Leadership has been examined in depth in this subject. In my Assessment Task 1 blog post, I discussed leadership theories and styles and how they related to my role as teacher librarian. I wrote about my practice of leadership and challenges faced with leading a team and collaboration and communication issues as I gained experience and continued to learn my new job. There have been readings that definitely resonated with my situation, an example being the chapter “Leadership for learning” (Macbeath & Dempster, 2008, p. 32) “Leaders need to learn and leaders learn as they lead” means risk taking and making mistakes whilst also trying to remain confident and motivated. Confidence, trust and a clear framework is what is needed before people change, take initiatives, learn from mistakes and accept responsibility for their decisions (p. 40). The school librarian can practice leadership driven by moral purpose (p. 47) articulating a vision to the school community to inspire action. This is based on why you are making certain decisions or wanting to take a particular pathway. Sinek, in his video, declares that people buy into why you do something rather than what you do and this results in people following leaders because they believe what the leader believes (Sinek, 2010, May 4). The ongoing reflective journal posts have allowed me to express thoughts about readings and videos in this subject and how they have increased my knowledge and understanding of the role of teacher librarian as leader. Forum participation has allowed for extended clarity and transparency on topics and has helped people to learn from each other as they brainstorm ideas, read opinions and pose questions. Developing a sense of belonging, collaborating with colleagues and sharing our skills and knowledge are aspects of leadership we are actually practising.
The importance of ongoing professional development, supported by the principal, was discussed in my first blog post and Module 3 in this subject gave information about various models of professional learning. This was quite comprehensive and made me consider what is appropriate and how a teacher librarian can be innovative and bring change to the school community, but also needs to manage their own professional learning in order to facilitate the professional learning needs of others. Effective communication, conflict resolution strategies and negotiation skills discussed in Module 4 highlighted the importance of listening (MBA, 2012, November 13). In my Assignment 1 blog entry I discussed challenges I noticed in my new role as teacher librarian, including the realisation that when a colleague informed me about something, they expected me to take action. I feel that respect has been gained by my awareness of this and the ability to follow through with a resolution. The Conflict Resolution Questionnaire Analysis, described my style as collaborating, which I would agree with, as two people working together can potentially come up with a better solution than either can produce individually. Developing an understanding of strategic planning (Module 5) highlights the need for a written plan to reinforce goals, obtain funding for resources and guide library programs to ensure currency and maximise students learning (Wong, T, 2012, p 22). Advocacy is something I will need to practice more. It brings a visible demonstration of the capabilities of the teacher librarian (Bonanno & Moore, 2009) displaying to the school community evidence of commitment and competence and leading to partnerships and collaboration which connect the teacher librarian with student’s and teacher’s needs. Seth Godin proposes that libraries are about being a connective space where finding and using information enables people to connect with and lead others (Luca, 2010, January 9). Godin’s view is that libraries will remain relevant in the digital age if people are trained to take intellectual initiative. Innovation and change are challenges which will be ongoing and how to manage this will take practice and hopefully become a skill set which allows teacher librarians to improve (Kaye, 2013, January 30). In my own practice of leadership in the school library I aim to advocate and work with a moral purpose and vision for the future and regularly re-evaluate and reflect on my role within the school context.
References
Bonanno, K., & Moore, R. (2009). Advocacy: reason, responsibility and rhetoric. Retrieved on September 20, 2013 from http://www.asla.org.au/advocacy/School-library-advocacy.aspx
Kaye, D. (2013, January 30). Innovation takes practice more than talent. [Web log message]. Retrieved on September 20, 2013 from http://www.redthreadthinking.com/innovation-takes-practice-more-than-talent/
Luca, J. (2010, January 9). Seth Godin on libraries – take heed [Web log message]. Retrieved on September 20, 2013 from http://jennyluca.com/2010/01/09/seth-godin-on-libraries-take-heed/
MacBeath, J., and Dempster, N. (2008). Connecting leadership and learning: principles for practice. London: Routledge.
MBA, (2012, November 13). Let your ears do the talking: how good managers listen. [Video file]. Retrieved from http://www.youtube.com/watch?v=nk1VnXTC1_I
Sinek, S. (2010, May 4). How great leaders inspire action. [Video file]. Retrieved from http://www.youtube.com/watch?v=qp0HIF3SfI4
Wong, T. (2012). Strategic long-term planning. Library Media Connection, 31(2), pp. 22-24.
In the TED video featuring Simon Sinek, he discusses how great leaders can inspire action by focusing on the word ‘why’ rather than ‘what’. Sinek suggests that people buy why you do something, not what you do and that people follow leaders because they believe what you believe. Modelling values such as integrity and respect manifests a moral purpose, people will follow leaders for themselves.
Advocacy regarding your role and vision as a teacher librarian becomes necessary so there is transparency and clarity about why you are making a certain decision or taking a particular course of action.
Luanne Freund talks about entrepreneurial leadership in her video on Innovation and Library Leadership. Freund discusses the need for teacher librarian’s to take advantage of opportunities to develop their own skills and take risks and be more innovative. Innovation, change, communication and planning are all key aspects of leadership.
References
Freund, L. (2012, December 17). Innovation and library leadership Pecha Kucha. [Video file].
Retrieved from http://www.youtube.com/watch?v=1BN8DSfsOcA
Sinek, S. (2010, May 4). How great leaders inspire action. [Video file].
Retrieved from http://www.youtube.com/watch?v=qp0HIF3SfI4
SOCIAL: The library is utilised for year group and SRC meetings, welfare presentation days are held there along with special events such as trivia night and the ABW program. Students use the library at lunch and recess to play chess and scrabble.
TECHNOLOGY: The library has 20 desktop computers for research and assignment purposes and a learning space with white board, screen and data projector will soon be installed.
ENVIRONMENTAL: Recycling cartons are used for scrap paper which is a by- product from the photocopier and printer. Trays are available for scrap paper also. All toner cartridges are recycled.
ECONOMIC: Managing the budget so that spending is balanced out across a diverse range of needed resources.
POLITICAL: Good communication is needed with the school community to support and maintain the educational needs of students and teachers.
My understanding of leadership within a school environment connects to the school principal prioritising professional development of staff and promoting an atmosphere of belonging to a team all working together toward future goals.
The TL should take advantage of and seek out professional learning and networking opportunities in order to keep well informed and supported with curriculum and technology changes and developments.
The TL can use digital resources such as Clickview, demonstrating its use to teachers with relevant videos which can be used in their programs facilitating literacy and numeracy needs.
Reflecting On My Own Understanding And Practice Of Leadership In A School Library
Theories of different leadership styles include transformational, transactional and servant leadership. Servant leadership (Marzano, Waters & McNulty, 2005) is described as understanding the personal needs of colleagues, being an effective listener, healing wounds caused by conflict, being a steward of organisation resources and developing the skills of others within that organisation. My own practice of leadership in the school library has experienced most aspects of the servant leadership style. Prior to my commencement in the position, there had been significant changes in library staff and there continues to be ongoing different people working in the library requiring training. I have had to manage conflict, heal wounds and my personal experience of effective listening meant that if a colleague was informing me about something, that usually meant they required me to “do” something about it i.e. take action. In my previous role as a teacher, I had not been expected to manage a team of other adults (I was not a head faculty teacher) yet now I am expected to lead the library team which I initially found challenging as I was not used to thinking of myself as a leader.
Don Tapscott’s TED video “Four Principles For The Open World” (2012, June 28) advocated an open leadership model with qualities such as transparency, trust and sharing and the importance of global collaboration and empowerment. He made some valid points such as the need to think differently about intellectual property. Collaborative tasks require sharing knowledge and research on the internet taps into a global community, so global collaboration is an inevitable reality. Leadership in a school library requires collaborating with colleagues, sharing decisions and modifying beliefs in order to bring about changes, new ideas and innovation. Understanding the needs of staff can help build trust, confidence and empowerment. Developing a sense of belonging and appreciating your library team can inspire staff to learn from each other, develop skills and feel supported. Transformational leadership is an aspirational style encompassing many desirable qualities.
In my practice of leadership in the school library I hope to develop a vision for the future and work towards goals with a purpose, while consistently evaluating and reflecting on my role and leadership in the library and within the school context. I have been innovative in my role with bringing many changes to the physical environment of the library and am aware that expectations from others don’t always match day to day reality or the resources available. Collaboration has been demonstrated by assisting students and staff and working with volunteers and parents. Communication via email daily notices and newsletters is important for sharing and transparency. Leadership in a school library requires professional development training opportunities to keep up with the fast changing digital world.
References
Marzano, R., Waters, T., McNulty, B. (2005). School leadership that works: from research to results. Alexandria, Virginia, USA: Association for Supervision & Curriculum Development.
Tapscott, D. (2012, June 28). Four principles for the open world. [Video file]. Retrieved from https://www.youtube.com/watch?v=jfqwHT3u1-8
Evaluating the existing library collection policy and practices required consideration of the whole collection and how efficiently they were meeting the needs of the current school community. Developing the revised collection policy allowed me to project ideas for the future direction of library resources and alerted me to the need for weeding the current collection.
Knowledge has been gained in many areas relating to managing a collection such as selection criteria, selection aids, acquisition of resources, budgeting, weeding, censorship issues, digital curation tools and social bookmarking tools, copyright, licenses and e-resources, changing formats and availability and suitability of devices.
Weeding criteria has proved useful giving me guidelines to consider regarding de-selection choices to ensure a balanced collection is maintained. Reading forum posts also helped increase my understanding of different topics.
References
Module 1 References
Grantham, C. (2007). Virtual library: e-ssential. Access, 21(3), 5.
Johnson, D. (2007). Managing the intangible: Digital resources in school libraries. Library Media Connection, 26(1), 46-49.
Johnson, D. (2002). Print and electronic library resources. School libraries in Canada, 21(4), 5.
Loertscher, D.V. (2002). Digital and elastic collections in school libraries: A challenge for school library media centres. School libraries in Canada, 21(4), 3.
Lowe, K.R. (2001). Resource alignment: Providing curriculum support in the school library media center. Knowledge Quest, 30(2)
Module 2 References
Asheim, L. (1953) ‘Not censorship but selection,’ Wilson Library Bulletin, 28, pp. 63-67. Available from ALA: http://www.ala.org/offices/oif/basics/notcensorship
ASLA/ALIA (2001). Learning for the future. (2nd ed). Curriculum Corporation: Carlton South, Vic.
Bishop, K. and Van Orden, P. (2007). The collection program in schools: concepts, practices and information sources, Libraries Unlimited.
Davies, M. (2012). Libguides: Getting your message across (the Curriculum). FYI, Spring, pp. 14-16. Retrieved from http://www.slav.schools.net.au/fyi/spring%202012/davies.pdf
Department of Education and Children’s Services, Government of South Australia. (2004). Choosing and using teaching and learning materials: Guidelines for preschools and schools. Retrieved from http://www.decd.sa.gov.au/policy/files/links/choose_use_booklet_FA.pdf
Foley, C. (2012). ‘EBooks for leisure and learning’, Scan, Nov 2012, pp. 6-14.
Gray, M. (2009). Have a laptop, will read: free e-books from links in the school library collection. Scan, 28(3), 30-31.
Hider, P. and Harvey, R. (2008). ‘Subject access to web content’ in Organising knowledge in a global society. Revised edition. Wagga Wagga: Centre for Information Studies, pp.165-186.
Hughes-Hassell, S. and Mancall, J. (2005).Collection management for youth: responding to the needs of learners, ALA, pp. 3-10. http://ezproxy.csu.edu.au/login?url=http://www.CSUAU.eblib.com/EBLWeb/patron/?target=patron&extendedid=P_289075_0
Jenkinson, D. (2002). Selection and censorship: It’s simple arithmetic. School libraries in Canada, 2(4), 22. http://ezproxy.csu.edu.au/login?url=http://ezproxy.csu.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=f5h&AN=7277053&site=ehost-live
Johnson, D. (2010) Censorship by omission. Library Media Connection, Vol. 28(4), 48-49. Retrieved from http://www.doug-johnson.com/dougwri/censorship-by-omission.html
Johnson, P. (2009). Fundamentals of Collection Development and Management. American Library Association.
Latham, B., & Poe, J. (2008). Evaluation and selection of new format materials : electronic resources. In J. R. Kennedy, L. Vardaman & G. B. McCabe (Eds.), Our new public, a changing clientele : bewildering issues or new challenges for managing libraries (pp. 257-265). Westport, Conn. : Libraries Unlimited.
Moody, K. (2005). Covert censorship in libraries: A discussion paper. Australian Library Journal, 54(2), 138-147. http://www.alia.org.au/publishing/alj/54.2/full.text/moody.html
Williams, I.D. (2002). Ensuring quality in the collection of free Internet based resources for Australian schools. Access, 16(3), 27-30.
Module 3 References
A Manual for developing policies and procedures in Australian school library resources centres (2007). ALIA Schools and Victorian Catholic Teacher Librarians. http://www.alia.org.au/groups/aliaschools/policies.procedures.pdf
Australian School Library Association’s funding policy School Library Resource Centre Funding (2009) http://www.asla.org.au/policy/school-library-funding.aspx
Debowski, S. (2001). ‘Collection program funding management’ In K. Dillon, J. Henri & J. McGregor (Eds.), Providing more with less : collection management for school libraries (2nded.) (pp. 299-326). Wagga Wagga, NSW : Centre for Information Studies, Charles Sturt University. http://www.csu.edu.au/division/library/ereserve/pdf/debowski-s.pdf
Iannella, R (2010). ‘Digital Rights Management technology’ in Bidgoli, H. The Handbook of Technology Management, Vol. 3, Wiley, available from author: http://www.nicta.com.au/pub?doc=764
Johnson, S. (2012). Key issues for e-resource collection development: a guide for libraries, IFLA Acquisition and Collection Development Committee. http://www.ifla.org/files/assets/acquisition-collection-development/publications/Key%20Issues%20for%20E-Resource%20Collection%20Development%20-%20AUG%2016%202012_5.pdf
Lamb, A and Johnson, L. (2007), Program administration: Budget management. http://eduscapes.com/sms/administration/budget.html
McKenzie, D. (2009). ‘Importance of creating an annual report’, Library Grits blog. http://librarygrits.blogspot.com.au/2009/06/importance-of-creating-annual-report.html
Morris, C. and Sibert, L. (2009). Chapter 6, ‘Acquiring E-books’ in Polanka, S. No shelf required : E-books in libraries, ALA : Chicago, pp. 95-124. http://csuau.eblib.com/patron/FullRecord.aspx?p=598919
Softlink Australian school library survey (2012). http://www2.softlinkint.com/assets/pdf/survey/2012%20Softlink%20school%20library%20survey%20report.pdf
TaLe and the resource discovery process. (2010). Scan, 29(1), p.44-46.
Module 4 References
Creative Commons http://www.smartcopying.edu.au/scw/go/pid/904
Creative Commons Australia http://creativecommons.org.au
McAllister, M. (2009). From illuminated manuscript to iPod – copyright solutions for the digital age. http://www2.curriculum.edu.au/scis/connections/from_illuminated_manuscript_to_ipod.html
Office of Film and Literature Classification http://www.classification.gov.au
Smartcopying http://www.smartcopying.edu.au
Module 5 References
Baumbach, D.J., & Miller, L.L. (2006). Chapter 4: ‘Weeding criteria by topic and Dewey number’ in Less is more: A practical guide to weeding school library collections, pp. 24-167.
Beilharz, R. (2007). ‘Secret library business – part 2′, Connections, Issue 63, pp. 10-12.
Bishop, K. (2007). Evaluation of the collection. In The collection program in schools: concepts, practices and information sources (4th ed.) (pp. 141-159). Westport, Conn. :Libraries Unlimited
Larson, J. (2012). ‘CREWing children’s materials’ in CREW: a weeding manual for modern libraries, Texas State Library and Archives Commission: Austin, TX.,
Perez, J. (2011). ‘We are what we own: Deselection strategies for our profession’s viability’ Florida Library Association Conference 2011
Module 6 References
Australian Library and Information Association School, & Victorian Catholic Teacher Librarians. (2007). A manual for developing policies and procedures in Australian school library resource centres. Retrieved 5 November 2008, from http://www.asla.org.au/policy/manual.htm
Foerstel, H. N., & ebrary Inc. (2002). Banned in the USA: A reference guide to book censorship in schools and public libraries (Rev. and expanded ed.). Westport, Conn.: Greenwood Press.
Hoffman, F. W., & Wood, R. J. (2007). Library collection development policies: School libraries and learning resource centers. Lanham, Md.: Scarecrow Press.
Kravitz, N. (2002). Censorship and the school library media center. Greenwood Village, Colo.: Libraries Unlimited.
Mack, D.C. (2003). Collection development policies: New directions for changing collections. Binghamton, NY: Haworth Information Press.
Simmons, J. S., & Dresang, E. T. (2001). School censorship in the 21st century: A guide for teachers and school library media specialists. Newark, Del.: International Reading Association.
Simpson, C. M. (Ed.). (2003). Ethics in school librarianship: A reader. Worthington, Ohio: Linworth Pub.
Tierney, G. & Whitney, M. (1998). Policy writing framework review. Access, 12(13), 16-17.
West, M. I. (1996). Trust your children: Voices against censorship in children’s literature (2nd. ed.). New York: Neal-Schuman Publishers.
Williams, C. L., Dillon, K., & Australian Library and Information Association. (1993). Brought to book: Censorship and school libraries in Australia. Port Melbourne, Vic.: ALIA Thorpe
Activity 1
Identify the 5 key areas as a new TL that should be included in an effective school information service.
- Help students use a range of resources and technologies.
- Work with teachers to integrate ICT into the curriculum.
- Select resources to support the information needs of the school community.
- Provide a friendly learning environment.
- Ensure library is a multi-functional resource centre and a focal point for student learning.
Activity 2
Identify how the community profile might be useful to a TL.
Looking at the 2 documents, they are useful as tools to collect evidence, giving you knowledge of gaps and where the budget would be best spent.
Activity 3
What methods can a TL use to provide students with instant reminders of the information literacy skills process?
- It would be beneficial to have a copy of the task first to look at the specific wording etc.
- Provide a guided inquiry type scaffold to help students refine their ideas.
- Posters, handouts could be helpful and show students how to use library catalogue.
References
Coehn, L.B. (2012). Boolean searching on the Internet. Retrieved July 5, 2012.
Boolean Search Tutorial, Pennsylvania State University.
Boolean operators , University of Auckland.
Janes, J. (2008). An Informal History (and Possible Future) of Digital Reference. Retrieved July 5, 2012.
Valenza, J. (2010) Ten reasons why your next pathfinder should be a wiki. Retrieved July 5, 2012.
http://www.wilmington.k12.ma.us/whs/Accredidation_information/SchoolandCommunity_Profile.pdf
http://schools.natlib.govt.nz/sites/schools.natlib.govt.nz/files/Community%20profile%20template%20FINAL%20Apr2012_0.pdf
http://artyfacts-year-7-visual-art-pathfinder.wikispaces.com/
Activity 1
Three key factors a TL needs to consider before providing an information service to teachers in school.
1.What are the specific information needs required, is it for an assignment, a topic/unit of study? What year level?
2.What available resources exist already? What does the teacher know or already have in their possession?
3.Consideration of time constraints for teachers, availability for collaboration or discussion depending on school timetable.
Activity 2
I agree with Valenza’s comments that Pathfinders themselves are a good tool.
However, I disagree that creating Wikis requires no knowledge of HTML code. The formatting tools available are limiting. The help pages only seem to really cover the basic tasks.
Activity 3
I would describe a reference interview in this way:
A reference interview determines what information the user wants,how much is required and how in depth.
References
Janes, J. (2008). An Informal History (and Possible Future) of Digital Reference. Retrieved July 5, 2012.
http://informationfluency.wikispaces.com/Ten+reasons+why+your+next+pathfinder+should+be+a+Herring, J. (2004). The Internet and information skills: A guide for teachers and school librarians. London: Facet.
Hill, P. (2010). Thoughts on using Prezi as a teaching tool. Retrieved July 6, 2012.
Lombard, R. (2010). Web 2.0 in the classroom. In Yamamoto, J., Penny, C., Leight, J., & Winterton, S. Technology Leadership in Teacher Education: Integrated Solutions and Experiences (pp. 214-240). Retrieved July 6, 2012. eBook available CSU library.
Lynch, P & Horton, S. (2008). Web Style Guide: Basic design principles for designing websites. 3rd ed., New Haven, Conn.: Yale University Press. Available as eBook. Retrieved July 6, 2012.
Lowe, K., Lee, L., Schibeci, R., Cummings, R., Phillips, R., & Lake, D. (2010). Learning objects and engagement of students in Australian and New Zealand schools. British Journal of Educational Technology 41(2), 227-241. Available CSU library.
Marcinek, A. (2009). Hello Animoto. Classroom 2.0. Retrieved July 6, 2012.
Pappas, P. (2000) Design your website from the bottom up. edteck Press. Retrieved July 6, 2012.
Robinson, A. (2010) Effective research: Advanced search. Retrieved July 6, 2012
wiki Joyce Valenza.
Activity 1
a) Some ways to teach year 7 students to develop a concept/mindmap would be to:
- Use a scaffold to brainstorm ideas and help with planning as suggested by Herring in chapter 6.
- Draw on a whiteboard and ask the students to add what needs to go on the branches of the map to suit the purpose of the topic/assignment.
b) The best way to teach year 7’s to develop their own questions would be to check their prior knowledge, what do they already know?
- Give the students a criteria for evaluating websites which enables them to be aware and question the information found on their web search.
- Students can develop effective search strategies by:
- Concept mapping
- Group discussion
- Using a scaffold which has criteria for evaluating websites
- Provision of guided inquiry by the TL.
Activity 2
Students can be taught to develop search strategies through mind maps, guided inquiry, posters scaffolds and information notes.
Activity 3
The best ways to teach students to be critical readers of sites is to take them through some hoax websites to consider what appears true sometimes is misrepresented . Also, to check sites for bias (who is the author?) and advertising agendas
Activity 4
Reflective web searchers will be more encouraged to learn and be more self-motivated if they have been able to find the relevant information quickly and efficiently. They will learn from their own searching how to exclude certain sites and information that does not suit their purpose and will realise the whole process has been less frustrating for them.
REFERENCES:
Defining and exploring topic – sub-topics – focus questions, Stages of the Inquiry Process, Department of Education, Western Australia ( Concept mind maps)
Questioning, Stages of the Inquiry Process, Department of Education, Western Australia
Searching, Stages of the Inquiry Process, Department of Education, Western Australia
Selection and evaluation, Stages of the Inquiry Process, Department of Education, Western Australia.
Hoax sites, Stages of the Inquiry Process, Department of Education, Western Australia.
Notemaking, Stages of the Inquiry Process, Department of Education, Western Australia.
Plagiarism and referencing, Stages of the Inquiry Process, Department of Education, Western Australia.
Reflection and evaluation, Stages of the Inquiry Process, Department of Education, Western Australia.
|
| Chung, J. and Neuman, D. (2007) High school students’ information seeking and use for class projects. Journal of the American Society for Information Science and Technology, 58(10), 1503-1517.Herring, J. (2010) School students, question formulation and issues of transfer: a constructivist grounded analysis. Libri, 60(3) 218-229.
Kuiper, E., Volman, M. and Terwel, J. (2008) Students’ use of Web literacy skills and strategies: searching, reading and evaluating Web information. Information Research, 13(3). |
|
Herring, J. E. (2011 ). Improving students’ web use and information literacy: a guide for teachers and teacher librarians. London: Facet.
Activity 1
Key aspects of Web 2.0 that are likely to impact on education in today’s schools are
Blogs, RSS, Wikis, Social Bookmarks, podcasting, social networking sites( eg.Youtube.com) and flickr images.
Activity 2
There are opportunities here for teacher librarian’s to create wikis and blogs to share information with others, communicate and work in a collaborative way with teachers.
Activity 3
Teacher librarians cannot afford to ignore Web2.0 tools because it’s what the kids are using and relevant to the student’s lives and the world they are growing up in and will continue to use during their working lives.
Activity 4
Edublogs and problems a teacher librarian could face in maintaining a school library blog could be the lack of time factor, technology issues, access to computers by students and possible cyberbullying of students by other students, posting nasty comments, etc.
Activity 5
In the school context, a wiki could be used by the library to promote new books, posting photos of covers and book reviews and information about non-fiction resources. In the curriculum context, the wiki could be used to post links to helpful teaching and learning websites.
Activity 6
How could social bookmarking be used in the school context? Maybe photos for the school magazine? Possible issues and limitations in a school context, copyright issues, bullying issues and technology issues.
Summary
I found the video inspirational of One Woman’s Wandering with Web2.0 and I loved the interactive art links on Web Tools for Kids.
Identified issues related to use of Web 2.0 by teacher librarians (from the module) include :-
- Time taken to develop resources.
- Availability for in service training for TL
- Access to some sites is blocked by school firewall.
References:
Edublogs (2008). 10 ways to use your edublog to teach. Retrieved July 4, 2012.
Hargadon, S. (2007). Best of social bookmarking. School Library Journal, 53(12), 20. Available CSU Library.
Hauser, J. (2007). Media specialists can learn Web 2.0 tools to make schools more cool. Computers in Libraries, 27(2), 47-48. Available CSU library.
Jove, A. & Perez, L. (2012). Web Tools for kids. Retrieved July 4, 2012.
Lamb, A., & Johnson, L. (2007). An information skills workout: Wikis and collaborative writing. Teacher Librarian, 34(5), 57-59. Available CSU Library.
O’Connell, J. and Groom, D. (2010) Connect, communicate, collaborate. ACER Press. This book is recommended for purchase at $19.95 from https://shop.acer.edu.au/acer-shop/product/A5075BK/35
O’Connell, J. (2006). Engaging the Google generation through Web 2.0: Part 1. Scan, 25(3), 46-50. Available CSU Library.
O’Connell, J. (2012). Learning without frontiers: School libraries and meta-literacy in action. Access, 26(1), 4-7. Available CSU library.
O’Connell, J. (2010) School library 2.0. Available at eReserve at http://www.csu.edu.au/division/library/ereserve/pdf/oconnell-j.pdf
http://edonline.wordpress.com/ Judy O’Connell
http://edublogs.org/10-ways-to-use-your-edublog-to-teach/Edublog.
http://www.schoollibraryjournal.com/article/CA6438167.html Which Wiki is Right For You.
http://www.slideshare.net/dukicd/wikis-in-school-libraries-1053307 Wiki in school libraries
http://www.det.wa.edu.au/education/cmis/eval/curriculum/ict/wikis/ Wiki in classroom
O’Connell, J. and Groom, D. (2010) Connect, communicate, collaborate. ACER Press. This
Valenza, J. (2011). New tools. Retrieved July 4, 2012.
http://www.scholastic.com/browse/article.jsp?id=3757441
http://shmacdonald.wordpress.com/2012/07/24/old-spice-selling-new-spice-in-libraries/
The following website has links to many Web 2.0 tools, http://cooltoolsforschools.wikispaces.com/
shadesntones 