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Library Learning Path Mantle 2017


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A presentation for MANTLE 2017 by Bernadette Bennett and Lynette Barker

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Library Learning Path Mantle 2017

  1. 1. Library Learning Path changes and developments Lynette Barker and Bernadette Bennett Presentation to MANTLE Conference 2017
  2. 2. Information Skills Process (ISP)
  3. 3.
  4. 4. This first step provides an opportunity for students to connect with their learning. This is a time for students to establish, and possibly share with the class, their existing knowledge on a topic. They will interrogate their research question, or if required, construct their own. It is a time to define terms and build keywords. The skills of questioning and concept mapping are often developed at this time. It may be that the teacher, in collaboration with the students, formalises the learning intention and teaching program after they have an opportunity to connect & wonder.
  5. 5. This is the core research step. Students are required to locate, select and organise their information. Students will develop an ability to identify keywords for searching and use these effectively across the internet and OPAC systems. They will be encouraged to search across a range of resource formats and they will develop the skills to evaluate the resources found. It is important that during this step the students refer back to the learning intention of the lesson and redirect their research if required.
  6. 6. The process of synthesising the information becomes important as students begin to draw on a broader range of resources when researching and as tasks are created incorporating higher order thinking and a new meaning needs to be given to the information gathered. As students move into upper primary and high school, this ability to meld information together is crucial.
  7. 7. Having gathered their information students must now consider how to share this knowledge. This may be a decision the teacher has made and students simply present their information as required. However, this step can be a wonderfully creative time, with students exploring new ways of presenting information and finding one that best suits their targeted audience. It is a perfect opportunity for students to develop the 21st Century skills of decision-making and skilled communication. The students will often see this as the fun part! It is also a great time to explore new technologies.
  8. 8. Reflection on the progress of a task should be occurring formally and informally throughout the learning process. As a formal step in the learning path, reflecting and rethinking at this point is more about evaluating the learning experience as a whole. Students will be encouraged to recognise the new skills they have learned and consider where these might be used again. They might consider their personal work habits and identify areas of growth as well as areas to improve upon.
  9. 9. This step supports the 21st Century skill of ‘real-world problem solving’. It gives authenticity to their work, encouraging the students to use the knowledge and skills developed throughout the program to make a real difference in the world. This step takes the Library Learning Path from being an information process to being a true inquiry model.
  10. 10. Bringing the Library Learning Path into learning.
  11. 11. This original programming checklist:  Ensured we addressed all steps in the Library Learning Path in our program, across a school year.  Provided direct links to English outcomes – meeting NESA requirements.  Provided staff with an overview of the English content being addressed in the Library. HOWEVER: It took our attention from the ‘skills’. CHALLENGE: Design a checklist that encourages us to focus on ‘skills’, shows curriculum links, but doesn’t become a ‘list’ we have to tick off.
  12. 12. Library Learning Path Outcomes SkillsInquiry We designed an overview that included:  The Library Learning Path steps  Information Skills relevant to each step  Curriculum links (Skills, content and outcomes)  Resources This is a dynamic document. TLs are encouraged to add/amend the overview to reflect their school context. At St Therese’s we have a focus on skills.
  13. 13. Programming Templates
  14. 14. • Use as a planning page for unit design
  15. 15. • Use as an inquiry guide page to scaffold students through the unit • (year 6)
  16. 16. • Use as an inquiry guide page to scaffold students through the unit • (year 5)
  17. 17. • Use as an inquiry guide page to scaffold students through the unit • (year 5)
  18. 18. • Use as a reflection page • (year 5)
  19. 19. Referring to the steps in the program A
  20. 20. Library Learning Path Steps Including PDF posters for each step Programming Guides We hope you find them useful and encourage you to adapt them to suit your needs.