Download pdf - Virtue is not enough

VIRTUE IS NOT ENOUGH

PRESENTED BY

ISOBEL WILLIAMS

PRESIDENT, ASLA

Australian School Library Association Inc.

Introduction


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Isobel Williams

Currently ASLA President, teacher librarian and year 7 Science teacher at Ogilvie High School in Hobart

[email protected]

How does what you do improve your community?


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The mission of [teacher] librarians is to improve

[schools] through facilitating knowledge creation in

their communities.

R. DAVID LANKES (2011)

What did the inquiry tell us?


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Potential of school libraries and teacher librarians to contribute to improved educational and community outcomes (Section 3)

� Research

� Evidence Based Practice

� Literacy

� Supporting teachers

� Improving digital literacy

� Inclusive hubs of 21st Century learning

� Leadership

What impact do we have on students?


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Lack of evidence in Australian context

Are we invisible?


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Occupational Invisibility? – others do not see the depth

and breadth of what we do Gary Hartzel

Evidence Based Practice


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� Use to improve student outcomes

� Use to gather evidence for your portfolio

� Use to advocate

Can you answer these questions?


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� What differences do my school library and its

learning initiatives make to student learning

outcomes?

� What are the tangible learning benefits of my school

library?

� How can I improve my teaching practice?

� How do I let others know about the answer to these

questions?

Issues


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� Time

� Not my job

� I am not a researcher

� Accountability

� I don’t know what outcomes to focus on

� Its all too hard

� I don’t need to get accreditation

� Not enough time….

Its not about numbers…


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� Numbers of classes

� Numbers of borrowers

� Issued items

� Lost items

� Web pages linked

� Items purchased

� Questions answered

Its about learning outcomes…..


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The Australian Curriculum includes seven general capabilities:

� Literacy

� Numeracy

� Information and communication technology (ICT) capability

� Critical and creative thinking

� Personal and social capability

� Ethical understanding

� Intercultural understanding.

Mission Statements


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� Redefine school library as an experience – not a

place

� Focus on inquiry, thinking and learning not

collections and access

� Celebrate the understood not the found

Libraries as verbs


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Examine Understand ImagineImagine Inquire

Interpret Find Search DISCOVER

Create Explore Compare Inform

Write a mission statement


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Start writing a mission statement for your school library

�Experience not place

�Verbs not adjectives

�The understood not the found

�Always align this to your own school’s mission

statement.

Australian Curriculum


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General Capabilities

� Literacy

� Critical and creative thinking

� Information and Communication Technology (ICT) capability

� Ethical behaviour

Scope of Literacy


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Scope of Critical and creative thinking


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Scope of ICT competence


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Scope of Ethical behaviour


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Dimensions of evidence


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�Resource capabilities

�Thinking capabilities

�Knowledge capabilities

�Reading to learn

�Learning management

Collect the evidence


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� Student interviews

� Student portfolios

� Reflection journals

� Standards-based scoring guides and rubrics

� Surveys of students and teachers

� Pre-test and post-test measures

� Student generated product

� Bibliography

� Tests analysed for connections

� Measurement of information literacy competencies

Focus on Bibliographies


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� Diversity of sources

� Depth of knowledge

� Accuracy of citation

� Relevance to learning task

� Use of multiple formats

� Recency / accuracy

� Reason for choice

Rubrics


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� Scaled according to criteria

� Clearly defined performances

� Compare with previous assignments

Rails - http://railsontrack.info/rubrics.aspx


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Feedback


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Formal feedback strategies

� Engagement

� Relevance

� Relationships

� Class Efficacy

� Cooperative Learning

� Environment

� Critical Thinking

� Positive Pedagogy

http://www.metproject.org/downloads/Asking_Students_Practitioner_Brief.pdf

Collect personal reflection


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Ask yourself about

� The questions you ask students?

� The culture in my classroom/ library?

� The content and how it relates to the curriculum?

� My teaching strategies and skills?

� The ways I assess students?

� How and who do I collaborate with others?

� Am I part of a professional learning network?

Result analysis


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� Match scores with high use library groups

� Match before and after bibliographies

� Match before and after scores and products

� Match improvement in critical thinking scores after

inquiry based intervention

� Target gaps in scores for next time

Teacher Feedback


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� Teacher reflection on collaboration

� Enthusiasm

� Promote critical thinking

� Effective communication

� Number of collaborations

� Focus of collaborations

� Teacher observations

� Teacher summary of outcomes

� Teacher summary of benefits

Tell the story


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� Library website

� School website

� Newspaper articles

� Research journals

� Teacher journals

� Access

� Exhibitions

� Digital storytelling

Keep telling the story


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� Portfolios for Teacher Registration

� AITSL – Teacher Feature

� AITSL - Accreditation

� Conferences (not just library ones)

� Your school community

� Your local community

� Locally

� Nationally

� Internationally

Teacher Feature http://www.teacherfeature.aitsl.edu.au/


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Evidence guides

� Evidence guide for teacher librarians


Standard 1 Evidence


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� student surveys and incorporation of survey feedback into library programs to meet the needs of the student

� evidence of formal mentoring of colleagues including feedback

� team teaching with colleagues to demonstrate how the library can cater for diverse learners

� teacher librarians or teachers mentored to develop differentiated teaching and learning programs

� presentations at staff meetings about resources, programs and support available from the library

Standard 2 Evidence


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� testimonial from a colleague documenting the input of the teacher librarian in the development of content in a variety of teaching and learning programs

� communications to colleagues promoting appropriate resources that support reconciliation

� testimonials attesting that the teacher librarian works with colleagues to devise teaching and learning

� online learning spaces; for example, library content management and information sharing systems that have been shared with colleagues to enhance teaching and learning

Standard 3 Evidence


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� descriptions of how collaborative lesson evaluations, informed by student achievement and measured against learning outcomes, are shared with colleagues

� testimonial or observations that indicate that the teacher librarian shared with colleagues, lesson plans, behaviour management techniques, student work samples and innovative teaching ideas

� reference from a colleague or mentor that indicates that the teacher librarian has observed, provided feedback and suggestions on teaching strategies

� Demonstration of ICT resources at staff/faculty/professional meetings

� evidence-based practice with colleagues to review teaching and learning programs in the library

Standard 4 Evidence


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� articles written for school newsletter/yearbook or professional association journal showing how the teacher librarian models effective practice and supports colleagues to implement inclusive strategies that engage and support all students

� collaborative lessons to demonstrate how the teacher librarian ensures student engagement

� support provided to colleagues to work collaboratively to incorporate strategies that promote the safe, responsible and ethical use of ICT in teaching and learning

Standard 5 Evidence


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� feedback on students, and sharing collated feedback

with teachers

� testimonial or observation attesting to the provision

of tools or templates; for example, mind maps for

colleagues to use in assessment tasks

� feedback gained from students; for example, the

differentiated curriculum, the feedback loop

� use of data from assessments to evaluate, identify

and modify collaborative teaching and learning

programs

Standard 6 Evidence


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� presentation to colleagues at local, national and international levels

� presentation of research findings to other staff for professional development

� engagement in action research planning, implementation or reporting to improve practice

� organisation of professional development events for colleagues that are focussed on improving practice

Standard 7 Evidence


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� cooperative teaching and learning programs that

incorporate ethical use of information

� contribution to professional journals; for example,

Access

� planning and leading parents’/carers’ workshops; for

example, Internet safety, research skills, helping

their children to read

� contribution to professional publications such as

journals, online discussion groups, blogs, wikis and

microblogging

Bibliography


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� http://www.facebook.com/#!/groups/EBPforSL/239558419483992/� Hay, L. (2012). Building an EBP movement: Our day – our profession –

our evidence. Presented at the SybaSigns School Libraries Making A Difference Seminar – 21 May/Sydney & 25 May/Gold Coast. Retrieved from http://www.sybasigns.com.au/Seminar%20Materials/EBP_Hay-Todd_slides-1.pdf

� Todd, R. (2012). Tools and measures for charting and documenting evidence. Presented at the SybaSigns School Libraries Making A Difference Seminar – 21 May/Sydney & 25 May/Gold Coast. Retrieved from http://www.sybasigns.com.au/Seminar%20Materials/EBP_Hay-Todd_slides-2%20.pdf

� Todd, R. (2012). Shout it out loud! he essentials of dissemination. Presented at the SybaSigns School Libraries Making A Difference Seminar – 21 May/Sydney & 25 May/Gold Coast. Retrieved from http://www.sybasigns.com.au/Seminar%20Materials/EBP_Hay-Todd_slides-3.pdf

� SLANZA Collected vol 7 2012 http://www.slanza.org.nz/collected.html� Australian School Library Association 2014, Evidence guide for teacher

librarians in the highly accomplished career stage, Australian School Library Association, Canberra, ACT.

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