Resourcing Australian Curriculum: Curating Collections


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Presentation by Pru Mitchell for the School Library Association of Victoria (SLAV) conference held 28 February 2014. An introduction to a range of selection tools for locating quality resources aligned to the curriculum. Through a workshop participants explore the role of the library in curating balanced collections of digital and physical resources based on expertise in searching, tagging and knowledge management. They look at practical strategies which allow library staff to develop and promote services built on their knowledge of the curriculum and their community.

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  • Participants at this School Library Association of Victoria (SLAV) conference will be introduced to a range of selection tools for locating quality resources aligned to the curriculum. They will explore the role of the library in curating balanced collections of digital and physical resources based on expertise in searching, tagging and knowledge management. They will look at practical strategies which allow library staff to develop and promote services built on their knowledge of the curriculum and their community, and "to assist colleagues to create, select and use a wide range of resources, including ICT, to engage students in their learning." (Australian Professional Standards for Teachers).Importance of resourcing the curriculumExamples of resource sitesCurationManaging curated content
  • Let me introduce the organisation that SCIS is part of. Education Services Australia as a national organisation that operates collaboratively in the interests of all education systems.At the moment its main work is around providing robust infrastructure and resources to support the Australian Curriculum. You may recognise some of the services and websites developed and hosted by ESA.Education Services Australia (ESA) is a national, not-for-profit company owned by all Australian education ministers. The company was established to support delivery of national priorities and initiatives.
  • Hopefully we will touch on some of those big issues and predictions in the course of this presentation. Getting back to our helicopter view, looking ahead to the role of the school library, how do you feel our guidelines document Learning for the Future 2001, stands up 12 years later? Is this statement still relevant? Do you think everyone in your school community thinks this?The curriculum is resourced through 'a collection of learning resources' - just hold this part of the definition in your mind.Learning for the Future, 2nd edition 2001 p. 25
  • and also through... connections to the wider library world.How well do we do this as school libraries?Learning for the Future, 2nd edition 2001 p. 25
  • In the 2013 survey by Softlink, over 800 school library staff responded to a question about the library goals they considered the most important during the following 12 months. The top three goals included: Aligning Australian Curriculum (ACARA) with existing resources/practices;implementing technology to enable eResource access to digital/mobile devices; and developing a formal information literacy program. [The findings indicate that: literacy levels are higher for those schools that support and invest in their school libraries, staffing and resources Funding – maintaining a well-resourced school library to enhance teaching and learning outcomes and the National Curriculum. This includes impacts on time available for library management versus teaching requirements.  Technology – investing in eBooks, mobile and other library technology to keep up with current trends. Finding the balance between online delivery and the continuing importance of the physical collection.]School Library Survey Findings from Softlink’s 2013 Australian School Library Survey into school library budgets, staffing and literacy levels in Australian school libraries.
  • Downes, S 2003, Resource profiles, Stephen’s Web, resourcing the curriculum does not ensure learning. Information must engage the mind/attention of the learner to become knowledge and “Learningrequires activity on the part of the learner” p.8 Learning Science and the Science of Learning: Science Educators' Essay Collection Rodger W. Bybee, NSTA Press, 1 Jan 2002 not just the software or digital resource.
  • So how do your teachers currently look for / find resources to support Australian Curriculum?Use known resourcesBrowse for resources that ‘experts’ / others have aligned or say they are aligned to the curriculum – someone else has done the hard work, eg ScootleSearch: where will they search? What term will they search by? What will they find?Recommendations: curated
  • English for the Australian resource was produced in partnership with the Australian Association for the Teaching of English, the Australian Literacy Educators' Association and the Primary English Teaching Association Australia.Twelve year-level units of work, each featuring 12 teaching sequences, have been written by teachers and educators from a range of states, territories and educational settings. There are 850 new elaborations of curriculum content, all supported by digital resources and interactive worksheets.All materials have been reviewed by teaching and curriculum specialists to ensure the highest standards in a clear and accessible resource that exploits the Australian Curriculum and can help reinvigorate the teaching of English and literacy.
  • Science Web features 15 Australian Curriculum-aligned units of work for Foundation to Year 10. Developed with the Australian Science Teachers Association (ASTA) and written by experienced teachers, these units use resources that are available online. Each unit consists of:an overview outlining cross-curriculum priorities, content descriptions and achievement standardsfive ready-made lesson plansadditional useful resources and links.The site also includes extension activities for gifted and talented secondary students in Years 7-10, as well as information on how to develop science programs for gifted and talented students
  • AC History with the History Teachers Association of Australia (HTAA), this website 'Teaching History' covers Years 2, 4, 6, 8, 9 and 10 and features eight units aligned to the Australian Curriculum: History. Teachers can use the units immediately as programs and learning sequences (sequences of lessons), or adapt these quality resources to suit their personal teaching practice.Unit 1, 'Teaching History', details an approach to teaching history in the context of the Australian Curriculum; it provides comprehensive information on good teaching practice in history education for educators new to history as well as experienced teachers. It unpacks the key concepts and content, skills and methods of historical inquiry, and provides an essential framework for the other units.Units 2-8 focus on topics relevant to particular year levels and are designed to provide very practical support in the form of teaching programs, sample 'learning sequences', a wide range of resources and assessment ideas. More than 100 PDF resources accompany the on-screen material.
  • Top Drawer Australian Association of Mathematics Teachers has collaborated with experts from leading Australian universities to create Top Drawer Mathematics. This resource explores good teaching practice across five mathematical topics: fractions, mental computation, patterns, and statistical literacy and reasoning.Each topic contains:Big ideas - the big ideas that underpin mathematicsMisunderstandings - common misunderstandings and their causes, and teaching advice and activities to avoid or correct theseGood teaching - key content, teaching approach suggestions, activities, videos, slidePresentations, worksheets and digital learning objectsAssessment - aspects of assessmentActivities - a collection of the student activities available in other parts of the drawer, along with further suggestions and ideas for other activitiesDownloads - the bank of downloadable files, such as student worksheets, teacher notes, activity templates and video transcripts.
  • GeogSpace, is an initiative of the Australian Geography Teachers Association (AGTA) supported by the resources of Education Services Australia (ESA).GeogSpace provides materials to support primary and secondary teachers in implementing the Australian Curriculum: Geography. It has been developed by AGTA's team of practising geography teachers, dedicated to ensuring all schools across Australia have access to a unique resource that reflects best practice using current technology and pedagogies.GeogSpace offers quality primary and secondary geography resource materials for all teachers of geography, including those that are very experienced and those just commencing their involvement in the discipline. The materials support teachers to develop their knowledge, skills and pedagogical capacity to teach geography of the highest qualityGeogSpace comprises two major resource sections, Core units and Support units.
  • This is a unit containing material to help teachers plan and implement a middle primary media arts program that looks at multimodal storytelling of traditional stories. It describes a program implemented in a year 4 class that uses media production equipment and techniques including storyboarding to create an ebook of a traditional story. The resource contains a model lesson sequence and demonstration video to assist in planning and implementation, a storyboard template and examples of student work. This media arts unit is part of the larger Arts packages of practice website.
  • Connect with Indigenous Maths Education Foundation Education Splash Screen Online
  • Scootle increasinglyoffers a suite of freely available tools for teachers.Scootle is a service delivered by Education Services Australia on behalf of the Australian Government and the Australian states and territories. It offers teachers access to many thousands of items of digital curriculum content: classroom resources and teacher reference materials. Classroom resources include film, images and interactive resources, and collections of these resources created around popular topics. There are also specially designed tools available such as the data and spatial visualisation tools that have embedded datasets and maps that students can manipulate and instantly view the results. Teacher reference materials include units of work, teacher ideas, lesson plans and education packs based on particular resources for teachers, as well as professional learning resources. Teachers use these without alteration or as inspiration, adapting the resources to fit their own purpose. There are also tools specifically designed for teachers. Scootle is available to teachers across Australia. More background in Curriculum Leadership Journal, Feb 2013:
  • Teacher librarianshelp students and teachers find digital content.So how do you find the good stuff in Scootle?This search box is available at the top of every page in Scootle. With it, you can search the full repository of digital curriculum resources. Searched fields include the title, description, topic, keyword and catalogue entry ID fields.You can search using • a single keyword• multiple keywords separated by spaces• Boolean operators OR, AND, NOT• currently NO exact phrase searchinside double quotation marksScootle is limited to displaying 500 search results. Do a SEARCH for a curriculum topic – discuss findings – strengths/weaknessesNOTE: Log out as your student identity and close the browser, or you will not be able to login as teacher
  • The page displays all subjects, strands and content descriptions for each year level that fall within the learning area you selected. To view available content descriptions, select a strand by clicking on the text or the magnify glass on the right.Select View elaborations and matching resources to view elaborations and digital curriculum resources linked to the selected curriculum content descriptions.To save a curriculum content description to a learning path, select the check box(es), then select + Add (number) item(s) to my learning paths
  • A learning path allows you to integrate selected digital curriculum resources with learning tasks for students, and then share them with students using a student PIN.Create a learning path with the following steps.Log in to Scootle. Search for a topic (for example, fractions or water).Add relevant resources from your search to your learning path by ticking each box. Select the button labelled 'Add item(s) to my learning paths'.In the popup box, create a new learning path or add items to an existing one. A unique Student PIN will be created at the same time. At this point, you can also edit content and add a description. Default text will appear if you don't wish to add your own remarks. Alternatively, you can provide guidance of your own to your students. You can also add content from other sources such as YouTube. You cannot add external learning objects or movies directly into Scootle's learning paths. However, you can link to online content in your learning path by adding a URL in a comment or description.For further information about creating and using learning paths, refer to page 33 in the Scootle user guide for teachers
  • Step 1 Choose items from search results Step 2 Create a learning path or add to an existing path You can select a folder from the list or select Create new folder. If you create a new folder enter a name and select Save. If you are making a new learning path choose Create new learning path. To create a new learning path enter a Name and an optional Description, then select Save. For subsequent additions choose Add to existing learning path and select it from the Select list. When you have finished choose Add to learning path to save your learning path. Step 3 Return to search or go to learning pathOnce your learning path has been saved you will be returned to the search results page. Here, you can view your learning paths and folders by selecting My dashboard, then the folder you want to look at under My learning paths. You cannot add more than 20 items to a learning path at any one time.
  • Students access learning paths by using a student PIN. Each learning path that you create has a unique PIN associated with it. The PIN is located at the top of the page, under the name of the learning path that you've created. You can copy this PIN and provide it to students. Students can enter the PIN at to get access to that specific learning path.
  • for “Australian Curriculum” as a phrase on curation platforms such! Hay Curating for Australian Curriculum PinterestBarbara Braxton
  • In December2010 Australia’s education ministers agreed to the publication of the Shape of the Australian Curriculum v 2.0. This document provides the key policy background for the implementation of the first phase of curriculum development. How/where do you find Australian Curriculum information/syllabus for your jurisdiction?Note the KLA – Year level – Strand – Content descriptor - CodeNote the copyright statementWorkshop: Use a range of sources, including Scootle to resource this unit.
  • Why ScOTBecause the learning objects were being made available in an online, keyword search environment, the decision was made not to use SCIS subject headings as the primary means of subject access, because:The compound terms, inverted headings and pre-coordinated term strings utilised in a subject heading list like SCIS Subject Headings are designed to be most effective in an indexed search environment. (OPAC)b) The process of updating and making changes to SCIS subject headings lacked the flexibility required by TLF developers.However, early versions of ScOT were based heavily on SCIS Subject Headings.
  • Exploiting the hierarchyBroader/ Narrower relationships used to expand inferences
  • How will you align current resources?Is retrospective ‘re-fitting’ of ScOT terms in your Catalogue an option?
  • Keep in touch with SCIS and Scootle through blogs, social media and publications such as Connections
  • Resourcing Australian Curriculum: Curating Collections

    1. 1. Resourcing the curriculum Curating collections Pru Mitchell, SCIS Manager SLAV conference, 28 February 2014
    2. 2. Education Services Australia • not-for-profit, ministerial company providing services to the Standing Council on School Education and Early Childhood (SCSEEC) • assists with infrastructure and content to support national initiatives such as Australian Curriculum and Professional Standards for Teachers • services: SCIS, Curriculum Press, myfuture, domain registrar, Scootle, Scootle Community
    3. 3. Curriculum is resourced through Caitlyn 2009 [from SCIS home page]. Used with permission a collection of learning resources and equipment organised, accessed and circulated through a whole of school resource management system that includes all information services… Learning for the future, 2001, p. 25
    4. 4. and also through... Hennings 1892, Cyclorama of early Melbourne, SLV provision of access to human and material resources and information in the wider community, eg State Library, public libraries, community information agencies and electronic resources. Learning for the future, 2001, p. 25
    5. 5. Top two issues facing school libraries 1. aligning Australian Curriculum with existing resources 2. enabling e-resource access to mobile devices D’Andrea, E 2009, Cat cloud CC-by-sa Softlink 2013 Australian School Library Survey
    6. 6. SCIS resourcing curriculum survey 2013 Connections
    7. 7. What is a learning resource? Nothing more than the fact that somebody, at some time, considers it to be a resource. Stephen Downes 2003, Resource profiles Insect pinned in the field, 2010,The Australian National Insect Collection, CSIRO Entomology, 2010 It's not what we feed students but what they do with it that counts Tomaz Lasic @lasic
    8. 8. Resources made for #austcurr Discuss: How do teachers successfully identify resources to support curriculum planning?
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    15. 15. Cross-curriculum priorities • Connect with Indigenous Maths • Asia Education • Global Education • ABC Splash • Australian Screen Online
    16. 16. Scootle as suite
    17. 17. Search for content
    18. 18. Find by Australian Curriculum
    19. 19. Log in to Scootle
    20. 20. Learning paths
    21. 21. 1. Search Scootle for content 2. Add to Learning Path Save to the appropriate folder Fill in description of Learning path or Collaborative Activity Create learning path
    22. 22. FVHUAP Be a student
    23. 23. What is a collection? • selected • organised • searchable • maintained • marketed = curated
    24. 24. Links Access Catalogue LMS Metadata ANZ-LOM Curating Sequencing Digital video Collaboration Assessment Wikis Learning architecture jigsaw
    25. 25. Degrees of content Content aggregation bringing together articles on a similar topic, grouping them together with no additional commentary or annotation. Content curation Content 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.
    26. 26. Curriculum structure History Year 7 Historical Knowledge and Understanding 3. The Asian world China Roles of key groups (ACDSEH041)
    27. 27. Curriculum content ScOT is used to describe Australian Curriculum
    28. 28. Tagging
    29. 29. ScOT in curriculum Curriculum Alignment between resources and curriculum may be inferred via ScOT Link content with high correlation of SCOT tags
    30. 30. Using ScOT to align current collections
    31. 31. Connections Twitter hashtags #austcurr SCIS @schoolscatinfo Scootle @scootle Blogs Facebook