Category Archives: Professional learning

Talking about content curation

Posted on by
4

Rhondda Powling was part of  a group, including staff from the State Library of Victoria, who presented at SLAV ‘s ‘Be in control: participate in the new age of school libraries’ on the value of personal learning networks, workflows and online tools. This guest post reflects on her presentation exploring content curation. You can find Rhondda’s blog here.

I was asked to speak about ‘Content Curation’ at a recent SLAV conference. You could say a lot about curation but I was asked to do two short sessions about ten minutes long. What to include in this brief session and what to leave out was a conundrum. I wanted the topic of curation to make sense. I tried to focus my thoughts on what I believe curation means to me. Why is it important to my learning, how do I use it with colleagues and students and why should I? So this is my experience of curation.

The phrases ‘content curation’ and ‘digital curation’ are buzz words in the online world, especially in my library networks. Although curation tools are many and varied, the approach I take when running sessions for teachers at my school is that when used properly, these tools enhance professional learning.

The AITSL Professional Standards for Teachers includes a section on Professional Engagement. The first paragraph under this is ‘Teachers model effective learning’. They identify their own learning needs and analyse, evaluate and expand their professional learning, both with colleagues and individually. One of the ways to demonstrate this kind of learning is through professional reading. It is easy to keep a record of professional reading and evidence of learning and sharing if you become a good content curator. Content curation also covers the collegial aspect.

Content or digital curation is not simply collecting links. Many teacher librarians, myself included, have been collecting links (for example: school topics, research) for years. So:

  • it’s not really a creating process as such but rather a process of sorting, arranging and then further publishing about information that already exists in the online or digital world
  • it is a process of first finding digital content that might be useful then sorting the results into the best and most relevant links, value adding with annotations and then sharing them in meaningful (organized) ways.

Good curators identify and define their topics or subjects at the outset. They then select what to keep whilst providing some context and annotation. Good curators make sure they correctly credit the sources as they offer their networks appropriate and easy access to their curated sources.

How to begin curating

Focused filtering and selection is a very important aspect of effective curation. Try to be as clear as possible about what you want. There are many ways to locate good content especially if you use social media. There are also many tools for curating. See my Google doc for some suggestions These are tools I use or others that I have seen. Some I do not use myself but they are recommended by other colleagues. Another post about curation tools that is worth looking at is 55 Content Curation Tools To Discover & Share Digital Content, which includes an annotated list, from the TeachThought blog.

Robin Good is an expert when it comes to the topic of content curation. He has extensive knowledge of the practices and tools and his comprehensive map of content curation tools and skills is divided into key categories. There are over 250 tools in this collection, so be prepared and take it slowly.

I have found that the best way to choose a curation tool is to be as clear as possible about what you want then spend some time looking for the tool/s that best suit your needs. That means, as you begin, have a ‘play’ with different tools and evaluate them critically. Some tools offer more advanced filtering search options than others. Some are more visual. Of course, as with everything in the digital world, things may change and what works for a while may alter its perspective and/or no longer continue to meet your needs.

I use around five main tools that allow me to find information and links. I actively search for information on specific topics and follow a number of people and groups using social media who have similar interests to me. These include my Diigo groups, Scoop.it and Paper.li authors via gmail notifications and summaries. I usually get daily, but sometimes weekly, summaries sent to me.

I do not regard Twitter as a curation tool but I find it very useful (via groups and hashtags) to locate possibly useful content. If I don’t have time to read it fully, I use Diigo’s “read later” option to help me filter out what I want to annotate and keep. Twitter is also one of the ways I inform others in my networks about possible sources that may also be of interest to them. Pinterest and Scoop.it are both curation tools that I use often and they make it easy to share to other social media platforms.

When I first began I looked at what others were doing. Here are a selection of people I follow:

 by cambodia4kidsorg

I think it is important that the task of curating becomes a regular one, part of the daily routine. Beth’s suggestion about timing is a good one. I try to go through my lists most days. If, after a week I haven’t got to suggested sites, I usually delete the suggested lists, as new ones keep coming in.

My time was up. This was as far I got with my coverage of the topic. There is more I could discuss especially how it might be used to assist student learning.

I left the group with a second graphic that offers a good visual about the process of curating.

 by cambodia4kidsorg

And these videos about why it’s important to curate.

 

Image credit: Alfred E. McMicken, (1936) Greenville Public Library, [mobile library service] [picture], State Library of Victoria Pictures Collection.

 

Be in control: participate in the new age of school libraries

Posted on by
1

On May 24th, SLAV hosted ‘Be in control: participate in the new age of school libraries’, a conference for library teams. In this post Cindy Tschernitz, SLAV Executive Officer, reflects on the day. The Bright Ideas team also interviewed delegates at the conference and you can listen to the recording here.

What a fantastic day for all delegates. We embraced the year’s theme of ‘Participate, engage, shine – you, me, us’ with a great level of engagement, interaction and enthusiasm. Delegates don’t want to be passive receptors of information and we need to engage, challenge and involve which we did at this conference. It was particularly heartening to see and hear from library team members who learnt from each other and spread the word beyond Melbourne Park through Twitter.

You can see a Camilla Elliott’s Storify of tweets from the day here.

Speakers were outstanding. James Laussen Principal of Overnewton Anglican Community College and Joy Whiteside, Head of Library (a very active SLAV member and John Ward Award winner) did an excellent job setting the scene for the day. Jim gave us an overview of where education is going and Joy followed with her well researched paper on where school libraries are going. She told it as it is, no holds barred and really allowed all to reflect on their role in the school library and greater school community. We had a solid basis for the rest of the day.

Michael Jongen discussed the issues around how we can best provide access to all types of digital content. What struck me was the complexity of improving access and the more Michael spoke, the more issues were raised. As many of the delegates were involved in technical aspects of school libraries, like cataloguing, there were many many questions raised. To some degree it appears that the new cataloguing rules, RDA (Resource Description and Access) will need ongoing revision and adaptation to keep pace with digital content.

From the feedback we received, the concurrent sessions were very engaging. Thank you to Joyce, Michael and Renate and the one I attended, Management 101 presented by Janet Blackwell. Janet spoke with experience, wisdom and honesty. Telling it like it is should have been the theme for the day. Janet led us through her toolbox, showed us the tactics that she has used to ensure that the school library she is responsible for gets the credit and dollars that it  deserves by making it an indispensable part of the school community. Jane gave us some fantastic quotes which I would encourage all to look at via the days Twitter hashtag #SLAVconf.

The partnership between SLAV and the State Library of Victoria was highlighted by the afternoon’s session led by Kelly Gardiner and Cameron Hocking. The panel discussion of PLN participants and stakeholders gave some insight into the value of the PLN. It was great for those of us who are PLN dropouts to know we’re not alone and even more importantly that there are ways we can improve our time management strategies to help complete the course next time. The hands-on demonstrations exploring search strategies, curation, social media and workflow were also excellent. Next conference we will make sure that we have more time so people can attend more than one practical session.

To finish the day and highlight the importance of SLAV’s partnerships with both ALIA and other state school library associations in the Australian arena, Sue McKerracher spoke about a number of initiatives particularly the The Future of the Profession project and the 13 Project. These projects bring together government, school library associations and other agencies in an initiative that will support the school community but will also provide an important platform for advocacy for school libraries.

If I had only one word to describe the conference it would be ‘invigorating’. I am looking forward to the next one on August 15 Transliteracy: who do you ask and how can you participate? which features Professor Kristin Fontichiaro, University of Michigan, School of Information in her first Australian visit. Hope to see you there.

Talking Difference

Posted on by
Reply

Jan Molloy, Programs Co-ordinator, Humanities at the Immigration Museum describes Talking Difference, a new multimedia project from Museum Victoria with content creation opportunities for schools and libraries.

On Thursday May 9,  Museum Victoria launched Talking Difference, a multi-platform online digital media project designed to facilitate dialogue about cultural difference and promote diversity.  The project incorporates touring installations in schools and libraries, personal stories and videos. Talking Difference is funded by the VicHealth ‘Arts about Us’ program which challenges race-based discrimination through the arts.

The Talking Difference Portable Studio is a touring installation and online experience that allows you to watch, create and share multimedia. You can watch or read questions posed by members of the community and see other people’s responses to the questions as well as add comments.

The Studio toured Brimbank Libraries in 2011 creating opportunities for a broad range of people to have their say. In 2012 the Portable Studio toured regional Victoria including Shepparton, Mildura, Horsham, and East Gippsland.

Talking Difference in schools

The Schools program promotes dialogue amongst students about race based discrimination and the impact this may have on both the school and broader community. Students will have the opportunity to understand and reflect on different perspectives of identity and diversity by creating and sharing content using the Portable Studio platform.

The studio will tour schools in Brimbank and Casey in 2013.

First school placement May 2013

Essendon Keilor Secondary College is the first school to participate in the project. Students met with Transmedia academic Emma Beddows and artistic fellow, Christie Widiarto. Students will take part in a number of workshops, producing an installation around the themes of diversity and race based discrimination. The portable studio begins its residency at the school on Monday, 20 May.

Overnewton College, Casey Greammar and Hampton Park Secondary college will all be  participating in the project in 2013.

If your school is located in the city of Hume or Melton and you would be interested in participating in the project in 2014 we are taking expressions of interest at the moment.

Please contact Jan Molloy  jmolloy@museum.vic.gov.au or Tatiana Mauri tmauri@museum.vic.gov.au .

For further information, photos and videos please go to the Talking Difference website.

 

Online assemblies using Blackboard Collaborate

Posted on by
2

Scott Duncan from Cranbourne East Primary School recently spoke at TeachMeet Melbourne at the State Library of Victoria. His school has begun using Blackboard Collaborate to run online assemblies. This post, which originally appeared on his blog, details the process.

Cranbourne East Primary School shares a site and facilities with the local secondary college. Given the size of our school population and available facilities, we found we didn’t have a large enough space to accommodate a whole school assembly. We looked into alternative methods of delivery and began broadcasting assemblies using web conferencing.

We run sessions using Blackboard Collaborate, previously known as Elluminate, and publish them through our school website. Parents and members of the community who subscribe to our school website receive an e-mail notification when the session becomes available.

Every seven days (our school works on a 7 day rotating timetable cycle) I create a session and post the link on the school website. I also develop and upload PowerPoint slides and a recording of the National Anthem.

Our principal and school captains host the assembly and co-moderate the session. We meet about 15 minutes prior to the session and run through the agenda and slides.

Our online assemblies generally include:

  • A technical run through (audio setup, using the mic etc…) and reminders about acceptable use of Blackboard Collaborate for new users and parents at home
  • Welcome to country led by our school captains
  • The National Anthem – words appear on slides and we use the multimedia function to send out the music
  • Sign of the week – AUSLAN is our LOTE and each week our AUSLAN teacher uses the video tool to demonstrate a new sign for the week
  • Principal’s report – we cross to the Principals office where our principal uses slides, video and/or audio tools to present his report
  • Student performances are broadcast using audio and video tools
  • Shining Star Awards – the award co-ordinator creates slides which I include in the overall presentation, school captains read out winners’ names (we only publish first names due to cybersafety and privacy) and students collect their awards from the office at the end of the day
  • Mathletics update – the numeracy co-ordinator uses audio tools to present an update on students’ mathletics achievements
  • House Points – our house captains read out weekly results and scores appear on slides
  • Any other teacher announcements – staff use the ‘raise hand’ tool to indicate they have something to share and use the microphone tool to talk
  • Assembly recordings are published to our school website for those who miss the ‘live’ session.

Since we began using web conferencing, staff are considering ways to they can use the software with students. Parents who can’t come to assemblies can now participate from home, watch recordings and see students’ awards and presentations . The online assembly program has also helped students develop speaking and listening skills.

I hope to expand the program and involve more students, train more teachers as moderators and investigate ways we can involve people from the broader community.

You can see Scott’s presentation at TeachMeet Melbourne here.

Image credit: T.P. Bennett, (1915) Assembly in hall [picture], State Library of Victoria Pictures Collection

Splash: multimedia resources, games and online events from the ABC

Posted on by
Reply

Splash is a new educational initiative developed in partnership between the Australian Broadcasting Commission and Education Services Australia. The site includes a large library of media clips, audio, games and activities for teachers and students mapped against the Australian Curriculum.

The multimedia library provides access to the ABC’s impressive archive, including age-appropriate notes and questions. There is also information for parents, including a brief guide to the Australian Curriculum. All resources are free and can be accessed from any device.

In addition to resources, Splash is also the hub for live national events facilitated through online conferencing, connecting students to experts and each other.

This brief introductory video provides background to the project and highlights key resources.

The value of shares

Posted on by
Reply

There was an interesting development last week in the United Kingdom, where Education secretary Michael Gove gave a speech addressing a perceived lack of relevance and rigour in school education.

A key talking point of the speech was Gove bemoaning the way “proper history teaching is being crushed under the weight of play-based pedagogy which infantilises children, teachers and our culture.” Gove gave the example of an activity aimed at Year 11 students that asked them to create a picture book about the rise of Adolf Hitler in the style of Roger Hargreaves’ iconic Mr Men books.

History teacher Russel Tarr, who is the creator of the particular activity, responded to Gove’s claims. Tarr outlined the way the ‘Mr Men’ activity is used as a revision and consolidation task. Tarr’s response is well worth reading as it explains the methodology behind the task and student reactions to the activity.

Whatever your feelings about the task itself, the incident highlights the impact of technology on the professional practice of educators. In publishing the lesson Russel Tarr has not only shared a resource that may be useful to other educators, but he has also been drawn into a debate about the value of the particular lesson. I don’t think that is what Michael Gove intended when he made the point in his speech, but Tarr’s transparent approach to curriciulum design and his willingness to not only share but to also explain his rationale sets a great example for all educators.

Too often it is easy to feel protective or even defensive of our work and practice. I know when I first began teaching I would have been terrified of another teacher coming in and watching one of my classes. I’d make the most of resources created by others, but not want to share what I had developed. Often this comes from an irrational belief that we are not good enough, or that we need to be in the profession for a long time before we can share with other professionals. But however tempted we are to cover up the classroom windows or keep our resources to ourselves, it’s important to put our work out there.

This also applies to sharing online. Being able to publish our work opens us up to a whole range of other educators who not only can benefit from what we have done, but also help us to reflect on the efficacy of the tasks we create. For many people it might not feel natural to put this online. It can take a while for some to become active in online communities, and that’s okay too. But as we become more comfortable with those in our learning network we can become more willing to share. It’s challenging for some, but the benefits far outweigh the perceived drawbacks.

Even in the case of Russel Tarr, whose lesson plan became national news, we can see that a potentially negative experience can also be made into a positive. Tarr mentions that in a week that was ‘the strangest of [his] professional career’ he also received plenty of support from his colleagues and fellow professionals online. His blog response indicates that not only will he continue to share his work, but also continue to reflect upon his own professional practice. It’s an attitude to be commended.

Image Credit: W. Edmends, (1926) Bell Street School [picture], State Library of Victoria Pictures Collection

Bamboo Dirt: I need a digital research tool to …

Posted on by
Reply

Whenever we are faced with learning new skills or new methods we tend to focus on the tools. However, when we shift our focus from  the tools to what can be done with them, real transformation occurs. Mastery and success become possible; it’s the same whether you are learning to paint with oils or teach research skills at a 1:1 netbook/iPad/BYOD school.

Bamboo Dirt is an online registry created to help educators make that shift. Its focus is on research tools and the Bamboo Dirt search function is organised around the idea of purpose.

Bamboo Dirt’s home page offers lots of browsing categories based around tasks. Categories include:

  • visualise data
  • organise research materials
  • manage tasks
  • manage bibliographic information
  • communicate with colleagues
  • author an interactive work
  •  build and share collections

Users can also search or browse by keyword, tags, recommended resources, and new resources. Each result has a short description plus information on cost, licensing and platforms.

You can make the site even better by joining and contributing. Registration is free and members can:
  • add resources
  • review them
  • comment/describe how you have used a tool
  • recommend good resources and those appropriate for beginners
  • submit tips and tricks to help others understand the value of the tool
This service is an ongoing collaborative effort between Bamboo Partner Institutions (UC Berkeley, UChicago, UW Madison), Bamboo affiliates (University of Alabama, NINES), and individuals dedicated to helping connect people with digital resources. It’s a welcome addition to any educator’s  research toolkit.

 

Be in control: participate in the new age of school libraries

Posted on by
Reply

Cindy Tschernitz, Executive Officer from SLAV, introduces the second SLAV conference for 2013.

Be in control: participate in the new age of school libraries is the second School Library Association of Victoria (SLAV) conference for 2013.  The conference for library team members will be held on Friday the 24th of  May, 2013 at the Melbourne Park Function Centre.

Continuing with the 2013 SLAV theme of “Participate, engage, shine – you, me, us” this conference highlights everyone’s role as a team member and recognises that teams win the game, not individuals. Whatever your role, whether selector, coach, captain, player, runner, medic or supporter, you  all contribute to team success.

We will examine:

  • what a school library is in the 21st century, the role of the individual in school library teams and how you can be in charge of your own development.
  • What type of professional fitness are we building for ourselves through our own personal training?
  • What strategies have we adopted in the new age of school libraries in accessing new resources and exploring different ways of operating and contributing to the school library team within the context of the Australian Curriculum?

Participate, engage and discover.  Where you will shine in the premiership winning school library team?

Registrations are now open. Download the Brochure and Registration form and email slav@netspace.net.au or fax  03 9349 4437

Thanks to Cindy for sharing details of the interesting program. Remember you can follow all SLAV conferences on Twitter using the #slavconf hashtag.

 

Using search operators

Posted on by
Reply

Search operators are everywhere – embedded in searches without our knowledge. But with a little practice, you can improve and refine search results by actively choosing which operators you use. Google is a global search phenomenon, mainly due to its ability to simplify web search. They’ve achieved this in part by automating and hiding deep search operators, simplifying the user experience. Every time you enter more than one word into Google, it creates a Boolean search, inserting AND between each word. What this does is prioritises pages which include all of the words in your search. Although Google makes some refinements for us, we can still improve our searches with simple operators. Try adding the terms and symbols listed below to search engines, databases and catalogues to see the difference. It’s important to note some common operators won’t work in Google because they’ve developed their own terms for certain functions. You can find search tips in the Google search guide.

Wildcards

Wildcard operators let you substitute one of more letters with symbols. This lets you search for words with multiple spellings, singular and plural forms, parts of words or even words you don’t know how to spell. Asterisk * An asterisk stands for any number of characters and is particularly useful when you are searching around the root of a word. Here are a few examples:

  • pigment* – pigment, pigments, pigmentation
  • writ* – write, writes, writer, writers, written, writ, writs
  • myth* – myths, mythology, mythos

Question mark ? A question mark stands for one character and is very useful if you are uncertain of spelling. More than one question mark can be used for multiple characters.

  • relev?nce – relevance or relevence
  • ?nquiry – inquiry or enquiry
  • licen?e – license or licence
  • ?????ology – psychology, musicology, oceanology

Phrase

Quotation marks around a phrase or number of words prioritises results containing the exact phrase.

  • “Box Hill”
  • “oh my love is like a red red rose”
  • “Albert Einstein”

Minus

Minus is a very useful operator if you know that a word has multiple meanings in different contexts and you only want to get results from one of these areas. In Google the minus sign must be next to the word being omitted with no space preceding.

  • magpies -football will return results about birds and not Collingwood football club
  • batman -comic is more likely to return results about Victorian pioneer John Batman instead of the caped crusader…

Minus is very powerful as it tells search engines to throw out everything including the word you’ve chosen so use in moderation.

Proximity operators

Proximity operators look at how words appear on a web page, specifically how far apart they are. The assumption behind this kind of search is that the closer two words are together, the more likely they’re related. For example:

  • kangaroo NEAR kimberley finds results where the first word (kangaroo) falls within 50 words of the second word (kimberley)
  • kangaroo w/10 kimberley finds results where the first word (kangaroo) falls within 10 words of the second word (kimberley). The proximity number (n) can be any number you like. eg. (w/100, w/33, w/70)

Boolean AND/OR/NOT

Boolean search, incorporating the operators AND, OR and NOT, was common before Google, but nowadays it’s often dismissed as being too complex. This is a shame because Boolean can give you more control over complicated searches, refining down very quickly to specific results. It’s important to note that AND, OR and NOT must be in capitals for search engines to recognise them as operators. As mentioned in the introduction, Google already puts AND between words when you type them into a search, so you don’t need to include this operator in a Google search.  NOT works very like the minus operator, dictating what you want to omit. OR allows you to broaden your search to include overlapping areas between search terms.

  • dogs OR cats (this will find pages about either dogs, cats or both)
  • dog NOT cat (this will find pages about dogs that don’t mention cats)
  • dogs OR cats AND training NOT football (this will return results about training your dog or cat, but will exclude results about football clubs called cats or dogs)

Search operators are a great example of how we can be much smarter than search engines when we’re active searchers instead of passive consumers of Google results. A powerful idea for students in particular! For further information, the Gale Group has a great page on search operators and this guide to Boolean originally from the Syracuse University Centre for Science & Technology provides, includes some simple examples of search strings.

Image credit:  Alfred E. McMicken,(1936)  Interior of library, possibly Greenville [picture], State Library of Victoria Pictures Collection

VicPLN list of online tools

Posted on by
Reply

As part of Unit 4 – Teaching and learning tools in the Victorian Personal Learning Network (PLN), our team has collated a list of online tools for participants to test drive and review.

The list has been collated  in a Google doc – Tools.

Tools are tagged using the following categories (with a few examples):

If you’re more of a visual type, we have also built a list in a Springpad notebook. You can sort by tags using the Filter option (this may not display properly in some browsers, so if it doesn’t just use the Google Document instead).

We will be posting regularly to #vicpln with links to people’s reviews and examples.

Image credit: Helmut Newton, (1953) Construction of 36-mile oil pipeline at Corio, State Library of Victoria Pictures Collection