Wiki and digital artefact – done and dusted…

I have submitted my first assignment for ETL523 – a group wiki. My group chose Copyright in the Curriculum as our sub topic. This assignment was difficult for me on a few fronts. Firstly, we were required to work in a group and use online technologies to connect, share and produce our work. I was lucky that my group was cohesive and productive, however, working in this online environment was a huge learning curve, and a great reminder of how and why students struggle with these types of tasks.

We used Google Hangouts, email and the wiki discussion tabs to communicate. On top of that the assignment required us to immerse ourselves in new technologies for creation and presentation and to create an original artefact on our topic and embed this into our wiki. I have spent countless hours learning new applications, experimenting with them and pondering their use in the classroom or for library services.

I eventually settled on creating a Storify presentation with an iMovie embedded in it which focused on how to find and attribute Creative Commons material. I had never made an iMovie before and this was very satisfying to complete. I also embedded a Thinglink image in my page and added a Padlet reflection section.

I have found this task difficult, but as for most of the other subjects, immediately useful in my work. It has reinforced the importance of keeping up to date with new technologies and applications, and my role as TL to impart this, or support teachers and students with these skills. During Term 2 I will use my school library blog to showcase some new applications as a starting point.

As the wiki is a closed site, here is a somewhat static version of my contribution.

So why do teachers need to know about copyright?

The simple answer is that teachers need to be setting the example of being a good digital citizen to students. By copying, pasting, modifying, repurposing, and sharing resources ethically themselves teachers model how to make copyright work in a positive way.

Why do students need to be explicitly taught about copyright and ethical use of information?

It is the role of the teacher to develop independent and ethical users of information so that they can enhance their collaboration and connection digitally with their world of learning. To meet ethical and legal obligations, students need to know about copyright laws, fair use guidelines, Creative Commons, intellectual property and correct referencing.

The increasing use of digital learning environments means that teachers and students are utilising more digital content that ever before. Increasingly knowledge and evidence of learning is being shared through online spaces and web applications. This requires a thorough understanding of what can be sourced, what can be used, remixed and how can it be shared. Students may not realise that copying and pasting material they find online into their assignments without citing it is plagiarism. Students may not understand that illegally downloading and sharing music, videos, and software is a form of stealing called piracy. With teacher guidance, students can learn to respect the copyrights of others, as well as how to protect, receive acknowledgement for, and share their own original creations.

Creating and becoming global digital citizens – This is our challenge.

What is happening in the classroom today?

Link to Thinglink image

[free WordPress site does not allow embedding, best viewed using CHROME]

Image used with permission from Fahan Senior Library

Re-cap: Benefits of Creative Commons for teachers and students

  • A source of material that can be legally used beyond the limits of Part VB and s200AB
  • Collaborate and share material you own with other teachers, students, the world
  • Creative Commons teach students about what they can do with copyright material (not just what they can’t)

Ok – so you are thinking, I get it but where do I start?

Firstly, it is important to embed ethical practices into the whole school curriculum. Copyright cannot be taught as a stand-alone topic in the library once a year. It needs to be part of every subject and be expected for teachers and students. The teacher-librarian is available to help you plan and resource your lessons, and can assist in the classroom to guide students.

Ideally your school will implement a whole school digital citizenship program with copyright as one aspect of this.

Here is an example of a curriculum from Common Sense Media.

Next – become an expert yourself.

[Wordpress free version does not allow Storify to embed]

 

Challenge:

Activity 1 – Can you find an image to use in your own work?

GOOGLE DOC LINK

  1. Open the Google Doc
  2. Using a search tool find an image of your choice, perhaps something related to a unit of work you are doing at the moment, that has a Creative Commons license attached to it that allows you to reuse the image in your own work.
  3. Add this image to the Google Doc.
  4. Correctly attribute the source.

Activity 2 – Can you use the license generator to add a Creative Commons license to your own work?

GOOGLE DOC LINK

  1. Open the Google Doc
  2. Add a Creative Commons License that allows others to reuse and modify

Made with Padlet
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ETL503 – Part C: Reflection

This assignment and unit has been essential for me to understand the importance of managing, developing and refining the school collection, for my specific school community. The idea of a ‘learner-centred’ collection (Hughes-Hassell & Mancall, 2005) has been cemented, a concept which I had up till now not even considered. This lack of knowledge has definitely contributed to me struggling with collection development in my current role. As stated in the Professional Standards For Teacher Librarians (Australian Library and Information Association, 2004) an effective teacher librarian steers the learning community towards rich resources chosen for their specific requirements and ensures that they are implemented, managed and utilised with optimum results. I have begun to hone my skills of analysis to enable me to achieve this.

The need for the collection to be consistently reviewed and evaluated to reflect the needs of the school community requires a plan and collaboration. In terms of a practical system, the CREW guidelines (Larson, 2012) are an invaluable new revelation to me and I plan to implement a program based on this in my library. Making collection development a shared process where stakeholders’ contributions are welcomed is imperative, and this includes de-selection decisions also (National Library of New Zealand Services to Schools, 2012) to be truly inclusive. During this unit I have informed my Principal of the library policy regarding de-selection and consulted with teaching staff more closely. This has resulted in an improved relationship with staff and a start to a more efficient and targeted weeding process.

The role of the teacher librarian and expertise necessary to be effective just keeps becoming more complex as I learn more in this course. Particularly in this unit I have been made aware of how important it is to be an expert in curriculum, learning styles, format preferences and reading levels, and be at the cutting edge of new technologies. Resourcing the curriculum for learning and developing information literacy skills is the key aspect of the teacher librarian role. As the curriculum changes and technology continues to influence preferences of information formats, learning styles and communication methods, the teacher librarian must adapt to serve those needs. This includes the need to balance collections with a proportion of digital resources, despite the associated implications of licencing, copyright and management concerns.

Assignment one confirmed to me the time consuming nature and complexity of the selection process. In my earlier blog post, I did note that many hours were taken to carefully select and evaluate resources based on my newly created Selection Criteria. As stated in the ALIA Statement On Free Access To Information (Australian Library and Information Association, 2015) and the School Library Bill of Rights (Australian School Library Association, 2014) the teacher librarian has a duty to provide balanced and free access to all forms of information. Adhering to selection criteria combats censorship issues, particularly self-censorship and preferences for particular formats and ensures resources are evaluated on their own merits and in the context of the collection as a whole (Hughes-Hassell & Mancall, 2005; Johnson, 2009; Kennedy, 2006).

The usefulness of the selection criteria to inform de-selection also can not be understated, and the literature surrounding the negative nature of keeping out-dated and irrelevant resources (Beilharz, 2007; Larson, 2012) has given me confidence to attack my shelves with more authority. The notions that the best items in the collection are the ones being used, and that a good library is not necessarily the largest one, are my two take away messages regarding weeding.

This course has immediately impacted my practice in a positive way. I am more confident that I will be able to implement procedures to improve the current collection and respond to the needs of my school.

References

Australian Library and Information Association. (2004). Standards of professional excellence for teacher librarians. Retrieved from https://www.alia.org.au/about-alia/policies-standards-and-guidelines/standards-professional-excellence-teacher-librarians

Australian Library and Information Association. (2015). Statement on free access to information. Retrieved from https://www.alia.org.au/about-alia/policies-standards-and-guidelines/statement-free-access-information

Australian School Library Association. (2014). Policy statement – School library bill of rights. Retrieved from http://www.asla.org.au/policy/bill-of-rights.aspx

Beilharz, R. (2007). Secret library business – part 2. Connections, (63), 10–12. Retrieved from http://www2.curriculum.edu.au/scis/connections/conn_page.html

Hughes-Hassell, S., & Mancall, J. C. (2005). Collection management for youth: Responding to the needs of learners. Chicago: American Library Association.

Johnson, P. (2009). Developing collections. In Fundamentals of collection development and management (2nd ed, pp. 103–108). Chicago: American Library Association.

Kennedy, J. (2006). Collection management: a concise introduction (Rev. ed). Wagga Wagga: Centre for Information Studies, Charles Sturt University.

Larson, J. (2012). CREW: A weeding manual for modern libraries. Austen, TX: Texas State Library and Archives Commission. Retrieved from https://www.tsl.texas.gov/sites/default/files/public/tslac/ld/ld/pubs/crew/crewmethod12.pdf

National Library of New Zealand Services to Schools. (2012). Weeding guide. Retrieved from http://schools.natlib.govt.nz/school-libraries/building-and-managing-collection/weeding-guide