ETL523 – Assignment 2: Part b Reflection

The ability to read, write, interact and share across a range of platforms, tools and media (O’Connell, 2012; Stripling, 2010) represent the essential skills necessary to succeed into the future. Teaching and learning in the digital age involves a change in emphasis towards participation, creating and sharing; more active learning rather than passive consumption of content delivered in a static manner (Wheeler, 2015). Assignment two forced me to look at my school’s current situation in regards to the digital learning environment. It became clear to me that my school is not currently harnessing technology for 21st century learning or preparing our students with future skills. Staff professional development, in particular, is needed to rectify low digital literacy standards amongst staff to work towards rectifying this.

The most important I have learned during this unit is that integrating technology into our pedagogy and learning should be viewed and taught in a positive way with the emphasis on the unlimited opportunities that are presented when we connect outside of our classroom. This shift in attitude requires a re-think about how we deliver the curriculum, new modes of teaching learning, creation of a personalized PLNs and a re-focus on how we preparing students for the future where digital fluency is a necessary skill to succeed.

Previous to this unit my understanding of what digital citizenship was mainly consisted of what students should not do and punitive policies that discipline those who plagiarise or aren’t using Creative Commons correctly. What I have learned is digital citizenship consists of a broad range of skills, habits and attitudes, and effectively utilising the digital learning environment in an ethical and productive way should be part of our everyday practice. We should be teaching by doing (Lindsay, 2016b), being models of digital citizenship in our everyday digital lives by integrating technology into our practice and habits, and connecting globally to expand our learning networks.

In an earlier blog post I reflected on the challenge of working collaboratively to achieve a group wiki. This was an excellent reminder of how our students feel when set such tasks and the difficulties they face using new digital tools and applications. Assignment one required me to learn new ways to communicate and to learn a range of new Web 2.0 applications. These skills have been immediately relevant to my practice in that I have shared with students through my library blog and when assisting students with organising their own work, new ways to connect and showcase their learning.   Students have responded well and are now recognising that I, and the library staff as a whole, are valuable resources in their learning, a small shift but nevertheless important for ongoing change. I am also evaluating how I can leverage my PLN to curate more effectively for my school community (Valenza, 2012) and for this to be one way I can demonstrate good digital citizenships skills by doing.

As in other units I have completed, the theme of leadership and the integral role of the TL to influence and lead change is apparent in this unit. I resonated with Lindsay (2016a) with the term ‘teacherpreneur’, a teacher who leads and achieves change by being relentless in their quest for the best student outcomes, perhaps in ways that may be considered disruptive.

Reflecting on my own practice, I realise that I need to be more focused on elevating my educational practice in terms of my ICT skills, understanding of the curriculum and ways to innovate its delivery, nurturing my PLN to forge connections with likeminded educators, and being able to lead others to share my vision. I am still a ‘work in progress’ for confidently leading by example, but this unit, and the course in general, is helping me to become the ‘outlier’ I would like to be.


Lindsay, J. (2016a). The global education leader. In The global educator: Leveraging technology for collaborative learning & teaching. Eugene, Oregon: International Society for Technology in Education.

Lindsay, J. (2016b, July 19). How to encourage and model global citizenship in the classroom [Blog post]. Retrieved from

O’Connell, J. (2012). Learning without frontiers: School libraries and meta-literacy in action. Access, 26(1), 4–7.

Stripling, B. (2010). Teaching students to think in the digital environment: Digital literacy and digital inquiry. School Library Monthly, 26(8), 16–19.

Valenza, J. K. (2012). Curation. School Library Monthly, 29(1), 20.

Wheeler, S. (2015). Learning with “e”s: Educational theory and practice in the digital age. United Kingdom: Crown House Pub Ltd.


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]



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


  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?


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

Made with Padlet