ASLA XXI Biennial Conference 2009

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Perth Convention Exhibition Centre, Perth, Western Australia

29 September to 2 October 2009

Session selections - Thursday, 1 October 2009

Session D | Session E | Session F | Guest speakers

The Conference Organising Committee reserves the right to update the programme as information becomes available.

Session D: 11.00 am

D1 -- Gary Green, Presbyterian Ladies College
Leadership, learning pedagogy and what if I fell under the proverbial bus!
Have you ever stopped to consider the impact on the school community if you didn’t show up for a day, week or, heavens forbid, fell under that proverbial bus! This seminar will look at aspects of the role of the teacher librarian in providing leadership to school communities and highlight some of the essential learning pedagogies that might equip you as a curriculum leader.
Audience: K-12

D2 -- Helen Boelens, Kalsbeek College, The Netherlands
The present role of the school library and information centre in digital Europe
This session will discuss the results of doctoral research into school librarianship in 61 countries in digital Europe. Suggestions will be made about how this research can be applied to the Australian situation.
Audience: Secondary

D3 -- Fiona Hooton, National Library of Australia
Trail blazing
Collaboration between Picture Australia, an online pictorial resource hosted by National Library of Australia (NLA) and the Le@rning Federation (TLF), managed by the Curriculum Corporation, has produced a suite of 15 unique picture trails for teaching and learning. Each trial uses large size images suitable for working in groups or with interactive whiteboards. Topics include First and Second World Wars, Whaling and Wild Weather.
Audience: K-12

D4 -- Marie O'Brien & Kimberley Graetz, Wangaratta High School
Moodle and elgg: Library and ICT working together to create collaborative online learning spaces and information systems
Wangaratta High School has established Moodle as its Learning Management System. In addition it is introducing elgg (a social networking tool) for students to build their Digital Portfolios. Together Moodle and elgg present the possibility of creating powerful teaching and learning environments.
Audience: K-12

D5 -- Leonie Paatsch
Getting the Word Out

D6 -- Deb Schinckel, The Southport Prepartory School
Guided Inquiry: One school's approach to culture change and subsequent best practice inquiry learning
This session considers Deb's approach to changing school culture to allow for the development of an inquiry approach to learning. She will give examples of methods used to change the culture, the process followed with staff and examples of inquiry units they have developed.
Audience: Primary

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Session E: 11.55 am

E1 -- Pru Mitchell, Education.au
That's my content. That's my creativity. That's my curriculum. do you want copyright and cataloguing with that?
What are libraries doing about collecting and managing user-generated content? Libraries are no strangers to the ideals of sharing and collaboration, so perhaps it is 20th century copyright and cataloguing practices that stop us embracing the full range of learning resources available in the 21st century?
Audience: K-12

E2 -- Cathy Scott & Valdene Buckley, Schools of Isolated and Distance Education
Valuing reading: Wide reading and values education
In 2006 the Schools of Isolated and Distance Education (SIDE) with its cluster partners successfully obtained Federal funds to develop Mathematics and English materials with embedded values. Three writers developed modules for use with mainstream and low literacy students. As part of the action research, SIDE teachers went on to trial the print and online materials with students and their families. This workshop will consider the collaborative process in the development of the wide reading component of the materials produced for students with low literacy. The presenters will reflect on the implementation of these materials, particularly with indigenous students. The learning materials, edited after the trial, developed for this project are now available to other schools.
Audience: Secondary

E3 -- Leonie Norrington, Author
Connecting indigenous kids with books
Humans sing, speak, read and write themselves into being. We understand ourselves, our place in society and our potential. through story. The stories we live (that is, our personal experience) the stories we hear, read, and see around us during our lives, shape our worldview and our lives. Australia, as a society, believes that good literature is essential to affirm children’s identities, promote upward mobility, high educational achievement and success within our society. This is why so much money and time is put into promoting children's literature; why we have a Children's Book Council and why numerous awards exist for Australian books for children. And because of this, most Australian children, at least most children of European extraction, are able to find their role models and their aspirations in literature. It is not so for Australian Indigenous children from remote communities. When they hear about, or see their people, or people like themselves in the media, or stories, the images are mostly fearful, disheartening and traumatic, with very few happy endings. There are very few children's stories in which modern day black Aboriginal people from remote communities, are the heroes, the sort of people who go through trauma and problems, are resilient, and survive to become successful happy adults. Yet we all accept if we want children in remote communities to understand themselves as potentially successful, then we need to give them stories in which people like them, are successful. This paper will discuss the importance of literature for remote Indigenous children and argue that through literature that value Indigenous culture and potential, literature that presents resilient Indigenous people, we can make upward mobility and high educational achievement, a possibility that is attainable for remote Indigenous children.
Audience: K-12

E4 -- Alison Kesby, Canberra Grammar School
Scaffolded approaches: Engaging students in the Primary years
This paper outlines the positive outcomes of an integrated approach to information literacy implemented at Canberra Grammar School. Canberra Grammar School is an independent school that offers an Anglican education for boys from Pre School to Year 12 and girls from Pre School to Year 2 with two Early Childhood Campuses. Over the last three years, students in Year 1 and 2 have participated in small group learning with the Teacher Librarian. During 2008 the approach expanded to boys in Years 3-5.
Audience: Primary

E5 -- Maria Darby, Cyril Jackson Senior Campus
Interactive resources for language development and reading programs
This workshop provides participants with opportunities to actively engage with a range of interactive resources to assist language development in ESL students. Resources and activities are underpinned by research into individual learning styles and multiple intelligence theory, and most can be readily adapted for both ESL, and non ESL, primary and secondary students.
Audience: K-12

E6 - Jan Richards, Australian Library and Information Association
Traversing quicksand
Across the profession librarians and libraries are facing the challenge of remaining relevant in a changing world. Is this a perception or is it reality, and how can we work together to address it? Drawing on ALIA’s Education and Workforce Planning and Public Libraries Summits, the findings of the ALIA Member Survey and other relevant developments, Jan Richards will explore possible ways of moving forward in an evolving landscape.
Audience: K-12

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Session F: 1.50 pm

F1 -- Melody Cargeeg, Library Webs
Blazing a trail through the Internet jungle: Using an online library to accelerate student research outcomes
Finding appropriate resources on the Internet is becoming increasingly time-consuming as more and more material of dubious quality is published. Library Webs clear a trail through the Internet jungle, creating pathways for students and teachers to find the treasure trove of information buried within.
Audience: Secondary

F2 -- Session withdrawn

F3 -- Shamila Mohamed Shuhidan, RMIT University
Providing information seeking strategies to school children: roles, competencies and challenges
This research is based on a comparative study of schools in Australia and Malaysia. Both countries have the similar problem of a shortage of qualified teacher librarians and this can be exacerbated by added responsibilities in terms of technology maintenance and student use of technology. The roles, competencies and challenges of teacher librarians in providing information seeking strategies to school children in Australia and Malaysia will be discussed.
Audience: Secondary

F4 -- Patricia Carmichael, Concordia Lutheran College
Cultivating creativity through research: The results of a year long study of Year 7 students engaged in preparatory independent learning program
An integrated, collaborative program of teaching and learning was developed by the teacher librarian and the Year 7 teacher to equip incoming Year 7 students with independent learning skills. The program focussed on the repetition and reinforcement of the process elements necessary for the teaching of independent learning skills, in particular metacognition. The outcome of this year long study has yielded astounding results.
Audience: Primary

F5 -- Mark Treadwell, Teachers at Work
A new role for librarians
The role of Information and Communication Technologies within libraries is changing. To provide an equitable and Just In Time (JIT) service and technology provision the infrastructure is increasingly moving to a web architecture. Using such integrated systems librarians are able to make use of Creative Commons. The advantages of a web based service are that librarians can make available 24/7 to educators and learners, resources, assignments and teaching materials. Learning to understand, and apply that understanding creatively is now one of the key outputs for education. The use of multimedia and the ability to easily publish the learner’s multimedia material online where they can get great feedback, provides a great incentive and driver for learners. The role of librarians is to assist educators to find appropriate online resources to enable them to develop courses that engage learners. In this session Mark will show how to find and manage such resources and how educators can leverage these resources to develop understanding, and as a result provide the learner with the potential to develop creative and innovative applications of that understanding.
Audience: K-12

F6 -- Dr Arthur Winzenried, Charles Sturt University
Trainee TLs collaboring at distance: Some practical applications for your library future
Based on a training exercise involving teacher librarians at CSU, this presentation looks at some very practical ways Web 2.0 technology can build communities of learners - student or staff - that reach out into the community and accross the globe.
Audience: Secondary

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Guest speakers: 3.45 pm

GS4 -- Leonie Norrington
Reading in from left field

Is literature as a culturally specific metaphor? How do we learn to love literature? Why is literature important? A session designed to make reading and talking about stories fun, confusing and enlightening.

GS5 -- Bill Louden
Continuity and change: Where will schools and teacher be in 10 years time?

In this presentation Bill Louden will talk about the forces for continuity and change in schooling. To what extent are schools likely to change as a result on social, demographic and technological forces? To what extent are these pressures for change likely to be moderated by the grammar of classrooms, the power of discipline knowledge, and the dispositions of teachers?

GS6 -- Lyn Hay
Do we have to use a wiki, Miss?

Blogs, wikis, nings, Google docs, del.icio.us, YouTube, MySpace, Skype, Facebook, Flickr, Twitter… the list is endless. Social networking technologies have become an integral part of life – supporting our work, learning and social activities on a daily basis. As new technologies emerge, we make decisions about adopting these as part of our personal toolkit. As social networking technologies are integrated across the curriculum in schools, how do students cope with the introduction of these new technologies, particularly with regard to the development and management of their own personal technology toolkit? What features of new technologies are valued by students in supporting their learning? What factors influence students’ decision making in terms of adopting or rejecting a new technology as part of their personal toolkit? In this session Lyn explores these questions based on findings of her PhD research which examines the use of Web 2.0 technologies to support students’ completion of project-based assignments.

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Last updated: 2/3/2014 10:33:58 PM
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