Shake well before use: Library collections for blended learning
Is a collection of resources fundamental to the school library's role? In emerging learning environments what priority should be given to balanced, professionally selected and managed collections?
TataKelola dan KamSiber Kecerdasan Buatan v022.pdf
Collections for connected learning
1. Shake well before use:
Library collections for
connected learning
Workshop
Pru Mitchell
ASLA XXIII Biennial
Conference 2013
2. Key question
ASLA XXIII Biennial Conference 2013
2
In connected learning environments
what priority should be given to balanced,
professionally selected and
managed collections?
3. All images and artworks generated by Tagxedo, and their derivatives are licensed under CC-by-nc-sa 3.0
5. 5
Blended learning baristas
WINWINI
What I Need,
When I Need It
WWW
Whenever,
Wherever,
Whatever
ASLA XXIII Biennial Conference 2013
Ray, M 2012 Of leadership and blended learning baristas, SLJ Summit
‘Break’ Photo by M Jongen, CC-by
6. What is emergent about our school’s
learning environment?
What I am proud of about our school’s
collection...
What are our collection priorities,
issues and questions -
looking ahead 2 and 5 years? Light bulb
RichardScott33
CC-by-nc-sa
Discussion
8. What is a collection?
1. selected
2. organised
3. searchable
4. maintained
5. marketed
Learning for the future,
2001
Curated
9. e-books e-resources
ASLA XXIII Biennial Conference 2013
“the future use of e-
books”
“e-books: we are currently
looking at purchasing
some and it's getting
started that's the
issue...”
“IT infrastructure to
support e-resources”
“introduction of e-
resources”
“how to deal with eBooks
and apps”
9
Selection issues
10. cataloguing access
ASLA XXIII Biennial Conference 2013
“library staff with no
library training or
understanding of the
need for accurate and
consistent catalogue
records”
“undertaking to catalogue
all classroom resources”
“adding and accessing
digital content via school
network or school
catalogue ”
“keeping the catalogue
relevant and up to date”
“maximising student
access”
10
Organisational issues
11. library system OPAC use
ASLA XXIII Biennial Conference 2013
“very archaic library
system”
“our system is less than
perfect”
“updating the catalogue to
make it more usable”
“a new library system”
“getting staff and students
to use school OPAC”
“OPAC - getting users on
board”
11
Search issues
12. collection weeding
ASLA XXIII Biennial Conference 2013
“age of resources“
“ tired, old”
“size: whether to weed or
not to weed”
“weed some resources to
keep our collection
relevant and up to date”
12
Maintenance issues
13. collection use promotion
ASLA XXIII Biennial Conference 2013
“fiction almost untouched”
“NF not utilised
extensively”
“kids not reading”
“educating staff and
students as to what
resources are available in
both book and digital
formats”
“interaction with whole
staff accessing our
resources”
13
Evaluation and marketing
14. curating integration
ASLA XXIII Biennial Conference 2013
gathering information in
pathfinder
diversity and "pulling it all
together" to be more
cohesive and easily
accessible
having a virtual library
presence through web
OPAC
developing a useful 'My
Resource Centre' Moodle
page
All pretty good here. :)
14
Pulling it all together
15. Key question
ASLA XXIII Biennial Conference 2013
15
Is a collection of resources fundamental
to the school library's role?
16. Selecting from abundance
ASLA XXIII Biennial Conference 2013
16
500: one-terabyte hard drives required to
download every Creative Commons-
licensed photo on Flickr.
40: years to watch all 4 million CC-licensed
videos on YouTube.
715: new, CC BY-SA-licensed articles
contributed to Wikipedia in English every
day.
59,000: articles published by Public Library of
Science under the CC Attribution license.
The future of Creative Commons 2013
20. Is linking
thinking?
20
ASLA XXIII Biennial Conference 2013
Roy, Michael 2013,
Is linking thinking? Addressing and Assessing Scholarship in a
Digital Era, Educause
23. Questions and keeping in touch
SCIS updates
scis.edublogs.org
@schoolscatinfo
facebook.com/schoolscatinfo
pru.mitchell@esa.edu.au
Notes de l'éditeur
Shake well before use: Library collections for blended learningIs a collection of resources fundamental to the school library's role? In emerging learning environments what priority should be given to balanced, professionally selected and managed collections?This one hour workshop will consider the assumptions behind this debate, review the changes taking place in school library collections, and discuss associated resource and information management challenges.Teacher librarians face the challenge of keeping abreast of the issues, understanding the ramifications of rapid change and making the best choices for their community. They also face the challenge of educating their community about the complexity of the current situation and of working with administrators, learners, teachers, publishers, funders and system providers to ensure delivery of optimal school library collections and associated services.
In previous workshops in this area I have started with the justification for how library collections support learning by asking: Is a collection of resources fundamental to the school library's role?This is really easy: start with the role of the school library, work through Learning for the Future, stir in some research on reading, technology, equity and information literacy and hey presto! prove that what libraries have to offer the school is indeed everything we have always promised.After a few of these number of I realised the logic has to start with the original key question: First determine the learning environment, then determine the library’s role.We cannot start with the library and expect the learning to fit to our purpose.
All images and artworks generated by Tagxedo, and their derivatives, are considered intellectual properties of Tagxedo, and are licensed under a Creative Commons Attribution-Noncommercial-ShareAlike License 3.0, and must be attributed to Tagxedo (http://www.tagxedo.com).So what is connected learning?Terminology24/7 learningalways-on learningany space, any paceblended learningcomputer supported collaborative learning (CSCL) distributed learninge-learningextended learningflexible learninghybrid learningjust-in-time learninglearning on the golearning within reachmobile learningonline-based learning (OBL)open learningubiquitous learning (U learning)un-tethered learningweb-enhanced learning
TerminologyA fully rounded view of connectedness implies a relationship between the home, school, and community, and between the curriculum and students’ real life situations (Zyngier 2006) as well as the ability to physically access and connect to the community. Zyngier, D 2006, ‘(Re)conceptualising Connectedness as a Pedagogy of Engagement’, in Australian Association for Research in Education (AARE) Conference, http://www.aare.edu.au/06pap/zyn06865.pdf
http://blogs.edweek.org/edweek/edtechresearcher/2013/01/connected_learning_versus_blended_learning_new_terms_old_debate.htmlWhat I Need When I Need It (WINWINI)Berger, C (2002) in C Barone, "WINWINI and the Next Killer App: An Interview with Carl F. Berger" Educause Review, March/April 2002, pp. 21-26, http://net.educause.edu/ir/library/pdf/ERM0221.pdf Whenever, Wherever, Whatever (WWW)Blended learning barista: Mark Ray speaking at the SLJ Summithttp://www.slj.com/2012/10/librarians/slj-summit-2012-of-leadership-and-blended-learning-baristasbe informed but not defined by their librarianship” and do “some of their best work outside of their librarians,” which means reaching out to those in the classroom.school librarians need to become digital strategists (who advise administrators on the best choices for tech programs and mobile devices), data and metadata mavens, teaching pioneers (who are “the first ones to adopt Common Core” in their schools), technology whisperers to make the user experience understandable and manageable, virtual administrators, and innovation integrationists that excel at making connections between various organizations.And that’s not all. Ray drew a knowing chuckle from the afternoon crowd of 240 media specialists an vendors when he suggested that media specialists also need to be “blended-learning baristas—using technology and teaching in fluid ways.” If librarians can do that, says Ray, “You can provide services to teachers and to students that’s personalized and powerful.”a student-centered approach to creating a learning experience whereby the learner interacts with other students, with the instructor, and with content (both chosen and content accessed by the learner based on individual needs) in both online and face-to-face environments. The instructional design of the experience organizes content, along with support materials, into synchronous and asynchronous learning events that are thoughtfully sequenced, with content that is delivered in a variety of modes ranging from traditional lecture to online tutorials. Communication and collaboration are transparent functions of a blended approach. Formative assessment is embedded throughout learning events, requiring the learner to assume responsibility for personal learning.Hobgood, B 2010, Beyond blended learning: Reaching every student, 2010 North Carolina Technology in Education Society (NCTIES) conference, LEARN NC http://www.learnnc.org/lp/pages/6683
So just spend a few minutes thinking about these questions for your self, and then sharing with the person next to you.Just go with what comes instantly to mind. New Curriculum, Digital resources, Ebooks, Apps, Other resourcesWhat will change about the collection by 2016...
SCIS professional learning survey 2013. N=85 free textresponses.Cataloguing as largest issue – perhaps should be disregarded as participants had just attended a cataloguing professional learning session.TIME: this is an issue, but we don’t have TIME for that right now
Definitions of collections: “The total accumulation of book s and other materials owned by a library , catalogued and arranged for ease of access, often consisting of several smaller collections” Reitz, J 2013, Online Dictionary for Library and Information Science, ABC-Clio,http://lu.com/odlis/odlis_l.cfmDefinition from Learning for the future, 2nd editiona collection of learning resources and equipment organised, accessed and circulated through a whole of school resource management system that includes all information services, andprovision of access to human and material resources and information in the wider community, eg State Library, public libraries, community information agencies and electronic resources.These 5 attributes of a collection are a good starting point and cover most aspects we are interested in today.Curation is becoming a key collection concept. It is an umbrella term encompassing the range of ‘traditional’ collection management tasks.
Here are some responses from the SCIS pre-survey that dealt with SELECTION.E-resources as many might expect was the next most mentioned issue: included responses ranging from:“E-books”, “The future use of E-books”“e-books, we are currently looking at purchasing some and it's getting started that's the issue...”“IT infrastructure to support e-resources”“introduction of e-resources”“How to deal with eBooks and apps”These responses reflect the issues with a new format. Selecting the platform dictates the content you can use, and selecting the content you want may limit your choice of platform.Schools selecting e-resources where primary selection decision is not on content, but on format.While schools can develop their selection policy around a school-wide decision to use certain content on a certain platform to minimise cost, this very quickly breaks down when BYOT becomes a reality in the school.Perhaps we will see some standardisation in this space, and more open standards but currently different formats require different infrastructure.
Organising resources involves recording/accessioning resources; describing or cataloguing them and then ensuring access. E-resources raise their heads here too. Libraries have good processes for organising and managing physical resources, and many of these processes can be applied to e-resources.Certainly accessioning and cataloguing these resources is highly recommended, and as access is fundamental to use of e-resources, this needs to be thought through from Day 1. This is not just physical/digital access but legal access. How can students and teachers use this resource, and how do they find that out?
Your collection can be beautifully managed, but if it is not searchable, then what's the point?For school purchased and selected resources, the OPAC is THE search engine. You are dependent on your OPAC – no other search engine is going to provide access to your school’s resources.This week there was an interesting twitter conversation amongst some of my university librarian contacts about discovery layers, and how libraries implement them, and then librarians don’t use them, and many teach students not to use them.It was well summed up in a tweet from Donna Wileman @wellreadtoo (27/9/2013 10:28am) @malbooth “Well you know the saying: Librarians like searching everyone else likes finding.”Harking back to being connected – connecting learners to resources.Management and search can be different layers.What other ways are there of providing a way of FINDING resources?
There were not so many responses and issues identified in this area. Most library staff recognise the importance of this area – at least in terms of physical resources and out of date formats. We are not all brilliant at weeding but basically we recognise the issue when we inherit a library that hasn’t been maintained or weeded.Size of collection is however a vexed questions now, with many stories of BER library projects REQUIRING downsizing – often on an arbitrary basis.What is the ideal balance between physical and virtual? I hope we all realised that collections are not one or the other format, but that a balanced collection provides a range of content and format. How much overlap or duplication is appropriate though?Again, arbitrary or ‘one size fits all’ decisions are not the answer. We could look to the university sector for some clues as to how their acquistion policies are changing. Many have a policy to preference digital over physical items. However some of this is in response to a) the need to provide online students with seamless access to texts, and b) the critical space shortage in many university libraries and their storage facilities.Most of our students and teachers are on campus daily, most still have minimal choice in curriculum and assignments.Think about each of the collections in your physical library, probably: Picture book, fiction, junior fiction, non fiction – curriculum support, non-fiction – recreational, teacher resource. Probably your response to what constitutes ‘balance’, best option for format, size of collection etc will be different for different collections, and definitely different between schools
Fiction almost untouched except for required minimum reading ie paired texts
Hard to say as it is all new to me and the school
I used to start this workshop with this question.To consider why school library collections are important it is useful to first ask a question about the role and purpose of the school library.Without a clear and shared understanding of why the library exists it is difficult to articulate the rationale for a balanced, professionally selected and managed collection. School libraries differ from academic, public and special libraries in several key aspects. In the P-12 context currently we serve learners who are under compulsion to be part of the learning community, who in almost all cases are learning in a face to face environment, and who have particular literacy needs. Unlike the requirement in a distance education learning situation for all learning materials to be available in digital form, schools have the luxury of providing a richer range of learning activities and resources that are multisensory. Face to face time is precious; the most valuable form of learning when done well, and our aim should be to support an ideal of blended learning that incorporates the best that the physical and digital worlds can provide. The same applies to school libraries - to provide the best of all worlds, a blended environment to support learning. Some of the key arguments for the school library collection revolve around the following aspects of a school library programme.
Scaling the CommonsBased on statistics from media platforms with built-in CC functionality, we know that there are over 500 million CC-licensed works. That’s a big number, but it only begins to reflect the vast array of materials with CC licenses, the multitude of ways in which those licensed materials are used and reused every day, and the diversity of the Creative Commons community.http://wiki.creativecommons.org/images/c/ce/Future-of-creative-commons.pdfStone soup mentality, http://www.doug-johnson.com/dougwri/stone-soup-mentality.html
In some recent professional reading around cataloguing, I got to Philip Hider’s chapter on the future of metadata in Information resource description, 2012.These three have become my mantra3.4 Select and use resourcesSelect and/or create and use a range of resources, including ICT, to engage students in their learning.http://www.teacherstandards.aitsl.edu.au/CareerStage/ProficientTeachers/Standards?d=pp
I have turned these into my future of selection. Who will collect?Professionals: that’s library professionals, but also subject matter experts. Selecting resources is part of every teacher’s job. See the Australian Professional Standards for Teachers.3.4 Select and use resourcesSelect and/or create and use a range of resources, including ICT, to engage students in their learning.http://www.teacherstandards.aitsl.edu.au/CareerStage/ProficientTeachers/Standards?d=ppSo library and information professionals need to identify where our specific skills come in to the processThe community or social element is essential in dealing with the firehose of information and resources. Increasingly our students.Automagically – is the way more and more of our material will come. Some by active subscription, eg RSS, sources in Scoop.it, but also as machines learn what we like and select, this will come through.
How to ensure curation/collection if
Roy, Michael 2013, Is linking thinking? Addressing and Assessing Scholarship in a Digital Erahttp://www.educause.edu/ero/article/linking-thinking-addressing-and-assessing-scholarship-digital-era Content aggregationbringing together articles on a similar topic, grouping them together with no additional commentary or annotation.Content curationContent has gone through the process of human selection, where a human curator has chosen that content to share to the larger audience. Good curators also provide annotation or notes on why the content is important,Content creation The original creator of the content, either the author, illustrator, researcher or whomever is the original source.http://www.contentcurationmarketing.com/content-marketing-dictionary-definition-of-content-curation-content-aggregation-and-content-creation/
http://www.ideaslab.edu.au/wp-content/uploads/2011/07/Understanding-Virtual-Pedagogies_CKC_ideasLAB.pdfIDEASLAB IN DER MID-PROGRAM REVIEW ASSESSING PROGRESS OF THE DER AND POTENTIAL FUTURE DIRECTIONS FINAL REPORThttp://foi.deewr.gov.au/node/32633
Blended catalogues Dempsey 2006http://www.ariadne.ac.uk/issue48/dempsey" The current catalogue will need to be blended in some way with the discovery apparatus for local digital collections, for materials available through resource-sharing systems, for materials available for purchase (either by the user, or by the library on an on-demand basis), for the journal literature, and so on."