Yearly Archives: 2014

‘Synergy’ school library journal – open access

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synergy

The journal Synergy, published by the School Library Association of Victoria (SLAV) began life as a paper journal in 2003. It is a partially refereed professional journal with a focus on the wider world of education and best practice in school librarianship. Edited by Dr Susan La Marca, it is published twice a year.

In 2009 Synergy moved online, but was closed, only accessible to members of the association.  But this year brings change – as of May 27th the back issues of the journal have been made available to anyone. The current issue remains for members only (you can see the contents) and it will be moved to open access as each new edition is published.  SLAV has made the decision to open access to back issues of Synergy because it believes in a culture of collegiality and knowledge dissemination.

Synergy website is http://www.slav.vic.edu.au/synergy/

Synergy has published some wonderful articles during its 10 year history.  They largely reflect Australian school library research and practice written by experienced practitioners, but also include a global perspective.   Professor Ross Todd and Dr Carol Gordon – Rutgers University, USA have been generous contributors over the years, sharing best practice and innovative ideas.

A sample of articles now available online are:

Synergy also reviews professional publications in the field of school librarianship in a dedicated reviews section in each edition.

School Library Association of Victoria leaders hope making Synergy accessible is useful to the broader community of school librarianship. They welcome your feedback on the journal and the move to open access. Contributions of future content are always welcome.

 

Blogging in the classroom – resources by Silvia Rosenthal Tolisano

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If you have ever thought about introducing blogs into your classroom or school library, it’s well worth looking at Silvia Rosenthal Tolisano’s blog Langwitches (@langwitches on Twitter).

Recent posts look at how blogging is fundamentally different to simply writing using a computer and how visible thinking routines can get students to reflect and develop metacognitive skills.

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Here are a few posts providing strategies and resources for using blogs with students:

To read more great posts about engaging students in blogging, follow the tag ‘Blogging’ on her site.

ANZAC commemoration – family stories

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Over the past week we have witnessed news reports of Australian Prime Minister, Tony Abbott, and war service veterans attending the 70th anniversary of the D-Day landing in Normandy.  The largest seaborne invasion in history.   Our attention has been drawn to the veterans as they relive and recount the impact of the war years on their lives.  Over the next year, as we commemorate the 100th anniversary of Anzac, we will be encouraged to reflect on the efforts of all Australians during wartime.  We are fortunate to have access to a growing range of quality online resources that document the people and events involved in defending Australia.  This commemoration is an opportunity to harness the creativity of our students and involve them in revisiting, and perhaps even discovering, their own family history.  These World War I sites are some that will adapt well to the classroom.

100 Years of Anzac is the official website of the Australian Anzac Centenary commemorations.  The Centenary is planned to be a time remember not only the original Anzacs who served at Gallipoli and the Western Front, but commemorate more than a century of service by all Australian servicemen and women.  It encompasses all wars, conflicts and peacekeeping operations in which Australians have been involved. This site includes links to many relevant resources.

Gallipoli and the Anzacs  Created by the Australian Government, Department of Veterans’ Affairs, this site contains a wealth of information about Gallipoli, the landing, individual accounts, photographs, diaries and the Gallipoli Peninsula today.  Ideas and resources available support the study of Gallipoli for many different approaches.

World War I Diaries – Our Stories, Your Stories is a commemorative project of State Library of NSW. Through 2014 to 2019 the Library will take its collections on site, on tour and online to tell our stories, and to listen to your stories. At the heart of the commemorations is the collection which includes some 1140 volumes of diaries written by over 500 servicemen and women, supported by newspapers, photographs, maps and ephemera.   Diaries will be completely digitised, transcribed and available on line. The library is inviting the public to contribute their own stories.  See also World War I and Australia Research Guide

Researching Australians in World War I Research Guide  developed by staff of the State Library of Victoria focuses on Australians serving in World War 1. It also includes some information relevant to Great Britain, Commonwealth nations and other combatant nations. Included is a section on nurses and women’s war occupations.  This guide is a digital roadmap for any war service researcher old or young.  It provides links into library records and collections with tips on how to construct a successful search and where to look for particular information.

Mapping our ANZACs by the National Archives of Australia has been available for a number of years and continues to grow in richness as people build their own scrapbooks and add family photographs.  It provides an accessible interface for searching veteran war records.  The interactivity of this site is an ideal teaching opportunity as students trace their own family members and then potentially, contribute to the collection.  It’s a site that can stimulate family conversations and potentially lead to the revealing of family stories.  A reminder about War & Identity- Education, a website of the Anzac Day Commemoration Committee.  This site has also been available for some time but the interactive resources are well worth a reminder as schools introduce 1:1 computing devices.  

Finally, Lives of the First World War – is a UK First World War Centenary project.   Presently in its infancy, the Imperial War Museum is creating this project to bring material from museums, libraries, archives and family collections from across the world together in one place.  They hope to inspire people of all ages to explore, reveal and share the life stories of those who served in uniform and worked on the home front.  Australians are invited to contribute their family stories to help build this Commonwealth resource.

This is not an exhaustive list of Australian World War I resources.  It is a sample of the material available for students to develop their own content, contribute their own stories and develop a greater understanding of their place in history.

Do you have a resource to recommend?  Please share your knowledge via the comments option.

 

What was there – historical photos and Google Maps

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What was there uses historical images and Google Maps to look at how places have changed overtime. You can add photos to specific locations and then using Google Street View, overlay images from the past and present.

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A particularly nice feature of the interface is the option to fade between photographs and the street view image. Anyone over 13 can register with the service and add images, tag by location and year, save locations, and position images to overlay with street view.

There are some great examples of cities that have thousands of photographs pinned to different locations, including New York which has around 2000 images. Closer to home, the Victorian regional town of Bairnsdale has around 60 historical images pinned to shops and community buildings.

What was there 1

With so many cultural institutions digitising collections and making images freely available online, tools like What Was There give students and teachers the opportunity to connect to local history in new ways. The State Library of Victoria has thousands of out of copyright images of regional towns around Victoria that can be used freely for educational purposes.

Imagine students finding images of their town or suburb’s main street a hundred years ago and comparing it to today? Or even their own house or school? Try searching for your town or suburb name in the SLV catalogue and see what you can find.

Library tours on Historypin

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We recently came a across a great application of Historypin, a tool which lets you attach media to specific locations on a map.

Judith Way has created a virtual tour of Australian (and a few international) school libraries showcasing different approaches to library design and function. It’s a great example of how we can use tools like Historypin to share our learning and expertise with colleagues.

Tools like Pinterest could also be used to showcase library spaces and displays online.

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You can look at individual libraries, view by location or follow the tour.

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Unconference and Teachmeet models explained

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Participation in social media whether it be via Facebook, Twitter, sharing photos through Flickr or one of the many other forms of online collaboration, has provided new opportunities for meeting, learning and sharing professionally.  As online collaboration develops, we see it beginning to influence our learning behaviours.  A new vocabulary and model of socialised professional learning is emerging.  Words such as unconference and meetup are becoming common terms when discussing professional learning. But what do they mean?

Delegates at the recent SLAV conference had the opportunity to participate in the trial of an unconference style workshop.  An unconference can generally be described as a professional learning day (or part day) where people meet with the intention of learning together.  The content of the day is relatively unstructured but is driven by the participants who nominate what they would like to learn about, or alternatively, offer to share their own knowledge on a topic.  While there may be an overall theme, the schedule for the day is loose and is determined by those attending on the day.

Here’s how it happened at the recent SLAV conference:

  • At the conclusion of the morning session delegates were invited to write on a post-it note, a topic they would like to know more about.
  • Over lunch the notes were sorted into categories such as: ebooks, library management, team building, makerspaces and others.
  • At the time of the session, delegates moved into their interest group to discuss and share ideas.
  • Each group was chaired by an experienced librarian or teacher librarian who supported the discussion.

Informality and openness are the key features of an unconference.  While each group has a leader, everyone is encouraged to contribute to the discussion.  Ideally notes are taken and shared via social media e.g. Twitter.

One significant benefit of an unconference session or day is the opportunity to network more closely with colleagues.  The lecture model of traditional conferences is evolving into a more participatory experience.

Teachmeets are another popular form of ‘ground up’ professional learning.  They particularly relate to educators and are also supported by social media.  Many groups have adopted the meetup model as you can see by visiting the site Meetup. Celia Coffa wrote a comprehensive post What is a Teachmeet last year.  She is one of the driving forces behind Teachmeet Melbourne, a very successful local learning group.

Teachmeets differ from unconferences in that participants nominate to make a presentation of either 2 or 7 minutes.  It may be the sharing of proven classroom practice or perhaps a favourite learning and teaching tool.  Timing is precise and has the effect of building excitement and tension. Dug Hall explains all about Teachmeet.

We are seeing the sociability of human nature emerge to take advantage of social media as increasing numbers of teachers and other professionals move from the digital social media to arrange to meet in person around a common interest in education, or some other topic. The strength of the concept is that teachers learn from each other within a self organised environment.

Both the Teachmeet and Unconference model are an excellent way to build your professional learning network.  They can be successfully applied to inschool training or subject association branch meetings and have the appeal of giving people a voice and tapping into talent that often remains hidden.

Your library, your career – SLAV / SLV forum

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On Friday 16 May, School library Association of Victoria, in conjunction with the State Library of Victoria, held a forum to explore the role of individuals working in a school libraries and the importance of their personal approaches to the position.  Entitled Your Library, Your Career : Manage, advocate and create change for a dynamic school library and fulfilling career, over 100 delegates ranging from teacher-librarians and librarians to technicians attended, once again indicating the diverse range of professionals working in school libraries. This Storify captures the #slavconf Twitter feed of the day, capturing conversations and knowledge sharing made possible beyond the actual forum venue through social media.

Three keynotes addressed the topic: Advocacy, vision, community and personal responsibility in the management of the emerging model of school libraries Justine Hyde, Director Library Services & Experience Directorate, spoke from a State Library of Victoria perspective on The Library as the centre of the community.  Justine outlined the transformation that has occurred in recent years as the result of research, planning and innovation to produce a 95% increase in use of the library by the public.  The journey continues for the State Library as they transform services to include more public involvement with an eye to new inclusive technologies through their website and programs.

Christine McAllister, Acting Manager Libraries & Learning, Brimbank Libraries shared the experience of Building a Learning Community.  Christine discussed Brimbank’s ‘Programs Framework’; a tool the library service uses to ensure programs are strategically targeted to support the community’s learning, leisure and lifestyle needs and enhance social and economic outcomes.  She illustrated the importance of designing specifically targeted services and building the skill capacity of staff.  This advice resonated with school library staff especially those who have participated in the SLV PLN (Personal Learning Network) program.

Library Teams 2.0: leveraging your Personal Learning Network for growth and innovation, presented by Camilla Elliott, Head of Library/eLearning Coordinator Mazenod College, focussed on the role of the individual within the library team.  It explored the necessary components and the ability to gain value by leveraging the tools, community and ideas within an environment that develops ownership, a sense of belonging and the confidence to act.  Success relates directly to individual attitudes however, leadership and a vision are essential.

Dr Carol Gordon, recently retired library educator of Rutgers University, New Jersey, USA, challenged delegates to consider the today’s important challenges for school libraries by exploring the School Library as a Model for Educational Reform.  Carol emphasised equity of instruction and sustainability as critical criteria for the conceptualisation of viable school libraries.  Ranging from inquiry-based learning to reading and literacy programs, she also reminded us of the vigour required within school library programs, the need for tracking of programs to ensure equal access for all students.  Carol had a busy week while here in Victoria, conducting workshops at SLAV branches in Mafra and Wangaratta, and at John Fawkner College.

Suzette Boyd, also recently retired, gained a reputation for innovation and leadership throughout her career as a secondary teacher librarian.  Through Your Library, Your Career: a Case Study, Suzette challenged delegates to aim to be the cultural and educational hub of the school.  She provided a reflection toolkit to support this journey and shared a case study of her own career to inspire those present to reinvent and rebrand the library and its staff.  Suzette emphasised the need to know your team and its capabilities, the importance of building connections and trust with students and teachers and, most importantly, the principal.

The forum rounded off with the SLAV/SLV team moving into experimental territory and trialing an unconference session.  Ever conscious of the value of peer sharing, the unconference model invites delegates to write onto a ‘sticky note’, a topic they would like to know more about.  They are then put together in teams of like-minded individuals for discussion and information exchange.  The experiment was a success and delegates can look forward to more opportunities for informal learning at future SLAV events. Finally, two important and exciting initiatives launched at the forum were:

  • The new SLAV website www.slav.org.au introduced by website manager Joy Whiteside.
  • The SLAV mentoring program, introduced by Dr Susan La Marca, which will involve experienced members in providing support and advice to newly qualified SLAV library professionals.  Details will be available through the ‘members’ section of the SLAV website.

Please note: Presenters papers and presentations will be available shortly in the Professional Learning section of the new SLAV website.

SLAV and ALIA collaborate on Bendigo conference

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The newly refurbished Bendigo Branch Library of the Goldfields Library Services was recently the venue for a joint conference of the Australian Library and Information Association (ALIA) and School Library Association of Victoria (SLAV).  See Rhonda’s Flickr album for further images.

Held on 1 May, the conference entitled Together we are stronger in building communities, was an opportunity for regional library professionals to participate in professional learning within their own community with presenters and topics largely related to the local region.

Use of the #slavconf Twitter hashtag which has become familiar to SLAV professional learning events, was embraced by delegates who used it to share ideas and resources with the broader community of followers. Some of the significant tweets from the conference provided a shapshot into the day.

The opening of the conference

Collaboration and resource sharing including the changing nature of libraries

Tania Berry’s presentation on Makerspaces

Digital Citizenship from the Alannah and Madeleine Foundation

The day was evidence of successful collaboration between school and public library sectors and augers well for future partnerships to benefit regional members in particular.

Presenters notes will be available online when the new SLAV website is launched at the next professional learning event, a SLAV/State Library of Victoria seminar, on 16 May.

 

AITSL research project – VicPLN reflection

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Last year, some of you completed a survey for us exploring your experiences of the Victorian Personal Learning Network (VicPLN) courses. In this post, we’d like to share our findings.

The team at the State Library of Victoria applied to the Australian Institute for Teaching and School Leadership (AITSL) to research the impact of our professional learning approaches, in particular the impact of networked learning in the VicPLN program.

We undertook surveys and case studies with questions based on Stephen Heppell’s framework for effective learning.

Our hypothesis:

That the online delivery of the Victorian Personal Learning Network course (VicPLN) through guided collaborative learning encourages sustained change in professional practice in schools and school libraries.

Despite considerable positive feedback over the years, we weren’t anticipating the profound impact the PLN had on many participants, their attitudes to learning and confidence with peers.

Truly it transformed me or maybe it turned me inside out […] – it allowed me to develop professionally with like-minded people. It allowed me to share with those people and beyond. It allowed me to find serendipitously things that I needed and that gave me more ideas.

[…it has changed the] way I think about trying to solve problems – so if I need something – I don’t know what I used to do, but now […] I’ll go on Twitter and I’ll ask or I’ll use a certain network of people […] you don’t Google it – you Twitter it.

Key trends – Case studies

Importance of sharing – Participants who took part with colleagues from their school or library found the shared experience made the learning more meaningful and immediately applicable in the workplace.

And in terms of the library I think it’s been profound as well, in the sense that we have restructured our library, we’re aware of the way libraries are changing and I think the PLN has given us confidence to move forward and I think, a little bit out of the box in terms of our approach.

Power of networks and the idea of an authentic audience for learning – For some participants networked learning was completely transformative, changing their entire approach to teaching and learning. It enabled them to become advocates for change in their schools and the broader professional community.

[…] what the PLN did for me was to see – was to give me a bridge to what I think all education should do […] almost a subversive bridge for the children, for the students out into the world […] – I was with true colleagues. […] It gave me and it affirmed that this is what a great teacher aims to be, out in the world, thinking, making connections, making possibilities, realising possibilities.

Key trends – Survey

The first place people share is with their colleagues, with 98.5% of participants indicating they shared their professional learning with colleagues and school staff.

It makes sense that educators, as part of deeply collegiate profession, look to peers before looking out to the broader online community. It also highlights the importance of PLNs in all their forms, be they local, international or something in between. The power is in connecting with others around a shared goal.

[The PLN is] probably the first time I’ve shared my professional thinking with anybody […] in schools, you might at a staff meeting or something, but that’s probably the biggest change in my mindset, the kind of thing that I try and get other people to do now is to realise that when you’re sharing you’re not showing off, you’re … trying to get reactions to help you learn more.

72% of participants surveyed indicated that the course gave them the confidence to share with peers. Developing the confidence and shared language to engage in professional discussions with peers is core to being an advocate for change in schools and libraries. Getting issues out in the open for debate supports organisational transparency and cultural change.

The PLN has given me a language to talk to other people […] although I tend to take ideas from it rather than give online, I do share those ideas with other staff. […] look it’s really worth everyone being encouraged to do it […] it is life-changing. In the sense that my teaching practice is different.

I feel as though I have the vocabulary now to ask the right questions, whereas before I did the PLN I didn’t even know what questions I should ask.

The PLN, for me, provided a space in which to explore possibilities […] it changed my relationship [with staff and students], it changed how I operate, that I became a more effective change agent.

The project was a wonderful opportunity for the PLN team and past participants to reflect on our practice and the impact the course has had on individuals and broader networks. One of the most interesting results for us was how sharing often begins with local PLNs including colleagues in schools and communities close by.

Our networks begin close to home and then with growing confidence and success, reach out into world.

 For information on our online courses, visit the State Library of Victoria website.

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Labrary – experimental library makerspace

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Labrary was a 37 day experiment that trialled the idea of a community makerspace that extended beyond traditional library walls. The project was developed by a team of students and staff from Harvard University’s School of Design in collaboration with the Librarian/Assistant Dean for Information Services, Anne Whiteside.

While based on key principles that underpin any library – ideas, information and culture – Labrary encouraged collaborative activities, experimentation and sharing. Labrary, as the name suggests, was a ‘lab’ and a library at the same time. It was designed to be a place where you could explore, experiment and test ideas and where failure was accepted as part of the creative process. More importantly, it gave people the opportunity to develop new themes, and to share interests – providing meaningful projects for the community. Labrary was also community driven so anyone could  walk in off the street and do whatever they wanted, rather than being something procured by an organisation or institution from the top down.

Some of the activities in Labrary included:

Inflatable reading room – A portable bubble for group discussions or a quiet space to chill out. A space within a space designed to transcend and take you to other worlds.

Time/Slice – A crowd-sourced digital bulletin board that opened the library up to different users, letting them discuss, collaborate, extend their personal research and include others’ resources organically. It’s also a way library sanctioned events could appear on a calendar alongside informal meetups and pop-up events.

There were also a series of discussions labelled Library Futures that explored how libraries could work in the future.

Libraries are well known for their role as transactional entities – people come to libraries to find information, then off they go to make sense of it. Labrary gave people a chance to work together to make information meaningful together. This didn’t eliminate the space for quiet solitary thought, but rather, was an additional resource – rich knowledge curation evolving in real time in a networked community.

In terms of how we work in our own libraries, the idea of having a space for experimentation in a library makes good sense because there’s access to information, and space to put that information to use. Working in groups to problem solve, create, and discuss changes the dynamic of work and progress, creating one that collectively builds on our passionate energy, becoming a reserve for everyone involved.  Experimentation encourages risk in learning, with rewards for new ways of doing things, learning and creating that we couldn’t have imagined before.

For more information about the project, you can read an Library Journal article on the Labrary project here.