learner. In this learning environment, students need teachers to design and facilitate the learning, as well as specialist teachers such as teacher librarians who can mediate the information types and resources and personalise online materials and digital literacy. Other specialist staff could include technicians to support the ICT infrastructure as well as educational support staff, all of whom work best if collaboration takes place between all teaching staff. In this learning environment, levels of staff are not determined by the total number of school staff (ASLA & ALIA 2001) but by learning

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programs and teaching and learning requirements. The number of physical resources or one-to-one access points is not the total amount of resources, as electronic resources with one-to-many access points are able to deliver information to many as a renewable resource. Staffing levels should be based on types of teaching and learning programs, online learning programs and the skill levels required within the programs. Teacher librarians have expertise in research, project- and inquirybased methodologies and are partners with teachers in curriculum implementation with particular reference to digital literacies. Their focus should be on teaching and learning, so non-teaching members of library staff can maintain traditional library services. ICT staffing levels will be dependent on the school’s needs and stage of implementation of a digital curriculum. Schools in the early stages of implementation are likely to need technical support and training, while schools in the latter stages of implementation will need ICT and curriculum integration and the development of school-based online learning programs. Both the teacher librarians and ICT integrators should work together to support digital learning through a constructivist pedagogy.

Facilities The Horizon Report ( Johnson et al. 2010) has identified the development of mobile computing for student learning through laptops and other mobile devices as the next major trend in education, so a stable broadband environment is a minimum requirement for digital learning. Access to the web through a computer or mobile device on a one-to-one basis is also critical for 21st century learning. More and more information is only available on the Internet, so schools need to be able to allow students to take advantage of this access. Schools should consider the following facilities in their planning: ◗ Wireless network to all learning areas in the school—students learn anywhere, any time and so need easy access to the school network. ◗ Learning spaces that allow students to learn in a variety of modes. Flexibility is the key element so that space is not designated for one type of learning only. ◗ Access devices for students. At present this is laptop computers; however the more mobile devices such as iPods, personal digital assistants (PDAs) and small footprint computing devices will develop in the near future. The

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convergence of phones, computers, TVs and reading devices will provide a one-size-fits-all device that students can use 24 hours, 7 days a week.

References Australian School Library Association (ASLA) and Australian Library and Information Association (ALIA) 2001, Learning for the Future: Information Services in Schools, Curriculum Corporation, Carlton. Foundation for Critical Thinking 2009, The role of Socratic questioning in thinking, teaching and learning, . Mayer, E 1992, Key competencies: Report of the committee to advise the Australian Education Council and Ministers of Vocational Education, Employment and Training on employment-related key competencies for postcompulsory education and training [Mayer report], Australian Education Council and Ministers of Vocational Education, Employment and Training, Canberra. National Library of Australia (NLA) 2010, Trove: One search… a wealth of information, . Negroponte, N 1995, Being Digital, Knopf, New York. O’Connell, J & Groom, D 2010, Connect, Communicate, Collaborate, Learning in a Changing World series, ACER Press, Camberwell. Office of the Board of Studies New South Wales 2009, A glossary of key words, . Todd, R 2010, Curriculum Integration, Learning in a changing world series, ACER Press, Camberwell. Victorian Curriculum and Assessment Authority (VCAA) 2009, Developing rubrics, . Wilhelm, J, Baker, T & Dube, J 2001, ‘Scaffolding learning’, MyRead: Strategies for teaching reading in the middle years, .

Chapter 5

Digital literacy: A resource for learning

• Define • Locate • Select • Organise • Present • Evaluate

Figure 5.1╇Three core components of digital literacy

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Critical literacy

• Application skills • Web tools • Multimedia • Social networking

Information literacy

ICT literacy

Digital literacy is a set of skills, processes and attitudes that enables a learner to utilise information in whatever form it is published or transmitted so that the learner can manipulate the information to construct knowledge. It has component parts that make up the whole and these should be embedded within a 21st century learning paradigm. The three components are ICT literacy, information literacy and critical literacies.

• Questioning • Problemsolving skills • Reflective thinking

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ICT literacy ICT literacy includes how to use productivity tools such as word processing, spreadsheets, presentation and database applications as well as online applications and social networking tools. Students need to determine which tool to use for their specific requirements and some of the skills needed to do this are: ◗ questioning ◗ evaluating ◗ analysing ◗ synthesising ◗ using collaborative tools ◗ location of information ◗ using organising tools.

ICT literacy has traditionally been viewed as knowing how to use a computer, use productivity software, access the Internet for information and simple graphic or multimedia manipulation tools. It now includes knowing how to use Web 2.0 tools and other new media tools. All of these tools also require intellectual skills such as evaluation and analysing in order to use them effectively and efficiently. Resources required to use ICT effectively include: ◗ access to new media tools for collaboration and knowledge development ◗ broadband access to the Internet ◗ a range of software tools including productivity and multimedia software.

Information literacy The Australian School Library Association (ASLA 2009) and the Australian Library and Information Association (ALIA 2006) have defined information literacy as an information process where students can access, use, organise, create, present and evaluate information. The information process uses a staged methodology that is cyclical in nature: ◗ defining information needs ◗ locating information

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◗ selecting information ◗ organising information ◗ creating and sharing information ◗ evaluating information and the information process.

Information literacy in a broad sense is the ability to access, manipulate and present information for a specific need. Traditionally, information literacy has been the domain of learning how to use an information resource, extract and present the information, and this includes digital as well as physical resources. Types of resources required when using the information process include: ◗ defining—e.g. concept mapping or brainstorming tools ◗ locating—e.g. search tools for both the Internet and library catalogues ◗ selecting—e.g. note-taking tools ◗ organising—e.g. summarising tools ◗ creating and sharing—e.g. wikis, multimedia and social networking tools ◗ evaluating—e.g. social networking tools and assessment rubrics.

Some of the complementary skills needed for these processes are: ◗ questioning ◗ collaboration with others ◗ search strategies ◗ analysing ◗ synthesising.

Critical literacies Critical thinking, higher order learning and problem solving are all aspects of critical literacies that support students in critically analysing information and developing solutions to problems and information tasks. In this context, critical literacies are those that enable students to learn how to think in order to learn. Enabling thinking in order to learn requires teachers to be aware of the questioning techniques they use and the ways that these facilitate student thinking; and also the ways in which teachers enable students to reflect on their thinking.

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Some of the complementary skills needed for these processes are: ◗ questioning ◗ evaluating ◗ analysing ◗ synthesising ◗ collaborating with others.

Reflecting on the core elements of the critical aspects of digital literacy shows that ‘soft skills’ such as questioning, time management and collaboration are common across all. Soft skills describe personal attributes or qualities, and they are skills that are used with and between people as a core part of interacting with others. They are also skills that are closely aligned with life skills and the capacities within curriculum documentation, both of which are an integral part of lifelong learning.

Applying the components Educators need to identify knowledge and learning outcomes within the Australian Curriculum and map the components of digital literacy to the outcomes. As an example, consider the History curriculum requirements below: Year 6 History: Australia, the British Empire and Asia The character of the British Empire, Australia’s place in it, links to Empire and the significance of Australia’s British heritage. (ACARA, 2010)

Some of the skills required include developing a question for inquiry, identifying a variety of primary and secondary sources, comparing ideas, identifying points of view and perspectives and using a range of technologies. Students will need to use the following digital literacy skills: ◗ ICT—Internet research using search engines and Web 2.0 tools; concept mapping or timeline tools ◗ information literacy—knowing how to research using an inquiry methodology; knowing the difference between primary and secondary sources and locating and using them

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◗ critical thinking—comparison of ideas and information; considering different perspectives.

Year 8 History: The medieval world The movement and changing nature of society in this time period, significant events in medieval Europe and characteristics of one medieval European society. (ACARA, 2010)

Some of the skills required include forming an inquiry, distinguishing between fact and opinion, identifying and explaining the perspectives of different individuals and groups. ◗ ICT—Internet research using search engines and Web 2.0 tools ◗ information literacy—knowing how to research using an inquiry methodology; knowing the difference between primary and secondary sources and locating and using them; identifying characteristics; classification ◗ critical thinking—considering different perspectives; distinguishing between fact and opinion.

Identifying ICT, information and critical thinking skills within curriculum statements as exemplified above assists teachers to plan appropriately to use the resources available to learning.

References Australian Curriculum and Reporting Authority (ACARA) 2010, History curriculum, . Australian Library and Information Association (ALIA) 2006, Statement on information literacy for all Australians, . Australian School Library Association (ASLA) 2009, Statement on information literacy .

Conclusion

Resourcing a 21st century curriculum is no longer a matter of teachers presenting expert information to students so that they can re-present the information to show understanding. Learning is now a multi-layered process that involves: ◗ physical resources such as books, videos or DVDs and journals ◗ electronic resources that are available on school networks, online and through online databases ◗ collaboration tools that enable students to work together to develop their own knowledge and share knowledge products with others ◗ learning tools that provide curriculum support, rubrics and scaffolding for students ◗ staffing to design and support learning as well as manage the facilities that provide the infrastructure for learning. Teacher librarians are a critical component for learning and managing accessible resources.

The combination of a digital learning environment and personalised, selfmanaged learning makes resources critical. Traditional books as well as a full complement of virtual resources accompanied by the tools to use the information to form knowledge are essential. Students with a wellmanaged resource environment will have the necessary components of learning in the 21st century.

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Appendix 1

Support resource for ‘describe’ essay

Essay title or question Introduction

The opening paragraph of an essay should be reasonably short, but cover an overview of what the essay is going to be about and include any necessary definitions.

Feature A

The next paragraph for an essay that asks you to describe something should be about one of the features or characteristics for your topic. The paragraph starts with a sentence about the first feature and the next sentence describes the feature more and/or provides examples.

1 2

If your feature for your example has supporting sub-categories, you need to start a new paragraph for each sub-category.

Feature B

This is a new paragraph and should have the next main feature covered as for the first one.

1 2 Feature C 1 2 Conclusion

The closing paragraph of your essay should be reasonably short but sum up the main features presented in the body of the essay.

Resourcing for curriculum innovation © ASLA and ALIA 2010.

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Plan for podcast includes: content/ information flow; media; and tools to use

Evidence of depth of research; bibliography is correct and in order; no plagiarism evident

Planning

Research

Evidence of at least four different pieces of research; bibliography is mostly correct

Plan for podcast includes content and music

Commendable

Resourcing for curriculum innovation © ASLA and ALIA 2010.

Excellent

Criteria

Some evidence of research (at least three sources); credits listed but not necessarily in a bibliographic format

Written plan for podcast

Satisfactory

Assessment rubric for podcasts

Appendix 2

Only one or three pieces of evidence; some credits but no bibliographic format

Some evidence of planning

Borderline

No research of topic evident; no credits or bibliography

No plan at all

Unacceptable

Information responds to question or topic exactly and is highly informative and interesting; listener able to clearly understand topic; content appropriate for audience and encourages discussion on the topic

Vocal or sound quality is excellent; background music enhances the topic; sound effects appropriate to topic; high quality graphics or images

Clear and articulate speech; timing to allow for understanding of topic; transitions between content and audio works well; presentation is engaging

Content

Media

Presentation

Topic presented in an interesting way

Vocals audible with no distortion; image quality is good

Content is highly organised and structured; content appropriate for audience and topic

Commendable

Resourcing for curriculum innovation © ASLA and ALIA 2010.

Excellent

Criteria

Topic is presented in an appropriate and relevant way; presentation style keeps everyone on task

Vocals/sound quality is good; timing of transitions appropriate to content; background music/sound effects used are appropriate to topic

Organised content that has a sequential flow; information is mostly correct for topic

Satisfactory

Presentation does not capture audience attention

Poor quality of sound/ audio; background music is not appropriate to topic; volume is poor; text can’t be read easily

Content can be followed but some disorganisation is evident; some information for topic is incorrect

Borderline

Presentation is uninteresting; transitions between segments are rough

Vocals inaudible; background music drowns out speaker; audio effects detract from content; no transitions

Unstructured and disorganised; content does not cover topic or question

Unacceptable

A ppe n d i x 2 : A ssessme n t r u b r i c f o r i n f o rma t i o n k i o s k â•…

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Learning in a changing world Resourcing for student learning since the advent of the digital age has become more complex and more challenging for school libraries, while at the same time the volume of information has increased. This book provides both an approach to developing school library collections and a balanced view of the types of resources required for student learning. No longer is the book the sole information resource; books and digital collections must now share equal space for learning as that is the growing nature of our students’ learning needs. Resourcing for curriculum innovation outlines the types of information resources needed for curriculum change and innovation as well as the skills which enable students to process the information.

June Wall is Head of Library at Saint Ignatius’ College, Riverview in Sydney. June has been President of both the Australian School Library Association (NSW) Inc. and the national Australian School Library Association (ASLA), as well as Regional Director, Oceania for the International Association of School Librarianship (IASL). June was a consultant editor on the 2nd edition of Learning for the Future and has worked across primary, secondary and tertiary sectors as teacher, teacher librarian and lecturer, and at education system level. June has also worked as a professional development consultant in the area of curriculum and ICT. June’s passion is for curriculum innovation and how this assists student learning, especially in the digital arena. Sandra Ryan has been Head of Library at Santa Maria College, Northcote, Victoria since 1999. Although she has worked in public, tertiary and special libraries, Sandra has spent the major part of her career working as a teacher librarian in primary and secondary schools. From 1986 until 1995, Sandra was the Coordinator of Library Services for the Catholic Education Office in Melbourne and she was the Library Adviser for Victorian Catholic Schools. Sandra is a member of ALIA Schools and was an ALIA representative on the Learning for the Future revision committee. She has represented ALIA in a range of educational and librarianship forums.

ISBN 978-0-86431-917-3

9 780864 319173 Australian Council for Educational Research

June Wall and Sandra Ryan

The Learning in a Changing World series addresses how the process of learning is evolving – including the array of resources available in the digital age, changing curriculum, and the different teaching strategies needed in order to use new media and technologies. The series presents the core areas for teacher librarians and school leaders to consider for 21st century learning: the digital world, virtual worlds, curriculum integration, resourcing, and the physical environment. All are essential elements to enable and empower our students to be lifelong learners and active participants in our society.

Resourcing for curriculum innovation

Resourcing for curriculum innovation

Resourcing for

curriculum innovation

Learning in a changing world

June Wall and Sandra Ryan