It’s great to be back in 2012.
This YouTube clip is an amazing way to get in the soul of books because books are alive and make us dream and fly always !
It’s great to be back in 2012.
This YouTube clip is an amazing way to get in the soul of books because books are alive and make us dream and fly always !
I love YouTube…..I think this is the best christmas story I have ever seen…….very classroom friendly
Thanks to Shelley McMorran from The Friends’ School Morris Library in Tasmania for the link.
Jane Hart’s Centre for Learning and Performance Technologies (C4LPT) recently posted the Top Tools for Learning 2011 (their 5th annual survey). Contributions came from over 500 learning professionals worldwide.
Here’s the top 20: Twitter; YouTube; Google Docs; Skype; WordPress; Dropbox; Prezi; Moodle; Slideshare; Glogster; Wikipedia; Blogger; Diigo; Facebook; Google Search; Google Reader; Evernote; Jing; Powerpoint; Gmail. New to the list in 2011 are: iPad and apps (44); Kindle (82); Khan Academy (74); Scoopit (33); Strorify (69); Paper.li (90); ReadItLater (90); Knol (63)….Interesting to see how the ratings will change next year.
Click here for a clear and simple slideshow of the Top 100: http://c4lpt.co.uk/top-100-tools-for-learning-2011/
Top tools in categories: http://c4lpt.co.uk/top-100-tools-for-learning-2011/best-of-breed-tools-2011/
Tools directory – all kinds of learning tools – something for everyone!: http://c4lpt.co.uk/directory-of-learning-performance-tools/
I am constantly looking for free images that are good, free, and easy to search through. I also need to know what sources to recommend to students on a regular basis.
It’s not just about copyright – its about teaching students that not everything is in the public domain – an important point as more students and teachers move into online environments of blogs, wikis etc…. Including images with postings enhances the experience for the reader and can also help to illustrate or support the composers viewpoint.
Greasemonkey and Flickr for the Adventurous is a way of automating a Flickr Attribtion Helper.
FlickrStorm -let’s you search photos on Flickr that are made available through a Creative Commons license
Compfight – a beautifully simple interface! Tailor your search for commercial or creative commons; original and even safe search.
Veezzle – a search engine which finds free stock photos by crawling dozens of websites.
When you need for some pictures to freshen up your webpage you should:
Others image tools worth trying:
For a full Photography Toolbox you shouldn’t go past Mashable’s 90+ Online Photography Tools and Resources.
You may also enjoy reading the Complete guide to Finding and Using Incredible Images in Flickr. Includes an excellent explanation of Creative Commons and images.
Thanks to Judy Oconnell and Susan Stephenson from OZTLnet for the ideas and links http://www.thebookchook.com, http://heyjude.wordpress.com/find-free-images-online/
We have just recently weeded and culled our 10 year old library and borrowing stats have greatly improved with the cleaner and brighter shelves attracting lots more students.
We held a few books sales for staff and students and gave a lot to charity. Some went to Kanga Books, Rotary and others were donated to fetes etc….
Lawrence Foon (Sydney based) from the old boys association of Marist Brothers High School in Suva picked up resources (books in good condition – Fiction and Non-Fiction), as well as, sets of textbooks – especially maths and science and English. Given that some schools might be purchasing new textbooks for next year this might be a good opportunity to find a home for books that are still in good condition. They are also looking for laptops and computers.
Here is a link to the old boys’ website:
www.ozmob.com.au ( http://www.ozmob.com.au/ )
If you can help out his phone number is 0410 804827.
HOPE worldwide (Australia) is another company that picks up book to deliver to Papua New Guinea I think.
ph: (612) 98681980
web: www.hopewwaustralia.org.au<http://www.hopewwaustralia.org.au> 22 Howard Place, North Epping NSW 2121.
We did have a little chat with our Principals and executive staff about the cull before proceeding just to make sure we were all on the same page and they were very supportive after asking a few initial questions about why, where, how etc…
The following website was helpful in guiding us:
The books were sorted in into piles labelled : WITHDRAW, MEND, REPLACE, CHECK FURTHER, TRANSFER TO, OTHER as is suggested. One acronym I thought was clever was M-U-S-T-I-E:
‘… MUSTIE, to indicate when an item should be removed from the collection. MUSTIE stands for:
* Misleading and/or factually inaccurate: (this includes items that fail to have the substantial periods of time not represented because of the age of the material)
* Ugly (worn out beyond reasonable mending or having been poorly repaired in the past)
* Superseded by a new edition or a better source (keep in mind the use of the Web as a better, more up-to-date source in many cases)
* Trivial (of no discernable literary or scientific merit & without sufficient use to justify keeping it)
* Irrelevant to the needs and interests of your community; (not used even though we may find it “interesting”!)
* Elsewhere (the material may be easily borrowed from another source or found on the Web)’
This could also be applied to the students at our College
Thanks to Helen Rowling from OZTLnet and also Helen Wynd for the ideas.
The following books are a great fit with Are we there yet? by Alison Lester which is a great Stage 1 or 2 book that fits with any unit of work about Australia.
Wheels on the bus by Mandy Foot
Possum magic by Mem Fox
All the way to WA by Roland Harvey
At the beach, Roland Harvey
In the bush, Roland Harvey
In the City, Roland Harvey
To the Top End: Our trip across Australia by Roland Harvey
The Search for Sunken Treasure: Australia by Elizabeth Singer Hunt
Our Australia series, by Phil Kettle Australian Geographic. Ernie Dances to the Didgeridoo by Alison LesterMy Country by Ezekiel Kwaymullina
Riley and the Grumpy Wombat : a Journey around Melbourne by Tania McCartney
My Aussie Ocean Adventure by Jo Rothwell
Highway by Nadia Wheatley
Swerve by Philip Gwynne
Guitar highway Rose by Brigid Lowry
Road by Catherine Jinks
Dreamrider by Barry Jonsberg
Thanks to Pat Pledger from OZTLnet for the HIT
As a Librarian in a senior secondary college I see myself becoming more and more of a coach. I have signed up for Peer Coaching Accreditation Training which is a 3 day course run by Western Sydney DEC Region to meet Regional Targets. This article from the Educational Leadership website is a window in to my role here as Librarian in a busy HSC focused school.
The Coach in the Library
Carl A. Harvey
Although the title coach is seldom associated with media specialists, perhaps it should be.
Although the classroom teacher is generally the expert on the content standards, the school librarian is the expert on the process of finding, evaluating, using, creating, and sharing information. Bringing the two together engenders powerful learning opportunities for students and provides professional development to teachers.
After all, part of ensuring that students and teachers have access to the resources of the library is making sure teachers know how to use these resources to enhance instruction. I have been a school librarian/media specialist for 14 years. Throughout my career, I’ve seen many librarians—including myself—guide teachers by modeling how to use cutting-edge resources, leading small-group presentations, and providing one-on-one instruction.
Today, it might be a 2.0 offering like a wiki that I’d introduce to teacher and students simultaneously, but the process works the same: As teachers feel more confident, they take ownership. I don’t think I’ve ever called this way of assisting “coaching,” but it’s certainly a key way librarians give teachers training to bolster their skills. Because the training comes at the point of need, is focused on the task or project at hand, and reflects something the instructor wants to do with students, it’s meaningful. To this day, as I collaborate with teachers—whether I’m teaching in the library, the computer lab, or the classroom, I’m always thinking about how I can give teachers a chance to see the potential of new technologies, books, or other resources.
Modeling a new technology as I work with kids provides a springboard for teachers who want to learn more. For example, my school now has two document cameras. As I worked recently with 2nd grade students on their research project on biomes, I used the document camera to model how students could organize the information in their research journals. My presentation wasn’t elaborate, but as classroom teachers helped their students, they saw me using this new tool and began to ask about it. How did it work? What would they need to use it in their rooms?
An effective media specialist also models creative technology use by initiating conversations about potential projects. Each week, I attend my school’s grade-level planning meetings. I often throw out ideas such as, “You could use the student response clickers for that activity” or “Have you thought about having students create that on a wiki?” Sometimes teachers take me up on it; other times they don’t. But now that I’ve been working with these teachers for years, one thing I don’t hear as much during weekly meetings is, “I don’t know how to do that.” Instead I hear, “You’ll have to help me with that”—because teachers feel comfortable that I’ll give them the support they need.
I discovered the power of working with small groups of teachers in 2009 when North Elementary’s principal Vince Barnes shared his plan for professional development for the coming school year, telling me, “I have an idea, but you’ll have to lead it.” His vision was that North Elementary School would focus on using web 2.0 to improve students’ literacy and 21st century skills, and teachers would explore how they could best use 2.0 tools. As the principal and I mapped out what spreading learning about web 2.0 schoolwide might look like, we decided to use existing teacher meetings as a forum to introduce such tools—and to gently require teachers to give them a try, with support as needed.
In the past, I’d struggled with whole-group staff development. Some faculty member always said, “That doesn’t apply to me!” When I used middle-of-the-road examples, the kindergarten teachers often perceived the suggested project as too hard for their kids and shut down; the 4th grade teachers assumed it was too young for their kids and shut down. Special area teachers would assume this didn’t apply to them at all. Obviously that approach wasn’t going to work this time. Instead, we looked at how we could provide focused staff development that met teachers’ needs at their particular grade levels.
With each web 2.0 tool, the principal used a whole-staff meeting to introduce the tool or resource, and he and I presented basic activities that gave teachers an understanding of how it worked. To showcase podcasting, we located a variety of examples on the web and played them. My principal and I made sample podcasts and shared them with the group to demonstrate how easy it was to create one.
Rather than go into depth at whole-staff meetings on how to use each tool, we scheduled our trainings during the teachers’ weekly professional learning community meetings. These meetings are organized by grade level and are typically held during teachers’ preparation period. In each meeting, the principal and I trained teachers in using the tool appropriately for their grade level, talked about how this technology might look with their kids, and answered individual questions. In suggesting how to apply the tool, we focused on future curriculum topics.
For example, 1st grade was beginning its farm unit, so we discussed how a podcast might work with that topic. Students researched farm animals and used the information they gathered to create acrostic poems, which they recorded as a podcast. In music, 4th graders were going to be studying composers, so we planned podcasts in which each student took on the role of a composer that student had studied and responded to questions from fellow learners as if conducting a radio interview.
Teachers had six to nine weeks to decide on a project connected to their curriculum (not something “extra”) that used a specific web 2.0 tool with students. Our planning during professional learning community time got them started, but if they needed additional time to talk about options, the principal and I helped during weekly planning meetings. I made it quite clear that teachers were free to do this completely on their own, or if they wanted, I would collaborate with them. It was important to provide as much or as little support as each teacher needed.
Our kindergarten teachers opted to do a grade-level podcast about their field trip to the pumpkin patch. They took pictures, and back at school, we downloaded the photos, put them into a file, recorded the kids’ voices talking about what they saw and learned, and uploaded the podcast to the web. I walked kindergarten teachers step-by-step through the entire process. Our 4th grade teachers felt confident in what they were doing and so opted to be more independent; each group worked on a different project. I was available when they had questions, but they were able to work on their own once our nudge got them started.
Following these trainings and the various projects teachers saw through to completion, we celebrated their hard work at a staff meeting. It was amazing to see what these teachers and their students accomplished in their early tries with 2.0 applications.
During the second year of North Elementary teachers using web 2.0 tools, they knew enough that I didn’t need to do trainings for whole grade levels. Instead, I focused on being available to individuals. Some new teachers required in-depth training, and some veterans needed a refresher or help answering a question. Most important, teachers know that they can call, e-mail, or stop by the library, and I’ll try to provide them with all the support they need for trying out a new technology application.
These are just a few examples of how school librarians act as coaches. Although the projects described here focus on technology, there are plenty of other ways a good school media specialist can guide teachers. For example, they
For coaching to be effective, there has to be trust between specialist and teacher. Building trust requires following through on what you say you will do. If I promise to come and support teachers while they are learning a new technology, for instance, I have to be there—ditto if I promise to coteach a project with them at a certain hour.
In these hard economic times, schools must use each staff member to the fullest. School librarians have great knowledge about 21st century skills, technology, literacy, and much more. Schools should take advantage of the opportunities this knowledge store can create and run with them—for the benefit of our students.
Carl A. Harvey is the school librarian at North Elementary School in Noblesville, IN, and president of the American Association of School Librarians.
The students have been in to Dystoptian Fiction this year in a big way and many of our best titles have been running off the shelves. According to Wikipedia (argggg) “fictional dystopias are often set in a future projected virtual time and/or space involving technological innovations not accessible in actual present reality”.
One of our most popular books has been Matched by Ally Condie which is now set to become a Disney Film.
Disney and Offspring Entertainment have won a bidding-war with Paramount to secure the rights to the yet-to-be-released first installation of the Ally Condie young adult novel trilogy Matched. The novel is set in a society that “dictates what people read, watch and believe.” Based on that bit of information, it sounds like Disney is a perfect fit for the material (Note: my cynicism doesn’t take away from my love of Beauty and the Beast).
Matched, “with its love triangle and young characters, is being described as yet another potential Twilight for Disney” (recently, the studio also picked up the rights to Lauren Kate’s “angel love triangle” Fallen for similar purposes). This sounds great because if there’s one thing I can’t stand, it’s young girls thinking their lives could ever be complete without having a good man to take care of them. All snarkiness aside, to learn more about what to expect from Matched, hit the link for a quick synopsis of Condie’s novel.
So, as we head into the holidays here are some suggestions that might tickle your fancy if you like this genre. I have read most of these and we have them in the library, but there are some new ones I will be exploring further.
Delirium by Lauren Oliver
The Enclave by Ann Aguirre
Birthmarked by Caragh O’Brien
Epitaph Road by David Patneaude
The Forest of Hands and Teeth by Carrie Ryan
Witch and Wizard series by James Patterson
Naughts and Crosses by Malorie Blackman
Matched by Allie Condie
The Water Wars by Cameron Stracher
Numbers by Rachel Ward
Hunger Games by Collins
Hush Hush by Fitzpatrick
Divergent by Roth
Max Rider by Patterson
Evermore by Noel
I have created a public forum on the school website for our students to sell or buy second hand text books and study guides. Many students have been asking me if I want to buy them and have been wanting to sell theirs so I am hoping that if I advertise this with outgoing and incoming Year 12 students it may be useful.
The site is up and running but is a bit of an experiment at the moment so I will have to try and promote it heavily with the students. Wish me luck !