School librarians
Are you an apomediary?
I came across this term in the report on Youth and Digital Media: From Credibility to Information Quality published by the Berkman Center for Internet & Society.
In a traditional setting for the provision and management of information, the common term with which most would be familiar is an intermediary…someone who acts as a gatekeeper and/or a “middleman”.
With a greater use of mobile technologies and the always-connected user, the digital context heralds a change – instead of intermediaries we have the apomediaries who “stand by” as guides whose advice, direction and intervention is optional.
So what is an apomediary?
Interesting that it is the health industry that provided me with an answer.
“Both Health 2.0 and Medicine 2.0 have given rise to yet another term, apomediation. Apo comes from the Latin for “stand by,” and mediate comes from the Latin mediare to “be in the middle.” Apomediation describes the fact that when you access information on the Internet, you cut out the gatekeepers or any middlemen (like your own doctor or an insurance salesman), and allows you to go directly to the source of information, even if it is not a (previously considered) “expert” source. The expert “stands by” you. The information may come from a professional, or it may come from someone considered to be more of a peer. The expert source is an apomediary (or apomediator), someone who stands by, offering you the Internet information you seek.”
http://patients.about.com/od/glossary/g/apomediation.htm
In a school context, I firmly believe it is the teacher librarian/school librarian who fits comfortably into this role, not only to “stand by” the students, but also the teaching staff and school administrators.
As we move more towards principal/school autonomy where decisions are being made at the local level, the teacher librarian can contribute content from the digital context to help inform the decisions being made.
For example, the Executive Summary in the original report that I referred to at the beginning of this post would be a useful document to discuss with school decision makers.
A profession at the tipping point
Just returned from the Australian School Library Association (ASLA) Biennial Conference where I presented a keynote session — A profession at the tipping point: time to change the game plan
Abstract: The nationalisation of K-12 education in Australia has the potential to have a Jupiter Effect (prediction that an alignment of the planets would create a number of catastrophes) on school libraries and the profession. Government-driven initiatives and projects herald an education ‘two-speed economy’ for teacher librarians – boom or bust. The report, School libraries and teacher librarians in 21st century Australia, and data from 386 submissions and 13 public hearings provide sufficient evidence that school libraries and teacher librarianship are at a tipping point. This address will present a view on the impact of the nationalisation of K-12 education and explore strategic directions for the profession and school libraries. What will be the future if you do not take charge of your own siesmic shift?
More about the conference program at http://www.asla.org.au/pd/conference/program.htm
ASLA 2011. Karen Bonanno, Keynote speaker: A profession at the tipping point: Time to change the game plan from CSU-SIS Learning Centre on Vimeo.
History can’t be wrong!
Today’s blog post was sent to me by Dr Marc Dussault, The Exponential Growth Strategist. It’s an Infographic taken from DailyInfographic.com.
Framework for digital literacy
Here is a snip from the previous Webinar where June provided an overview on this topic.
Now, I have asked June to take this content to another level. The “Developing a framework for digital literacy in your school” is in response to the answers attendees provided to this question following the delivery of “A Point of View on Digital Literacy” – “What would you like to explore further on the topic of the webinar?”
Here is an overview of some of the content that will be covered in this webinar:
- How to identify the most important elements of a digital literacy framework.
- A process to determine the ICT model that will fit your school.
- The “short, sharp and shiny” ideas to capture the attention of teachers so they will fully engage.
- How to encourage teachers to use digital formats in their teaching and learning programs.
- A way to bring the school community on board so this is a whole school project.
- The background to successful projects undertaken with teachers at her school.
- Discover how the personal learning network connects with this framework.
- REVEALED! The major challenges confronted during the development phase.
And that’s just a fraction of what you’ll find out at the “Developing a framework for digital literacy in your school” webinar.
Don’t miss out on this webinar on Wednesday, 4 May. More information is available at http://www.schoollibrarymanagement.com/digital-literacy
Look forward to connecting with you then.
Education webinar on digital literacy
Digital literacy is a buzz word just as much as transliteracy and digital media literacy. Here is one point of view on the topic.
Now, I’ve taken this a bit further and developed a webinar series called “A Point of View.” The topic for the month of April is digital literacy. Each month I will have a different topic, but for now I’ve sourced a knowledgeable colleague who will present a concise and succinct presentation on this topic. I’ve given her a set of questions to answer and, if time allows, she will take questions during the webinar.
Here’s a quick overview of the format:
- How to get access to the latest information
- Simple ways to get to the heart of the content without having to read & research
- Learn how to avoid the mistakes
- Find out how to get started without going through the pain
- Steps to identifying who should be involved in your projects
- Common problems that can cause you to stumble
- Hot tips on how to survive
- Key strategies to make sure you don’t waste your time doing what others have done
So, if you missed out on the webinar, then head on over to the webinar archive.
This is what an attendee shared after the last webinar.
“Thank you for these resources and for offering the opportunity to be part of the webinar. It was a very interesting and thought-provoking presentation. I took many of the ideas to work the next day and tossed them around…some we are doing (but perhaps had not really identified their value?) but many more have given us food for thought.” [Judy Bolton, Queensland].
It is great to get this type of feedback as well as many suggestions for other topics. I hope you will join me next Wednesday.
Advocacy – Identify a memorable message
In recent days a number of reports have been released and national decisions made about learning and curriculum in Australia.
For example, PISA 2009 research results were published on 7 December, so it is important to take a look at the implications for Australian education. Then, on 8 December the education Ministers endorsed the Australian Curriculum and the joint transcript provides some interesting perspectives from each of the members of the Ministerial Council.
So, for me it is time to revisit what advocacy really means as I believe an advocate’s approach will be crucial over the next couple of years, particularly, as the Australian national curriculum is implemented across the country.
One point I wish to make is, there is a difference between advocacy and lobbying. Advocacy is about working on activities that will influence policy whereas lobbying is about asking the policymakers to take a specific position on a specific piece of legislation. Subtle, but essential to define. Wikipedia provides a good definition to consider.
So that individuals can feel comfortable with and a part of any advocacy activities I’m going to spend the next few weeks covering seven crucial strategies and also hope to get you involved in providing more commentary on each topic.
Strategy 1: Identify a memorable message
It is important that you decide what your message is going to be. As an advocate you will need to repeat it many times in different ways to get it to stick.
Here are some examples:
Our school library provides a vital service.
I make a difference to student learning.
Our school library evolves to meet the students’ needs.
Our school library is a solution to …..
What is the memorable message that you continue to address on a regular basis so that your school community gets a clear idea of what you are doing for them and the school? What is it that you want to keep in front of everyone’s minds? What relevant and up-to-date impression do you want teachers and students to experience? What perception do you want them to have?
School Library Inquiry involvement
My apologies for not communicating for awhile, but I’ve been extremely busy working with the Australian School Library Association (ASLA) for the House of Representatives Inquiry into School Libraries and Teacher Librarians in Australian Schools.
Since my last post I worked with one of the ASLA Executive to prepare the submission for the Inquiry. On 28 April, June Wall and I appeared as witnesses for ASLA at the first public hearing in Sydney. You can capture the transcript of that hearing from the House Standing Committee on Education and Training web site.
I’ve also been involved in a number of interviews in my role as the Executive Officer of ASLA. Here are some you can see and hear….
Parliament of Australia, House of Representatives 2010, ‘How important are school librarians’, About the House, 17 May 2010. (Check out the video clip section on the web site.)
Godfrey, P 2010, ‘What is the role of the librarian in the Internet world?‘ Adelaide Radio 101.5 FM, 12 April 2010.
More information is available on the ASLA web site.
There are several more public hearings to be held during June and July so I will try and keep you informed.
In a speech in Cape Town, South Africa, on 7 June, 1966, Robert F Kennedy said: “There is a Chinese curse which says, ‘May he live in interesting times’. Like it or not, we live in interesting times…” (http://www.bbc.co.uk/dna/h2g2/A807374)
Bit spooky about the Chinese curse, but I have to agree…like it or not, we live in interesting times.
Digital literacy on the rise
The Horizon Report 2010 K-12 edition has highlighted a really important issue that is very relevant to teacher-librarians.
One challenge identified in the report is – “Digital media literacy continues its rise in importance as a key skill in every discipline and profession.” As discussed in the report, training in digital literacy is rare in any pre-service teacher education training. The reference to this lack in “school district professional development” is really a green light for teacher librarians to get out there and put a school-based professional learning program together for the staff.
Other sections that will of interest include the key trends – Five trends have been identified as key drivers of technology adoptions for the period 2010 through 2015:
- Technology is increasingly a means for empowering students, a method for communication and socialising, and a ubiquitous, transparent part of their lives. Once seen as an isolating influence, technology is now recognised as a primary way to stay in touch and take control of one’s own learning.
- Technology continues to profoundly affect the way we work, learn, socialise, play, collaborate, communicate and succeed. Increasingly, technology skills are also critical to success in almost every arena, and those who have substantial facility with technology will advance while those without access or skills will not.
- The perceived value of innovation and creativity is increasing. The ways we design learning experiences must reflect the growing importance of innovation and creativity as professional skills.
- There is increasing interest in just-in-time, alternate, or non-formal avenues of education, such as online learning, mentoring and independent study.
- The way we think of learning environments is changing. The ‘spaces’ where students learn are becoming more community-driven, interdisciplinary and supported by technologies that engage virtual communication and collaboration.
Some of these trends also help teacher-librarians to have a foot in the door. For example, consider inquiry-based learning and how we design learning experiences to engage learners in information rich environments to develop higher order thinking, creativity and innovation. Or, school library design and developing learning spaces for students.
We need to use the information in this report to our advantage.
School libraries and teacher-librarians inquiry
The inquiry into school libraries and teacher-librarians (TLs) in Australian schools by the House of Representatives is very timely. With the economic stimulus package, Building the Education Revolution (BER), the Primary Schools for the 21st Century (P21) element budget was $14.1 billion. The priority was the construction of new school libraries or refurbishment of existing facilities (other facilities included multipurpose halls or covered outdoor learning areas or classrooms). As at August 2009 there was over 3000 school library projects benefiting from the BER funding for the first round (National Coordinator’s Implementation Report, February to September 2009). The second round of projects are to be completed no later than 31 January 2011 with the third round scheduled for 31 March 2011.
At the beginning of the school year of 2010 some of these new school libraries were opened. One concerning aspect was a number of these new facilities did not have a fully qualified teacher-librarian managing the facility or the new school library only had a teacher-librarian there for only a few days of the school week. In November 2009 the Australian School Library Association (ASLA) wrote to the Minister of Education requesting a review of school libraries in Australia. The response from the Office of the Hon. Julia Gillard in December 2009 was “the management of school libraries, including resourcing and allocation of staff, is the responsibility of the government and non-government education authorities in each state or territory”.
The Inquiry into school libraries and teacher librarians in Australian schools , announced on the 10 March 2010, has certainly created a great deal of interest within the education sector and the library & information services industry. Recent media coverage has been very positive. For example, School libraries are the lifeblood of learning – let’s not lose them by Dr Karen Brooks. Brooks’ closing statement will ring true – “…remind the powers that be that school libraries, TLs and librarians are our culture’s heart – let’s do all we can to keep it beating”.
In 2008 I contributed a chapter on ‘Managing and servicing the information needs of a digital school’ to the text, Leading a digital school edited by Mal Lee and Michael Gaffney (ACER Press, 2008). I mentioned the need for today’s students needing to become information fluent. “The means being able to:
- ask the right questions to identify the most appropriate search terms to effectively transact a successful search query;
- develop and apply high-level online research skills that require responsiveness to search results and utilising decision-making skills to revise the information-seeking process;
- be discerning users and understand the limitations of various search tools and the idiosyncrasies of specialised search facilities;
- check the reliability and validity of the information sourced;
- use the information ethically and know when and how to give credit to an information source; and
- actively engage in constructive knowledge creation knowing how to integrate sourced information to expand their understanding and knowledge of the world.” (p. 142)
The role of the teacher-librarian is absolutely crucial in the development of these 21st Century skills. As Brooks states, “Librarians and TLs are the gatekeepers and mediators through which children discover the different and amazing worlds at their fingertips.”
National curriculum and teacher-librarians
Visit ASLA online to contribute your comments to my recent post to the forum. Here’s a copy in case you need a prompt….
On the first of March the Australian Curriculum Assessment and Reporting Authority (ACARA) released the draft K-10 Australian Curriculum documents for English, History, Mathematics and Science.
It is important for the teacher librarianship profession to consider the implications of this new curriculum on the library and information services of the school library.
What evidence is there of the inclusion of an inquiry based learning approach supported by a rich resource collection to assist students to development deep knowledge and skills? Within each curriculum document there is reference to “general capabilities”. This section in each document is a “must read” for teacher librarians as well as the “cross curriculum” – Links to other learning areas.
Have 21st Century learning skills be adequately captured? We need to clearly see evidence of metaliteracy being covered – for example, literacy, information literacy, media literacy, digital literacy, visual literacy, cyberliteracy, information fluency – to attain the educational goals for young Australians.
The close of the consultation process is 23 May 2010.
BTW – I’ve attached a document entitled Reframing Information Literacy as a Metaliteracy to the forum post. Well worth the read.
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