Kids in a class of their own

This article appeared in this week’s Sunday Herald Sun. It’s great news about one school, which was recently affected by the devasting bushfires.

Kids in a class of their own   by Stephen Drill

SOME are still living in caravans on their burnt out bush blocks, but the children at Kinglake West Primary School have something to celebrate after moving into a new school.

The seven classrooms, shared multi-purpose spaces, library, hall and administration buildings have made going to school exciting for the 120 students.

The lights turn off if no-one is in the room for more than 15 minutes and the windows open and close automatically depending on the outside temperature.

And in the toilets, warm water flows from the taps.

Grade 2 student Hannah Creed, 8, whose family lost their house in the fires, said she liked the new school because it was warm.

“It’s warmer inside here than outside. We are living in a caravan on our block where our house used to be,” she said.

The new school was being built before the fires and was scheduled to be finished last November.

The Country Fire Authority saved the partially built school on Black Saturday, but the fires caused further delays.

Principal Mark Portman said the new buildings had made students excited to come to school after a difficult six months.

“The opening of the new school is almost like a re-birth,” he said.

“We have new facilities and we are really looking forward to moving ahead.”

Keen to learn: Principal Mark Portman with students at the new Kinglake West Primary School. Picture: Rob Leeson.
Keen to learn: Principal Mark Portman with students at the new Kinglake West Primary School. Picture: Rob Leeson.

Twitter gains PM’s approval

From Inspired (UK) comes the following article:

Twitter gains respectability

The PM Gordon Brown has saluted the global implications of twitter. Because of it, he suggests, international relations will never be the same again. Meanwhile, schools and young people using twitter have access to an extraordinary range of famous people through such sites as celebritytweet. More usefully, students are recommended to consider picking up on relevant environmental tweets, distinguishable thanks to the increasing use of hash tags. A great twitter opportunity on this theme is this December’s Copenhagen Climate Change Conference. Meanwhile, more immediate feedback on environmental issues of the day can be read via @ecointernet on twitter.

Some excellent ideas about the use of Twitter in classrooms and plenty of time to plan and gain any permission necessary for students to participate in December’s Copenhagen Climate Change Conference.

‘Cheaper’ books, but at what cost?

Both The Age and The Australian are reporting today on the Productivity Commission‘s decision to advise the Federal Government to implement it’s recommendations in yesterday’s report.

Publishers fight cheap books

Jason Steger

July 15, 2009

 

"We won't have Australian authors if we don't have Australian publishers,'' says writer Peter Temple.
“We won’t have Australian authors if we don’t have Australian publishers,” says writer Peter Temple.
 

BOOKS could be cheaper in Australia if the Federal Government implements recommendations in a report issued yesterday by the Productivity Commission.

But it faces a hostile campaign from the bulk of the book industry, which says the commission’s report is flawed and will damage publishers, printers, smaller booksellers, authors and Australia’s cultural wellbeing.

The commission urged the Government to scrap territorial copyright protection for writers and publishers to put Australian book prices more in line with those in the US and Britain.

In its final report on the parallel importation of books, it recommended the lifting of all restrictions after a three-year adjustment period; the rejigging of financial assistance to the book industry; a new survey by the Australian Bureau of Statistics; and a review of the brave new world after five years.

It said the current legislation, under which Australian publishers have 30 days to publish editions of books published overseas or face competing editions, stopped booksellers from importing “cheaper or better-value-for-money editions”.

The recommendations were welcomed by Dymocks boss Don Grover, the driving force behind the Coalition for Cheaper Books. However, he told The Age a three-year delay would cost consumers hundreds of millions of dollars, “and that’s unreasonable”.

Opponents of the change said they would turn their attention to lobbying. The majority of the 560 submissions received by the commission, including those from state and territory governments, opposed the lifting of restrictions.

Scribe publisher Henry Rosenbloom, who has funded much of his local publishing by acquiring rights to overseas titles, said there was no guarantee of cheaper books. “It’s crazy to recommend policies now that will lead to the destruction of significant parts of Australian publishing, book selling, writing and printing that are dependent on exchange rates and the behaviour of booksellers.”

Penguin chief executive Gabrielle Coyne warned that if the Government adopted the recommendations, it represented a “move away from evidence-based policy”.

Authors such as Tim Winton, Richard Flanagan, Kate Grenville and Morris Gleitzman have spoken out strongly against any change to territorial copyright. Yesterday crime writer Peter Temple added his voice. “We won’t have Australian authors if we don’t have Australian publishers,” he said. “If you think Australian publishing is important, if you want them to take risks on authors, backlists, bringing on talent, then you care more about product than simply profit. If you think it’s important they stay in business, you don’t do this to them.”

The Printing Industries Association of Australia claimed the recommendations put at risk hundreds of jobs. PIA policy manager Hagop Tchamkertenian told The Agethat Maryborough “would be devastated. One in four workers depends on the book printing industry.”

Michael Heyward, publisher at Text, pointed out the irony of the commission recommending changes to benefit the consumer but advocating a review of the grant system that could mean higher taxes.

 

The Australian report focuses on job losses:

 Cheap books will cost ‘at least 500 jobs’

July 15, 2009

Article from:  Australian Associated Press

A PROPOSAL to lift copyright restrictions on books may deliver cheaper prices but at a cost of more than 500 jobs, a union says.

A Productivity Commission report yesterday called for an end to century-old laws that limit the importation of cheaper books from overseas.

Supporters say consumers are overcharged $200 million a year because of the restrictions and that dumping them will boost competition and cut prices.

But there is no guarantee this will happen, the Australian Manufacturing Workers Union said.

What is more certain is the direct loss of 500 jobs within the publishing and printing industry, the union’s print division secretary Steve Walsh said.

Other estimates put the figure at 3000.

“In this economic climate, where every job is precious, it would be terrible news for our valuable print industry,” Mr Walsh said.

“It would allow books printed overseas a major advantage over Australian suppliers.”

Many local authors believe scrapping the laws will strip them of income.

Writer Tim Winton used his acceptance speech for his Miles Franklin award in June to defend the legislation as it stands.

Mr Walsh said: “If retailers … are so concerned for access to cheaper books, they should revise their profit margins rather than asking printers to lose business in pursuit of books printed cheaply overseas.”

It will be more than interesting to see (especially in these economic times) if the Federal Government acts on the advice of the Productivity Commission.

Terrific reading role model and good sports citizen for school libraries

This recent article in the School Library Journal is an example of a great idea. Got to love the way that the libraries have been consulted about wish lists, distribution has been organised and even new shelving has been factored in…

Baseball’s Kevin Youkilis Goes to Bat for Young Readers

 By Rocco Staino — School Library Journal, 9 July 2009

Kevin Youkilis, an all-star first baseman with the Boston Red Sox, is going to bat for young readers with his Hits for Kids, an organization that hopes to collect 100,000 new or gently used books for Boston’s public school libraries over a two day period.

bostonCreated by Youkilis, along with Houghton Mifflin Harcourt and other corporate sponsors, the goal is to receive donations at each of Fenway Park’s five entrances during the Red Sox weekend series against the Kansas City Royals on Saturday, July 11 and Sunday, July 12.

“We want this campaign to be as successful as possible, and that is why we are swinging for the fences and have set our collection goal at over 100,000 books,” says Enza Sambataro-Youkilis, the player’s wife and president of Hits for Kids. “Judging by the passion that the Red Sox and their fans have for the City of Boston, we are confident that we will surpass our goal.”

Boston Public Schools has created a wish list of close to 150 recommended titles, from Laura Vaccaro Seeger’s One Boy(Roaring Brook) and Anna McQuinn’s Lola at the Library(Charlesbridge) to Carl Hiassan’s Scat (Knopf) and Dr. Seuss’s The Lorax (Random). And students from Lesley University  have volunteered to help sort the books in preparation for distribution.

“This will be an incredible shot in the arm for the 94 schools that will be recipients of this generous donation,” says Karin Kell Deyo, a senior program director for the district’s library media services. “This donation will go a long way to help us with boost our print collection for our early readers in that critical time in their literacy education.”

 kevinyoukilisYouk (as he is nicknamed), 30, a Cincinnati native, was signed to the Red Sox in 2004, and last January, he inked a $41.25 million contract. In 2007, he began his foundation, which is dedicated to rallying local and corporate support for charities focused on the health and wellbeing of children.

Houghton Mifflin Harcourt, the lead underwriter, will match each book donation and donate shelves to some school libraries in the city. “We are planning, in some instances, for a full transformation of school libraries-from empty shelves to fully-supplied libraries,” says Houghton spokesman, Josef Blumenfeld.

Valvoline Instant Oil Change will also accept book donations at all of their Massachusetts, New Hampshire, and Rhode Island locations.

What a terrific reading role model Kevin is as well as being a good sports citizen for school libraries. Congratulations to all involved. Wouldn’t it be lovely if some sportspeople in Australia did something similar?

Evaluation of Evidence-Based Practices in Online Learning

The United States of America’s Department of Education has just released a report on the “Evaluation of Evidence-Based Practices in Online Learning“.  The 93 page document sets out the answers to the following questions:

1. How does the effectiveness of online learning compare with that of face-to-face instruction?

 2. Does supplementing face-to-face instruction with online instruction enhance learning?

 3. What practices are associated with more effective online learning?

 4. What conditions influence the effectiveness of online learning?

 With our current educational system, the majority of us will be interested in questions 2, 3 and 4 as we implement online learning alongside face-to-face teaching instead of replacing it. (The range of ‘learning outcomes’ that were measured varied depending on the subject taught.) The report goes on to state: 

The corpus of 51 effect sizes extracted from 46 studies meeting these criteria was sufficient to demonstrate that in recent applications, online learning has been modestly more effective, on average, than the traditional face-to-face instruction with which it has been compared.

 And on average, online learning produced better student learning outcomes than face-to-face instruction in those studies with random-assignment experimental designs (p < .001) and in those studies with the largest sample sizes (p < .001).

 Studies comparing variations of online learning provides some additional insights with respect to designing effective online learning experiences. The practice with the strongest evidence of effectiveness is inclusion of mechanisms to prompt students to reflect on their level of understanding as they are learning online. In a related vein, there is some evidence that online learning environments with the capacity to individualize instruction to a learner’s specific needs improves effectiveness.

In brief, students who have been exposed to both online and face-to-face teaching and learning have fared better than those who have experienced only face-to-face learning or only online learning. As most of us interested in embedding new technologies into teaching and learning use this method, this is an exciting (but a hopefully expected) finding.

The report concludes with this statement:

Educators making decisions about online learning need rigorous research examining the effectiveness of online learning for different types of students and subject matter as well as studies of the relative effectiveness of different online learning practices.

It seems that there have been few other studies into the comparison of face-to-face teaching and the quantifiable efficacy of online learning and although this study admits the results are encouraging, it is being left up to individual teachers and schools to determine for themselves if combining online and face-to-face teaching and learning suits their students and subjects.

Nevertheless, this report is encouraging for any teacher who needs to demonstrate to others the worth of using Web 2.0 tools in teaching and learning. 

Authors lobby government for statutory school libraries

An article in today’s (UK time) Guardian newspaper outlines how popular children’s and YA authors have sent a petition to 10 Downing Street asking for schools to have statutory rights to a library.

Written by Alison Flood guardian.co.uk, Wednesday 1 July 2009 12.01 BST

 pic1

Reading in the school library. Photograph: Graham Turner

A high-profile group of children’s authors, publishers, teachers and librarians is calling on the government to make school libraries statutory. Signatories to a petition to Number 10 include Philip Pullman, Horrid Henry creator Francesca Simon and former children’s laureate Michael Rosen, as well as the general secretary of the National Union of Teachers Christine Blower, Dave Prentis, general secretary of Unison, top children’s publishers and the directors of a raft of youth library associations.

The campaign’s supporters, who also include the Carnegie medal winners Mal Peet and Beverley Naidoo, are concerned that while prisoners have the statutory right to a library, schoolchildren do not, and they believe it is essential that children get the habit of reading for pleasure. “[We] wholeheartedly support the right of prisoners to a library. It can be part of the process of rehabilitation through education. We are concerned however that school students do not have the same right. Research indicates that many young people who offend have low literacy levels,” they say in a letter that will be sent to secretary of state for children, schools and families Ed Balls this evening by the campaign’s head, the twice Carnegie-shortlisted author Alan Gibbons.

Only half of all secondary schools have a full-time librarian, they say, and only 28% have a qualified librarian. “Sadly, some of our schools still lack adequate library provision,” they write. “It would not be expensive to rectify this situation, even in these difficult times. The social costs of poor literacy are significant.”

Gibbons said this morning that the petition was only the start of a concerted campaign to make school libraries statutory. “When it’s just the book world, particularly if it’s just libraries, the government feels less pressure than if it is a broad cultural movement supporting literacy,” he said. “That’s why I’ve been working on publishers, teaching professionals and public service unions.”

Last November Pullman told a comprehensive school in Chesterfield that it would become “a byword for philistinism and ignorance” if it went ahead with plans to close its school library. Since then, Gibbons said, there have been “worrying indications” that more school libraries are likely to close. “It’s nibbling at the edges at the moment but the signs are there that they are being cut down,” he said. “We want to at least get the discussion going about how to deal with it.”

The petition itself – which calls on the government “to accept in principle that it will make school libraries, run by properly qualified staff, statutory” – will run until December, but by the end of the summer school term Gibbons hopes to have consolidated the support of the book world and to have started soliciting support from community figures, faith groups and celebrities within the wider community.

Harry Potter creator JK Rowling, he added, was top of his list. “We don’t want to stand on the sidelines – we want to engage with government,” he said.

Gaming @ State Library of Victoria

Xperience XBOX
FRI 17 JULY, 6.30 – 9PM
Come in and experience some of the best XBOX 360 games with an evening of modern, multiplayer, and online XBOX 360 games, such as Guitar Hero: World Tour, Halo 3, Harry Potter and the Half-Blood Prince, Street Fighter IV, and Sacred 2. There’ll also be giveaways and opportunities to win major prizes*, including an XBOX 360 & games pack. All funds raised on the night will be going to benefit the Royal Children’s Hospital. So engage with XBOX 360 gaming and help others at the same time! Presented in association with OzBoxLive.
Experimedia
State Library of Victoria
FREE [Bookings required] *$5 payable per ticket for the prize raffle
Phone: 03 8664 7099
Email: bookings@slv.vic.gov.au
Online (via Eventbrite): http://xperiencexbox.eventbrite.com

The Role of Reading in Guided Inquiry: Building Engagement and Understanding

Following on from a previous post about the excellent professional learning session delivered by Dr Ross J Todd from the Center for International Scholarship in School Libraries Rutgers University, The State University of New Jersey; his colleague Dr Carol A Gordon presented an interesting session last week to School Library Association of Victoria delegates.

The Role of Reading in Guided Inquiry: Building Engagement and Understanding was the second presentation  of the day. If you are interested in the link between effective reading and the resulting effective researching, please view and consider this engaging, relevant and thoughtful and presentation.

The notes below are a record of the session:

Carol Gordon – The Role of Reading in Guided Inquiry: Building Engagement and Understanding

  • Reading with older students; learning phonics for 14 year olds in demeaning. Research came up with what did work. These are strategies that came from evidence-based research. Context is inquiry.
  • Can use information search process as a framework for these strategies.
  • “Children reading for Gilad Shalit” YouTube video shows real engagement even though students were previously struggling readers.
  • Need commitment, emotional attachment and engagement for the students to learn to research well.
  • We want the whole Blooms. Creating, evaluating, analysing, applying, understanding and remembering.
  • Authentic learning tasks such as this one based on Anne Frank: http://projects.edtech.Sandi.net/lewis/annefrank/t-index.htm “A bit of outrage is a good thing that helps them engage with the task.” This is asking kids to be historians rather than journalists. Historians want to know the truth. Use primary documents and artifacts and interpret the evidence as they see it. Deep understanding of what history is, what historians do and the questions that they ask. Task to a high academic level. Problem solving, decision making, display and share their work. Choices about how they present; radio broadcast, write a news story, etc. Interdisciplinary applications. Methodology needs to encourage kids to use the new information in another way; relate to other situations; Blooms, variety in tasks. Keep a journal of blog to see how they are doing. Opportunities to work in groups and revise their work. Use rubrics to show students what good, average and poor looks like. We give them opportunities to reflect. Time is a pressure, but they need time to think. We must build that time in. Show them an exemplar of what a good news story looks like. Self assessment and peer review. Get kids to evaluate the task for you. How did it go for them? You will learn by asking them. You can then change this for the next time this is taught.
  • Formative assessments are based on journals, rubrics, portfolios, peer review, self-evaluations, Graphic organizers, Mapping, Checklists, Statements of intent, Rough drafts.
  • Reading skills are thinking skills. Our role in reading is much more expansive.
  • Free choice is the most important thing in terms of reading engagement.
  • Book; “Strategies that work” by Anne Goudvis and Stephanie Harvey is worth looking at.
  • How is reading digital text different from reading print text? “Are we losing the deep culture of reading?” is a more pertinent question rather than “is the book dead?” Better for kids to print out rather than read from the screen as an intermediate step. Graphic organisers and concept mapping and Wordle are not enough. Use printouts to analyse notes so that you know what they really mean and you can work out what is important and what you should use. Hard copy is really important. Passive kinds of approach to reading is not getting kids where they need to be. Encourage them to annotate and gather, sort.
  • Never give a child something to read that is at instructional or frustration level if you expect them to read it independently. Need help with this at school.
  • When comprehension breaks down, many students skip sections or words that are confusing and pick the text up again where they can understand it. The problem is, they have lost valuable information and opportunity to improve their own reading. 
  • Activating Prior Knowledge (GNR) Emotional attachment needed. Prior knowledge is who you are; your experiences, your emotions. Tap into this to help kids read well.
  • o Establishing prior knowledge, or what the learner already knows, is critical to helping them read better. Research shows that there is no difference between the recall of good and poor readers when their prior knowledge is the same. Therefore, prior knowledge can be instrumental in improving reading comprehension.
  • § Here is an example. Mrs. Clark announces to the class that they are going on a nature walk. They go outside and walk across the street to a county nature park. They walk about a half-mile and stop. They sit down and Mrs. Clark asks the class to imagine that they are lost. She asks the students to help her come up with some ideas about how they can figure out where they are, and how they will get back to school. One student suggests backtracking until they recognize where they are. Another student suggests walking until someone recognizes a familiar tree or flower as a landmark. Another student suggests that Mrs. Clark use her cell phone to call the park supervisor to come and find them.
  • § Mrs. Clark relates each of the answers the students give to clarifying what you are reading.
  • § Backtracking is similar to rereading material when you realize that you have lost your way in the story and do not know what is happening. Looking for familiar landmarks is similar to readers activating prior knowledge of vocabulary, grammar, and syntax (Hackey, et al, 2003). Calling the park supervisor on a cell phone relates to referring to outside resources, such as dictionaries or atlases. The students begin to understand that pretending they are not lost is not going to get them out of the woods, and pretending to understand what they are reading when they really did not will not enable them to fully understand the reading assignment.
  • § When the class arrives safely to their classroom, Mrs. Clark gives the students a reading assignment and a pad of sticky notes. She models reading a short passage and marking words or concepts she is not quite sure of with the sticky notes. Students then practice reading independently and highlight any words or concepts that they do not understand in the text.
  • § The next day, they write the words they marked on the board. Mrs. Clark models ways to determine the meaning of the words, such as using a dictionary, using keywords surrounding the unfamiliar word, using picture clues, and rereading. The students are comforted to realize that many students wrote the same words on the board. This helps them to build a community of learners and helps Mrs. Clark to identify vocabulary words that need further explanation.
  • Kids pretend that they don’t have the breakdown in comprehension and they get more and more lost and disengaged. Kids need to be taught to ask questions.                                                                                             
  • o Brainstorming. Developing a purpose for reading.
  • o K-W-L chart.
  • o Using Visuals to assess prior knowledge. Why pictures? They inspire questions and interest. They provide a tangible element when focus blurs and clarity is elusive. Offer a starting point. Offer support of a group working with similar themes, situations. Record in a reflection sheet (done as a group).
  • o Use Wordle to create a reading/writing summary. Words that evoke images? Good self-analysis tool for peer assessment.
  • o Wordsift analyses text. More sophisticated. Concept map and mind maps are different. Asking kids to explain why topics/words are connected. These helps kids that are on information overload.
  • o Voicethread uses voice. They can create their own book talks. Naugatuck HS on VoiceThread. Authentic learning.
  • o Determining importance, All information is not equal. Get rid of what is not important. Illustrations are important; they can represent data in a table, graph, etc. Use these tools to elaborate on an idea. A quotation is an illustration. They need to elaborate on it and link it to one of their ideas.
  • o Statement of Intent with research question. TL must sign off on it. Passport to continue.
  • o Information circles. Idea of Literature circles and adapted to informational text. Group kids by topics they are interested in. Break up tasks. Students have roles (leader, illustrator, vocab guru).
  • o Different types of questions. Some info is literal, some is inferred. Give them ‘what if’ questions.
  • o Sticky notes or Diigo.
  • o Graphic organisers are very good for analysis. We don’t give kids the tools to process the information that they find. Graphic organisers give kids the ability to process and analyse notes.
  • o Kidspiration/Inspiration
  • o Inferring and predicting are just as important for informational text. Read with higher interest.
  • o Blogs effective with helping with reading, They read each other’s work. Get kids prepared for class. Framework for thinking about pre-reading. Many kids will read a blog rather than a book. Their absence is visible from a blog.
  • o Best books for visualizations: Visualize This: Books about the Arts, Notes on a Page: Books about Music, Into the Past: Books about History,
  • o Theories and Revelations: Books about Math and Science, Challenges and Change: Stories of Politics, Identity, and Understanding, Seriously Surreal: Tales of (Im)possibility, Over-the-Top: Sly and Sophisticated Humor, All Cracked Up: Fractured Fairy Tales and Fables
  • o Double entry journal. Quotes/My thoughts about quotes. Forces kids to interpret. Do I understand what I have read?
  • o Kids have to make connections with their reading text, eguse graphic novels for visual alternatives for stories
  • o 16 Steps to Monitoring and Regaining Comprehension
  • § 1. Reread.
  • § 2. Read ahead.
  • § 3. Stop to think
  • § 4. Try to visualize.
  • § 5. Ask a new question.
  • § 6. Make a prediction.
  • § 7. Study the illustration or other text feature.
  • § 8. Ask someone for help.
  • § 9 figure out unknown words.
  • § 10. Look at the text structure.
  • § 11. Make an inference.
  • § 12. Connect to background knowledge.
  • § 13. Read the author’s or illustrator’s note.
  • § 14. Write about the confusing parts.
  • § 15. Make an effort to think about the message.
  • § 16. Define/Redefine the purpose for reading the text.

 The School Library Association of Victoria should be congratulated for providing such transformational and important professional learning sessions. Thanks to Rhonda Powling for supplying Bright Ideas with some photos from the session.