Virtue is not enough
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Transcript of Virtue is not enough
VIRTUE IS NOT ENOUGH
PRESENTED BY
ISOBEL WILLIAMS
PRESIDENT, ASLA
Australian School Library Association Inc.
Introduction
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Isobel Williams
Currently ASLA President, teacher librarian and year 7 Science teacher at Ogilvie High School in Hobart
How does what you do improve your community?
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The mission of [teacher] librarians is to improve
[schools] through facilitating knowledge creation in
their communities.
R. DAVID LANKES (2011)
What did the inquiry tell us?
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Potential of school libraries and teacher librarians to contribute to improved educational and community outcomes (Section 3)
� Research
� Evidence Based Practice
� Literacy
� Supporting teachers
� Improving digital literacy
� Inclusive hubs of 21st Century learning
� Leadership
What impact do we have on students?
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Lack of evidence in Australian context
Are we invisible?
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Occupational Invisibility? – others do not see the depth
and breadth of what we do Gary Hartzel
Evidence Based Practice
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� Use to improve student outcomes
� Use to gather evidence for your portfolio
� Use to advocate
Can you answer these questions?
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� What differences do my school library and its
learning initiatives make to student learning
outcomes?
� What are the tangible learning benefits of my school
library?
� How can I improve my teaching practice?
� How do I let others know about the answer to these
questions?
Issues
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� Time
� Not my job
� I am not a researcher
� Accountability
� I don’t know what outcomes to focus on
� Its all too hard
� I don’t need to get accreditation
� Not enough time….
Its not about numbers…
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� Numbers of classes
� Numbers of borrowers
� Issued items
� Lost items
� Web pages linked
� Items purchased
� Questions answered
Its about learning outcomes…..
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The Australian Curriculum includes seven general capabilities:
� Literacy
� Numeracy
� Information and communication technology (ICT) capability
� Critical and creative thinking
� Personal and social capability
� Ethical understanding
� Intercultural understanding.
Mission Statements
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� Redefine school library as an experience – not a
place
� Focus on inquiry, thinking and learning not
collections and access
� Celebrate the understood not the found
Libraries as verbs
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Examine Understand ImagineImagine Inquire
Interpret Find Search DISCOVER
Create Explore Compare Inform
Write a mission statement
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Start writing a mission statement for your school library
�Experience not place
�Verbs not adjectives
�The understood not the found
�Always align this to your own school’s mission
statement.
Australian Curriculum
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General Capabilities
� Literacy
� Critical and creative thinking
� Information and Communication Technology (ICT) capability
� Ethical behaviour
Scope of Literacy
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Scope of Critical and creative thinking
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Scope of ICT competence
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Scope of Ethical behaviour
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Dimensions of evidence
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�Resource capabilities
�Thinking capabilities
�Knowledge capabilities
�Reading to learn
�Learning management
Collect the evidence
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� Student interviews
� Student portfolios
� Reflection journals
� Standards-based scoring guides and rubrics
� Surveys of students and teachers
� Pre-test and post-test measures
� Student generated product
� Bibliography
� Tests analysed for connections
� Measurement of information literacy competencies
Focus on Bibliographies
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� Diversity of sources
� Depth of knowledge
� Accuracy of citation
� Relevance to learning task
� Use of multiple formats
� Recency / accuracy
� Reason for choice
Rubrics
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� Scaled according to criteria
� Clearly defined performances
� Compare with previous assignments
Rails - http://railsontrack.info/rubrics.aspx
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Feedback
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Formal feedback strategies
� Engagement
� Relevance
� Relationships
� Class Efficacy
� Cooperative Learning
� Environment
� Critical Thinking
� Positive Pedagogy
http://www.metproject.org/downloads/Asking_Students_Practitioner_Brief.pdf
Collect personal reflection
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Ask yourself about
� The questions you ask students?
� The culture in my classroom/ library?
� The content and how it relates to the curriculum?
� My teaching strategies and skills?
� The ways I assess students?
� How and who do I collaborate with others?
� Am I part of a professional learning network?
Result analysis
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� Match scores with high use library groups
� Match before and after bibliographies
� Match before and after scores and products
� Match improvement in critical thinking scores after
inquiry based intervention
� Target gaps in scores for next time
Teacher Feedback
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� Teacher reflection on collaboration
� Enthusiasm
� Promote critical thinking
� Effective communication
� Number of collaborations
� Focus of collaborations
� Teacher observations
� Teacher summary of outcomes
� Teacher summary of benefits
Tell the story
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� Library website
� School website
� Newspaper articles
� Research journals
� Teacher journals
� Access
� Exhibitions
� Digital storytelling
Keep telling the story
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� Portfolios for Teacher Registration
� AITSL – Teacher Feature
� AITSL - Accreditation
� Conferences (not just library ones)
� Your school community
� Your local community
� Locally
� Nationally
� Internationally
Teacher Feature http://www.teacherfeature.aitsl.edu.au/
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Evidence guides
� Evidence guide for teacher librarians
Australian School Library Association Inc.
Standard 1 Evidence
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� student surveys and incorporation of survey feedback into library programs to meet the needs of the student
� evidence of formal mentoring of colleagues including feedback
� team teaching with colleagues to demonstrate how the library can cater for diverse learners
� teacher librarians or teachers mentored to develop differentiated teaching and learning programs
� presentations at staff meetings about resources, programs and support available from the library
Standard 2 Evidence
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� testimonial from a colleague documenting the input of the teacher librarian in the development of content in a variety of teaching and learning programs
� communications to colleagues promoting appropriate resources that support reconciliation
� testimonials attesting that the teacher librarian works with colleagues to devise teaching and learning
� online learning spaces; for example, library content management and information sharing systems that have been shared with colleagues to enhance teaching and learning
Standard 3 Evidence
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� descriptions of how collaborative lesson evaluations, informed by student achievement and measured against learning outcomes, are shared with colleagues
� testimonial or observations that indicate that the teacher librarian shared with colleagues, lesson plans, behaviour management techniques, student work samples and innovative teaching ideas
� reference from a colleague or mentor that indicates that the teacher librarian has observed, provided feedback and suggestions on teaching strategies
� Demonstration of ICT resources at staff/faculty/professional meetings
� evidence-based practice with colleagues to review teaching and learning programs in the library
Standard 4 Evidence
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� articles written for school newsletter/yearbook or professional association journal showing how the teacher librarian models effective practice and supports colleagues to implement inclusive strategies that engage and support all students
� collaborative lessons to demonstrate how the teacher librarian ensures student engagement
� support provided to colleagues to work collaboratively to incorporate strategies that promote the safe, responsible and ethical use of ICT in teaching and learning
Standard 5 Evidence
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� feedback on students, and sharing collated feedback
with teachers
� testimonial or observation attesting to the provision
of tools or templates; for example, mind maps for
colleagues to use in assessment tasks
� feedback gained from students; for example, the
differentiated curriculum, the feedback loop
� use of data from assessments to evaluate, identify
and modify collaborative teaching and learning
programs
Standard 6 Evidence
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� presentation to colleagues at local, national and international levels
� presentation of research findings to other staff for professional development
� engagement in action research planning, implementation or reporting to improve practice
� organisation of professional development events for colleagues that are focussed on improving practice
Standard 7 Evidence
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� cooperative teaching and learning programs that
incorporate ethical use of information
� contribution to professional journals; for example,
Access
� planning and leading parents’/carers’ workshops; for
example, Internet safety, research skills, helping
their children to read
� contribution to professional publications such as
journals, online discussion groups, blogs, wikis and
microblogging
Bibliography
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� http://www.facebook.com/#!/groups/EBPforSL/239558419483992/� Hay, L. (2012). Building an EBP movement: Our day – our profession –
our evidence. Presented at the SybaSigns School Libraries Making A Difference Seminar – 21 May/Sydney & 25 May/Gold Coast. Retrieved from http://www.sybasigns.com.au/Seminar%20Materials/EBP_Hay-Todd_slides-1.pdf
� Todd, R. (2012). Tools and measures for charting and documenting evidence. Presented at the SybaSigns School Libraries Making A Difference Seminar – 21 May/Sydney & 25 May/Gold Coast. Retrieved from http://www.sybasigns.com.au/Seminar%20Materials/EBP_Hay-Todd_slides-2%20.pdf
� Todd, R. (2012). Shout it out loud! he essentials of dissemination. Presented at the SybaSigns School Libraries Making A Difference Seminar – 21 May/Sydney & 25 May/Gold Coast. Retrieved from http://www.sybasigns.com.au/Seminar%20Materials/EBP_Hay-Todd_slides-3.pdf
� SLANZA Collected vol 7 2012 http://www.slanza.org.nz/collected.html� Australian School Library Association 2014, Evidence guide for teacher
librarians in the highly accomplished career stage, Australian School Library Association, Canberra, ACT.
Post-webinar information
Australian School Library Association Inc.
Resource list and certificate of attendancewill be emailed
Membership information is available athttp://www.asla.org.au/membership.aspx
Future Webinars http://www.asla.org.au/Professional-learning/webinars.aspx
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