Collections for connected learning


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Shake well before use: Library collections for blended learning
Is a collection of resources fundamental to the school library's role? In emerging learning environments what priority should be given to balanced, professionally selected and managed collections?

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  • Shake well before use: Library collections for blended learningIs a collection of resources fundamental to the school library's role? In emerging learning environments what priority should be given to balanced, professionally selected and managed collections?This one hour workshop will consider the assumptions behind this debate, review the changes taking place in school library collections, and discuss associated resource and information management challenges.Teacher librarians face the challenge of keeping abreast of the issues, understanding the ramifications of rapid change and making the best choices for their community. They also face the challenge of educating their community about the complexity of the current situation and of working with administrators, learners, teachers, publishers, funders and system providers to ensure delivery of optimal school library collections and associated services.
  • In previous workshops in this area I have started with the justification for how library collections support learning by asking: Is a collection of resources fundamental to the school library's role?This is really easy: start with the role of the school library, work through Learning for the Future, stir in some research on reading, technology, equity and information literacy and hey presto! prove that what libraries have to offer the school is indeed everything we have always promised.After a few of these number of I realised the logic has to start with the original key question: First determine the learning environment, then determine the library’s role.We cannot start with the library and expect the learning to fit to our purpose.
  • All images and artworks generated by Tagxedo, and their derivatives, are considered intellectual properties of Tagxedo, and are licensed under a Creative Commons Attribution-Noncommercial-ShareAlike License 3.0, and must be attributed to Tagxedo ( what is connected learning?Terminology24/7 learningalways-on learningany space, any paceblended learningcomputer supported collaborative learning (CSCL) distributed learninge-learningextended learningflexible learninghybrid learningjust-in-time learninglearning on the golearning within reachmobile learningonline-based learning (OBL)open learningubiquitous learning (U learning)un-tethered learningweb-enhanced learning
  • TerminologyA fully rounded view of connectedness implies a relationship between the home, school, and community, and between the curriculum and students’ real life situations (Zyngier 2006) as well as the ability to physically access and connect to the community. Zyngier, D 2006, ‘(Re)conceptualising Connectedness as a Pedagogy of Engagement’, in Australian Association for Research in Education (AARE) Conference,
  • I Need When I Need It (WINWINI)Berger, C (2002) in C Barone, "WINWINI and the Next Killer App: An Interview with Carl F. Berger" Educause Review, March/April 2002, pp. 21-26, Whenever, Wherever, Whatever (WWW)Blended learning barista:  Mark Ray speaking at the SLJ Summit informed but not defined by their librarianship” and do “some of their best work outside of their librarians,” which means reaching out to those in the librarians need to become digital strategists (who advise administrators on the best choices for tech programs and mobile devices), data and metadata mavens, teaching pioneers (who are “the first ones to adopt Common Core” in their schools), technology whisperers to make the user experience understandable and manageable, virtual administrators, and innovation integrationists that excel at making connections between various organizations.And that’s not all. Ray drew a knowing chuckle from the afternoon crowd of 240 media specialists an vendors when he suggested that media specialists also need to be “blended-learning baristas—using technology and teaching in fluid ways.” If librarians can do that, says Ray, “You can provide services to teachers and to students that’s personalized and powerful.”a student-centered approach to creating a learning experience whereby the learner interacts with other students, with the instructor, and with content (both chosen and content accessed by the learner based on individual needs) in both online and face-to-face environments. The instructional design of the experience organizes content, along with support materials, into synchronous and asynchronous learning events that are thoughtfully sequenced, with content that is delivered in a variety of modes ranging from traditional lecture to online tutorials. Communication and collaboration are transparent functions of a blended approach. Formative assessment is embedded throughout learning events, requiring the learner to assume responsibility for personal learning.Hobgood, B 2010, Beyond blended learning: Reaching every student, 2010 North Carolina Technology in Education Society (NCTIES) conference, LEARN NC
  • So just spend a few minutes thinking about these questions for your self, and then sharing with the person next to you.Just go with what comes instantly to mind. New Curriculum, Digital resources, Ebooks, Apps, Other resourcesWhat will change about the collection by 2016...
  • SCIS professional learning survey 2013. N=85 free textresponses.Cataloguing as largest issue – perhaps should be disregarded as participants had just attended a cataloguing professional learning session.TIME: this is an issue, but we don’t have TIME for that right now
  • Definitions of collections: “The total accumulation of book s and other materials owned by a library , catalogued and arranged for ease of access, often consisting of several smaller collections” Reitz, J 2013, Online Dictionary for Library and Information Science, ABC-Clio, from Learning for the future, 2nd editiona collection of learning resources and equipment organised, accessed and circulated through a whole of school resource management system that includes all information services, andprovision of access to human and material resources and information in the wider community, eg State Library, public libraries, community information agencies and electronic resources.These 5 attributes of a collection are a good starting point and cover most aspects we are interested in today.Curation is becoming a key collection concept. It is an umbrella term encompassing the range of ‘traditional’ collection management tasks.
  • Here are some responses from the SCIS pre-survey that dealt with SELECTION.E-resources as many might expect was the next most mentioned issue: included responses ranging from:“E-books”, “The future use of E-books”“e-books, we are currently looking at purchasing some and it's getting started that's the issue...”“IT infrastructure to support e-resources”“introduction of e-resources”“How to deal with eBooks and apps”These responses reflect the issues with a new format. Selecting the platform dictates the content you can use, and selecting the content you want may limit your choice of platform.Schools selecting e-resources where primary selection decision is not on content, but on format.While schools can develop their selection policy around a school-wide decision to use certain content on a certain platform to minimise cost, this very quickly breaks down when BYOT becomes a reality in the school.Perhaps we will see some standardisation in this space, and more open standards but currently different formats require different infrastructure.
  • Organising resources involves recording/accessioning resources; describing or cataloguing them and then ensuring access. E-resources raise their heads here too. Libraries have good processes for organising and managing physical resources, and many of these processes can be applied to e-resources.Certainly accessioning and cataloguing these resources is highly recommended, and as access is fundamental to use of e-resources, this needs to be thought through from Day 1. This is not just physical/digital access but legal access. How can students and teachers use this resource, and how do they find that out?
  • Your collection can be beautifully managed, but if it is not searchable, then what's the point?For school purchased and selected resources, the OPAC is THE search engine. You are dependent on your OPAC – no other search engine is going to provide access to your school’s resources.This week there was an interesting twitter conversation amongst some of my university librarian contacts about discovery layers, and how libraries implement them, and then librarians don’t use them, and many teach students not to use them.It was well summed up in a tweet from Donna Wileman @wellreadtoo (27/9/2013 10:28am) @malbooth “Well you know the saying: Librarians like searching everyone else likes finding.”Harking back to being connected – connecting learners to resources.Management and search can be different layers.What other ways are there of providing a way of FINDING resources?
  • There were not so many responses and issues identified in this area. Most library staff recognise the importance of this area – at least in terms of physical resources and out of date formats. We are not all brilliant at weeding but basically we recognise the issue when we inherit a library that hasn’t been maintained or weeded.Size of collection is however a vexed questions now, with many stories of BER library projects REQUIRING downsizing – often on an arbitrary basis.What is the ideal balance between physical and virtual? I hope we all realised that collections are not one or the other format, but that a balanced collection provides a range of content and format. How much overlap or duplication is appropriate though?Again, arbitrary or ‘one size fits all’ decisions are not the answer. We could look to the university sector for some clues as to how their acquistion policies are changing. Many have a policy to preference digital over physical items. However some of this is in response to a) the need to provide online students with seamless access to texts, and b) the critical space shortage in many university libraries and their storage facilities.Most of our students and teachers are on campus daily, most still have minimal choice in curriculum and assignments.Think about each of the collections in your physical library, probably: Picture book, fiction, junior fiction, non fiction – curriculum support, non-fiction – recreational, teacher resource. Probably your response to what constitutes ‘balance’, best option for format, size of collection etc will be different for different collections, and definitely different between schools
  • Fiction almost untouched except for required minimum reading ie paired texts
  • Hard to say as it is all new to me and the school
  • I used to start this workshop with this question.To consider why school library collections are important it is useful to first ask a question about the role and purpose of the school library.Without a clear and shared understanding of why the library exists it is difficult to articulate the rationale for a balanced, professionally selected and managed collection. School libraries differ from academic, public and special libraries in several key aspects. In the P-12 context currently we serve learners who are under compulsion to be part of the learning community, who in almost all cases are learning in a face to face environment, and who have particular literacy needs. Unlike the requirement in a distance education learning situation for all learning materials to be available in digital form, schools have the luxury of providing a richer range of learning activities and resources that are multisensory. Face to face time is precious; the most valuable form of learning when done well, and our aim should be to support an ideal of blended learning that incorporates the best that the physical and digital worlds can provide. The same applies to school libraries - to provide the best of all worlds, a blended environment to support learning. Some of the key arguments for the school library collection revolve around the following aspects of a school library programme.
  • Scaling the CommonsBased on statistics from media platforms with built-in CC functionality, we know that there are over 500 million CC-licensed works. That’s a big number, but it only begins to reflect the vast array of materials with CC licenses, the multitude of ways in which those licensed materials are used and reused every day, and the diversity of the Creative Commons community. soup mentality,
  • In some recent professional reading around cataloguing, I got to Philip Hider’s chapter on the future of metadata in Information resource description, 2012.These three have become my mantra3.4 Select and use resourcesSelect and/or create and use a range of resources, including ICT, to engage students in their learning.
  • I have turned these into my future of selection. Who will collect?Professionals: that’s library professionals, but also subject matter experts. Selecting resources is part of every teacher’s job. See the Australian Professional Standards for Teachers.3.4 Select and use resourcesSelect and/or create and use a range of resources, including ICT, to engage students in their learning. library and information professionals need to identify where our specific skills come in to the processThe community or social element is essential in dealing with the firehose of information and resources. Increasingly our students.Automagically – is the way more and more of our material will come. Some by active subscription, eg RSS, sources in, but also as machines learn what we like and select, this will come through.
  • How to ensure curation/collection if
  • Roy, Michael 2013, Is linking thinking? Addressing and Assessing Scholarship in a Digital Era Content aggregationbringing together articles on a similar topic, grouping them together with no additional commentary or annotation.Content curationContent has gone through the process of human selection, where a human curator has chosen that content to share to the larger audience. Good curators also provide annotation or notes on why the content is important,Content creation The original creator of the content, either the author, illustrator, researcher or whomever is the original source.
  • Blended catalogues Dempsey 2006" The current catalogue will need to be blended in some way with the discovery apparatus for local digital collections, for materials available through resource-sharing systems, for materials available for purchase (either by the user, or by the library on an on-demand basis), for the journal literature, and so on."
  • Collections for connected learning

    1. 1. Shake well before use: Library collections for connected learning Workshop Pru Mitchell ASLA XXIII Biennial Conference 2013
    2. 2. Key question ASLA XXIII Biennial Conference 2013 2 In connected learning environments what priority should be given to balanced, professionally selected and managed collections?
    3. 3. All images and artworks generated by Tagxedo, and their derivatives are licensed under CC-by-nc-sa 3.0
    4. 4. 4 Connected learning digital connectedness school connectedness parent-school connectedness global connectedness ASLA XXIII Biennial Conference 2013 T2 skylight, CC-by
    5. 5. 5 Blended learning baristas WINWINI What I Need, When I Need It WWW Whenever, Wherever, Whatever ASLA XXIII Biennial Conference 2013 Ray, M 2012 Of leadership and blended learning baristas, SLJ Summit ‘Break’ Photo by M Jongen, CC-by
    6. 6. What is emergent about our school’s learning environment? What I am proud of about our school’s collection... What are our collection priorities, issues and questions - looking ahead 2 and 5 years? Light bulb RichardScott33 CC-by-nc-sa Discussion
    7. 7. What are your current collection issues?
    8. 8. What is a collection? 1. selected 2. organised 3. searchable 4. maintained 5. marketed Learning for the future, 2001 Curated
    9. 9. e-books e-resources ASLA XXIII Biennial Conference 2013 “the future use of e- books” “e-books: we are currently looking at purchasing some and it's getting started that's the issue...” “IT infrastructure to support e-resources” “introduction of e- resources” “how to deal with eBooks and apps” 9 Selection issues
    10. 10. cataloguing access ASLA XXIII Biennial Conference 2013 “library staff with no library training or understanding of the need for accurate and consistent catalogue records” “undertaking to catalogue all classroom resources” “adding and accessing digital content via school network or school catalogue ” “keeping the catalogue relevant and up to date” “maximising student access” 10 Organisational issues
    11. 11. library system OPAC use ASLA XXIII Biennial Conference 2013 “very archaic library system” “our system is less than perfect” “updating the catalogue to make it more usable” “a new library system” “getting staff and students to use school OPAC” “OPAC - getting users on board” 11 Search issues
    12. 12. collection weeding ASLA XXIII Biennial Conference 2013 “age of resources“ “ tired, old” “size: whether to weed or not to weed” “weed some resources to keep our collection relevant and up to date” 12 Maintenance issues
    13. 13. collection use promotion ASLA XXIII Biennial Conference 2013 “fiction almost untouched” “NF not utilised extensively” “kids not reading” “educating staff and students as to what resources are available in both book and digital formats” “interaction with whole staff accessing our resources” 13 Evaluation and marketing
    14. 14. curating integration ASLA XXIII Biennial Conference 2013 gathering information in pathfinder diversity and "pulling it all together" to be more cohesive and easily accessible having a virtual library presence through web OPAC developing a useful 'My Resource Centre' Moodle page All pretty good here. :) 14 Pulling it all together
    15. 15. Key question ASLA XXIII Biennial Conference 2013 15 Is a collection of resources fundamental to the school library's role?
    16. 16. Selecting from abundance ASLA XXIII Biennial Conference 2013 16 500: one-terabyte hard drives required to download every Creative Commons- licensed photo on Flickr. 40: years to watch all 4 million CC-licensed videos on YouTube. 715: new, CC BY-SA-licensed articles contributed to Wikipedia in English every day. 59,000: articles published by Public Library of Science under the CC Attribution license. The future of Creative Commons 2013
    17. 17. Professional description Social metadata Content – based info retrieval 17 ASLA XXIII Biennial Conference 2013 Philip Hider 2012 Information resource description: creating and managing metadata Facet Publishing, London. Cover image. Used by permission of Facet. Available Future of metadata
    18. 18. Future of collecting Professionals Community Algorithms Analytics All of the above 18 ASLA XXIII Biennial Conference 2013 Question over collection 2010, Pru CC-by
    19. 19. Many shades of curation Perspective Diversity Balance Relevance Storytelling Learning 19 ASLA XXIII Biennial Conference 2013 Clown barf! 2Fifikins, CC-by
    20. 20. Is linking thinking? 20 ASLA XXIII Biennial Conference 2013 Roy, Michael 2013, Is linking thinking? Addressing and Assessing Scholarship in a Digital Era, Educause
    21. 21. IdeasLab
    22. 22. Blended collections Local physical Local digital Consortia Open access Patron-driven acquisition 22 ASLA XXIII Biennial Conference 2013 Blended catalogues Dempsey 2006
    23. 23. Questions and keeping in touch SCIS updates @schoolscatinfo