The VELS
– a library team challenge
Bronwen Parsons
eLearning Manager
Belmont High School
3rd April, 2006
The role of the library in the
changing environment
• Opportunity
• What is different in the school communities?
–
–
–
Primary schools
Secondary schools
Government & Independent schools
• What are the roles of the library staff?
–
–
To provide services to their clientele
Delineation of roles
KLA = Key Learning Area
8 KLA’s
• The Arts
• English
• HAPE
• LOTE
• Mathematics
• SOSE
• Science
• Technology
VELS – Victorian Essential
Learning Standards
3 Strands and 14 Domains in VELS
The strands are:
1. Discipline based learning strand
2. Physical, Personal and Social Learning strand
3. Interdisciplinary strand
Discipline based learning: The Arts; English; LOTE; Mathematics; Science
HAPE = Physical, Personal and Social Learning strand which includes the
following domains: HAPE; Interpersonal development; Personal learning;
Civics and citizenship
SOSE = Humanities = Economics, Geography and History domains
Technology = is in the Interdisciplinary strand in the Design, Creativity and
Technology domain and also the ICT domain (http://vels.vcaa.vic.edu.au/about/ )
Introduction to the Victorian and Assessment Authority - retrieved, March 29, 2006 http://vels.vcaa.vic.edu.au/about/
Domains
Discipline Based
learning
Communication
Information and
Communications
Technology
Thinking
Design
Creativity &
Technology
Physical,
Personal &
Social Learning
The Arts
HAPE
English
Interpersonal
development
The Humanities
Personal learning
LOTE
Civics and
citizenship
Mathematics
Science
VELS will require teachers and students to use different learning and teaching practices
in the way they organise materials, information and resources. Some of these
approaches will include digital multiliteracies.
Do your students currently use animation, sound, movie making and music as routine
learning tools? Do your teachers fully understand the potential of the digital tools and
resources?
Personal Learning
As students progress through school they need to be encouraged
and supported to take greater responsibility for their own learning
and participation at school. This involves developing as individual
learners who:
•
•
•
•
acquire self knowledge and dispositions which support learning
learn with peers, including by seeking and responding
appropriately to feedback
increasingly manage their own learning and growth including by
setting goals and managing resources to achieve these
recognise and enact appropriate values within and beyond the school
context.
From: Physical, Personal and Social Learning Strand:
Interpersonal Development – Personal Learning Guide
VCAA (2005)
Information and Data
Information
• Derived from a credible
source via a medium
(secondary sources)
• Collected through note
taking
• Provides background,
prior knowledge to
generate a research
question
Data
• Generated via a research
method (primary sources)
• Collected through
research methods
• Provides material for
analysis
Information and data can be verbal or numerical
Information and data are knowledge-building material
What is research?
Research is not
• Collecting information
• Reporting facts
• Following a linear
process
• Selling or persuading
• Writing a neat,
grammatically
correct paper
• Experimentation
• Surveys, questionnaires
Research is
• Question, thesis, hypothesis
• Plan, design for conducting a
study or experiment
• Information collection
• Data collection
• Analysis
Dr. Carol Gordon, 19 August 2005 Beyond Information Literacy: a 3-Dimensional
Approach to Authentic Teaching
Assessment strategies
•
•
•
•
•
Personal learning plans – resource location and use
Rubrics
Observation sheets
Small group reports
Shared correction of units of work – teacher -librarians might
correct the research or bibliography or an agreed part of the
assignment
• Evidence based examples from Researching together
• Use of ICT’s in the library
Ocean Grove (Vic.) BPA (2006)
Thinking
• This domain encompasses a range of cognitive,
affective and metacognitive knowledge, skills
and behaviours which are essential for effective
functioning in society both within and beyond
school. The study of thinking enables students
to acquire strategies for thinking related to
enquiry, processing information, reasoning,
problem solving, evaluation and reflection.
From VELS Interdisciplinary Strand Guide. (2005)
Morton Bay, Redcliff, QLD, (2005)
Geelong Advertiser 20/8/05
“First think, and then speak.”
Clarke, 1639
~
“I think, therefore I am.”
René Descartes 1596-1650
“Learning without
thought is labour lost:
thought without learning
is perilous.”
Confucius, 551 - 479 B.C.
Geelong Advertiser 29/7/05
Sunday Herald Sun 24/7/05
The library team: a collaborative
approach in partnership with
subject teachers
• Primary
• Secondary – Multicampus
• P-12
• All domains & disciplines – priority focus – English and maths – 2006,
others 2007
, Year level focus, T/L’s teaching areas
• History and Geography - now separate disciplines in the Humanities domain
• Thinking
• Personal learning
• ICT
• Assessment & Reporting
Teamwork
Coming together is a beginning;
keeping together is progress;
working together is success.
Henry Ford, Snr.
Library team
Teachers
Students
Teacher-Librarians
• Teacher liaison
• Curriculum knowledge
• Collection/community resource knowledge
• Content developer of units with subject teachers
• Creating a friendly, inviting, exciting learning space
• Teach
Develop
Demonstrate
Liaise
Lead
Initiate
Oversee
Co-operate
Promote
Collaborate
Co-ordinate
Administer
Contribute to subject meetings
Evaluate
Disseminate information & resources
Preview resources
Analyse curriculum requirements
Collection development
Support individual teaching styles
ICT technical expertise
Manage teams
Assist the school community
Librarians
• Specialist programmes
• Small group assistance
• Cataloguing
• Ordering
• Collection development
• ICT technical expertise
Library Technicians
• ICT technical expertise
• Guided research for unit development
• Collection knowledge and development
• Resource production Maintain network
• Maintain equipment
• Training staff and students to use equipment
• Cataloguing
• Small group assistance
Assistants & volunteers
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Displays
Maintain the environment
Support staff and students
Process multimodal materials
ICT technical expertise
Student ID’s
Photocopier
Shelving
Processing
Maintaining the environment
Displays
Newspapers/Magazines/Vertical Files
Maintain overnight reference section
Checking digital resources – e.g. links
State Government schools
 The “School Services Officers Handbook” in July 1997
superseded the “School based non-teaching staff: implementation
guidelines” (1994)
 SSO1 – selected excerpts from p. 31 – 35
 Assist teachers in the classroom - Library.
 Provide document preparation support.
 Understand basic operational procedures for school equipment.
 Provides assistance to students which requires a basic
understanding of program objectives and content.
 Assist students on an individual or group basis in specific
learning areas.
 Ability to ask the right question to get the required information
– who, when, where why, what.
 Participate in team meetings
 Participate in the monitoring and evaluation of programs and
evaluation of individual student involvement and achievement.
State Government schools
 The “School Services Officers Handbook” in July 1997 superseded the
“School based non-teaching staff: implementation guidelines” (1994
 SSO2 - selected excerpts from p. 36 – 39
 SSO 1 tasks – at a higher level.
 May work with SSO1 staff in terms of delegation of specific aspects of
curriculum production.
 Undertake bibliographic searching and verification using computerised
databases.
 Organise and maintain specialist collections – Learning objects.
 Assist teachers and students in locating reference materials using
standard bibliographic tools.
 Liaise with teaching staff in relation to curriculum requirements.
 Using equipment and materials prepare curriculum support materials.
 Assist with the provision of a reference service to teachers
What do leading edge
school libraries offer their
clientele?
Torquay, Vic. (BPA: 2006)
Programs
• Reading
• Research
• Recreational
Budget
• Evaluation & Planning
• Submissions & Bequests
Size
• Prioritising
• Multicampus
• Isolated school
• Separate libraries–
same site campus
LEARNING
AND
TEACHING
Technology
• Software
• Capable hardware
• Multimodal content
Staffing
• Services offered
• Division of work
• Delivery of services
Evaluating current library practice
•
•
•
•
•
•
•
Roles of library personnel
Resource management
Learning and teaching
Statistics
Services
Budget
Vision and priorities
Multimodal collection knowledge
•
•
•
•
•
•
Print collection
Multimedia collection
Database searching
Education Channel research
Public and State library searches
Local school networks
Webquests
Online
databases
Assessment
tools
Research
formats
Animation
Software
Lesson
production
Film
Library
catalogue
Scanning
Photos
Audio
and video
Resource production expertise
•
•
•
•
•
•
•
•
Word
PowerPoint
Publisher
Composer (Netscape)
Front page
Dreamweaver
Flash
Movie editors – Movie maker, Pinnacle,
Producer
• Sound editors – Nero, Creative Wave
Editor, Audacity
ICT rich curriculum ideas
Research:
•
Internet searching
•
Primary students may find noodlequest a good site to begin their
internet searching
Database searching
•
Education Channel research
•
Public and State library searches
In house online formats:
Web pages:
a good online lesson site
School intranet curriculum links using Front page: Curriculum intranet links
School intranet curriculum links using Publisher: Curriculum intranet links
School intranet curriculum links using Netscape Composer: Subject resource list
In house Webquests and other educationally selected sites e.g. Education Channel
Other school library links
Online Lessons:
a)
b)
c)
d)
e)
A digitised staff designed resource
A digital staff resource
Pathfinder template
Rubrics
Bibliographies
Print formats:- Word and Publisher
•
Brochures, flyers, newsletters – staff, student and parent
Be aware of current digital copyright requirements for schools
https://www.eduweb.vic.gov.au/edulibrary/Schools/Circulars/2005/circular_316-2005_dvd_piracy-eml.doc
Carly Stafford Geelong, 2004
Noddle tools - retrieved, March 29, 2006
http://www.noodletools.com/noodlequest/
Web Teacher - retrieved, March 29, 2006 http://www.webteacher.org/macintosh.html
Victorian Education Channel Webquests - retrieved, March 29, 2006 http://www.education.vic.gov.au/teacher/themes.asp
ICT rich curriculum ideas
•
•
Format of lessons – Intel based or template based
for example the template from Researching
together: engaging minds
Content to included:
1. Learning objects
2. Curriculum @ work sample unit plans - release
one
- Australians: we’re unique
3. Curriculum @ work sample digital learning
resources - release one and two
4. Making a difference - Information literacy
5. Researching together/engaging minds– from
Bendigo SSC (April 2005)
6. VITTA image database
7. eCommunication projects with other schools,
countries
8. Kahootz
9. Inspiration
VITTA image database
•
•
The Imagebank Collection has been produced for the Victorian Department
of Education & Training by the Victorian Information Technology Teachers
Association. It contains over 8000 images from Victoria, Canberra, New
South Wales and Norfolk Island for use by teachers and students.
These images are available on the Intranet
Researching together/engaging minds
Teachers as learners need to be provided with and supported by a
range of resources and learning and teaching strategies to
strengthen curriculum design and delivery.
Researching Together: Engaging Minds is a learning and teaching resource
which guides teachers through theoretical knowledge and practical
examples to support information literacy and promote a knowledge sharing
culture, where the whole school community can work together as learning
partners. It includes:
•
•
•
•
Planning Templates for teachers and students.
Research Formats to provide the intellectual scaffolding to implement
inquiry learning, information literacy, ICT and thinking curriculum strategies.
Evidence based practice strategies to assist in measuring the impact of
instructional intervention on student achievement.
Knowledge Sharing, which provides a wealth of practical tools to develop
learning and teaching strategies and extend professional development.
Learning objects: what are they?
• Individually digitized items of curriculum content which
could include:
• Traditional ‘teacher resources’ such as outlines of units
and lessons, pictures, books, excerpts from text based
resources, videos, sound e.g. audio tapes, music, slides
• Digital resources: Animations, digital video, digital music,
digital pictures, software applications such as
PowerPoint, Webquests, Web pages etc.
• ANYTHING used in teaching!
Curriculum@Work: Digital Learning
Resource: Release Two:
Heroes of the air: Smithy
Glossary
•
•
•
•
•
VELS – Victorian Essential Learning Standards
ICT – Information and Communication Technologies
Multimodal – Resources in all formats
Learning objects - Individually digitized items of curriculum content
Intranet – A school’s internal network which may be accessible from
outside the school
Fingals Head, NSW (BPA: 2005)
Bibliography
•
•
•
•
•
•
NTC’s Dictionary of quotations. Robin Hyman. Illinois: NTC: 1994
Researching together: engaging minds. CD- BSSC & SLAV, 2005
Making a difference: Mentone Girls Secondary College and SLAV 2003
Geelong Advertiser 29/7/05 and 20/8/05
Sunday Herald Sun 24/7/05
Dr. Carol Gordon, 19th August, 2005. “Beyond Information literacy: a 3dimensional approach to Authentic teaching
• VELS Interdisciplinary strand guide. (2005)
• Curriculum@work: Digital learning resource: Release two (2005)
•
•
•
•
•
•
•
•
Kingscliffe, NSW (BPA: 2005)
http://vels.vcaa.vic.edu.au/about/
http://www.noodletools.com/noodlequest/
http://www.webteacher.org/macintosh.html
http://rubistar.4teachers.org
http://www.education.vic.gov.au/ch/schools/teacher/themes.asp#Webquests
http://www.microsoft.com/windowsxp/downloads/ipdates/moviemaker2.mspx
http://audacity.sourceforge.net/
http://www.microsoft.com/office/powerpoint/producer/prodinfo/default.mspx
Resources used in this presentation
•
•
•
•
•
•
•
Internet – websites, gifs, pictures
Digital photos,
CD’s – Making a difference: researching
together: VITTA image data base
Scanner, Newspapers, Texts,
PowerPoint slides from Carol Gordon’s
presentation and a friend
Publisher, Word, Netscape, Explorer,
PowerPoint, Kahootz,
Tables, charts, diagrams, print screen
Highton, Vic. (BPA 2005)
Remember:
The philosophers of old liked the idea of
people sitting under a tree, talking about
things – with a glass of wine – clarifying
issues, and learning from others ideas and
opinions.
Source unknown: emailed from a friend Oct, 2005