Raylee Elliott Burns
Raylee's interest in learning spaces design emerges from library designing experiences with school communities as a consultant with Brisbane Catholic Education and through tertiary teaching at the Queensland University of Technology in the Master of Learning Innovation (Teacher-Librarianship), most particularly in the unit Designing Spaces for Learning. Raylee's commitment to this area of interest is fostered through continuing consultancy with schools and her doctoral research project, Designing the school library: Spaces and places for learning.
Designing learning spaces for (partially) online lives: recombinant architecture
The notion of recombinant architecture signals the loosening of spatial connections between physical and digital-online environments. Such an idea also points to the transformative nature of the designing approaches concerned with the creation of spaces where bits meet bodies to fulfil human needs and desires and, at the same time, pursuing those human dimensions of space and place which are so important to our senses of belonging, physical comfort and amenity. The paper proposes that recombinant spaces and places draw on familiar architectural forms and functions and on the transforming functions of digital-online modes. Perspectives, approaches and resources outlined in the paper support designing and re-designing enterprises and aim to stimulate discussion.
After many years as a teacher and teacher librarian Anne recently took leave and returned to university to undertake further studies in information management and information technology. Her final studies involved a project where Anne investigated the impact the teacher librarian has on the literacy standards of students. Currently, Anne is considering taking this research further to add more evidence that well-resourced school libraries with actively involved teacher librarians can have very positive influences on student literacy. Anne is currently working in a small primary school and as a part-time tutor at the Queensland University of Technology
A case study: A small school's strategy to make connections with the school community
The library in a school has many challenges to be met, and a small school library provides even more challenges. To provide a library and information service with minimal facilities, resources and part-time staffing requires some divergent thinking and action. The online environment can bridge this gap in the provision of library and information services in difficult circumstances. The case study outlines the investigations and actions that were taken by a teacher librarian in a small school to provide an online library database to improve the library and information services to the school and the school community. The school was part of the pilot program for the installation of a new Managed Operating Environment (MOE) for Education Queensland (EQ) schools. The library database and its online component had to be complaint with the MOE configurations. Comparisons were made of library databases that could be supported by the MOE and provide an online OPAC available outside the school environs. This paper focuses on developing the online environment of the school library and has three sections - the background and circumstances of the school; the process and investigations undertaken to provide an online environment; and thirdly the advantages and implications for the recognition of the library and its impact on student learning.
James teachers a range of subjects in teacher librarianship at Charles Sturt University. He has wide experience of teaching and management at university level in the United Kingdom and Australia and was formerly head of department of information and management at Queen Margaret University, Edinburgh, UK. James has written 9 books on teacher librarianship, information literacy and information and communication technology (ICT) in schools, has presented at many international conferences and has had a number of refereed articles published in international journals. Check James Herring's weblog.
Expectations and reality: The role of the teacher librarian in the digital age
This paper will provide an overview of the impact of ICT on schools in general, on school libraries and on teacher librarians. Issues relating to the impact of ICT on schools include the increasing number of PCs in schools, school e-strategies, staff confidence in ICT, staff development, and the contribution of ICT to improve learning and teaching in schools, including digital literacies. These issues also have an impact on the effective management of the school library and consequently, the role of the teacher librarian. Expectations of teacher librarians are high as can be seen in a range of school library standards from Australia, USA, UK and Canada. These expectations reveal a multifaceted range of expectations in relation to the role of the teacher librarian and it is clear that no teacher librarian could play all these roles effectively at any one time. The paper will explore the ways in which teacher librarians might examine a) the impact of ICT on their roles in the school and b) ways of reviewing their roles in the school and c) methods for prioritizing roles.
Pru is a teacher librarian currently employed as senior information officer in the edna team at education.au, Australia's ICT in education agency, working in the areas of emerging technologies, metadata and global education. A large portion of Pru's professional life has been spent working in the areas of online technologies and professional learning for library staff.
Learning journeys: Sharing the passion (and the pain)
This paper reviews the Australian literature on professional learning portfolios and consider how educators might use online social networking tools to create personal learning environments and share their passion for learning within a global community of practice. It outlines the proof of concept work in the area of personal learning environments being undertaken by Education Network Australia and suggests that professional associations encourage educators to join online communities in order to publish, share and reflect on their learning journey.
Blogging as a professional learning tool
Prior to taking up her position at St Joseph's College, Judy was an Education Consultant for Libraries & Web 2.0 for 80 primary and secondary schools located in the Eastern regions of Sydney. Her professional leadership experience spans K-12 and tertiary education, with a focus on libraries, technology, curriculum and professional development. She promotes innovation in school libraries and classrooms in a Web 2.0 world, and is a regular presenter at Australian and International technology and teacher librarianship conferences and seminars. Her passion for change and innovation inspires her blog, HeyJude, which won the 2006 International Edublog award for Best Librarian Blog, and was shortlisted again in 2007. Judy was also the 2007 recipient of the ASLA (NSW) and Charles Sturt University sponsored John Lee Award for innovative use of IT in learning.
Judy O’Connell’s blog, HeyJude
, provides a platform for exploring emerging technologies and the development of Web 2.0 tools within an education context. Her blog was created specifically to engage in reflection, learning and social networking and to inform her work as an Education Officer, Library & Web 2.0, with the Catholic Education Diocese in the Western region of Sydney, Australia. In 2006, Judy was the winner of the EduBlog Awards for the best library or librarian blog and was shortlisted again in 2007. In 2008 Judy moved to St Joseph's College where she continues to explore innovation and change in the Library 2.0 world. The success of HeyJude is reflected in the extensive content, interaction and multiple links to informative environments that support the thinking and development of Web 2.0 tools as virtual learning environments. Her blog is a multi-modal tool for professional learning and provides abundant information about her discoveries of Web 2.0.
Belinda Spry & Sarah Hayman
Collections 2.0: Including users in library collection policy and management in a read/write world
The read/write web is a two-way web. No longer is information provided from the top downwards, created solely by expert authors and managed solely by librarians. Now users create, manage and share their own content, through activities and applications such as wikis, blogs, social bookmarking, tagging and user rating of resources. Teachers and students are developing and sharing their own personal repositories of information. How can school libraries incorporate this valuable source of information into their own collections and catalogues? What are the barriers to doing this? This web 2.0 environment involves some technological developments but is equally about attitudes and approaches to information. Many young people are actively participating in this world outside their school environment. Experts in e-learning are saying that educators need to go where their students are and use the same strategies in their education and learning resources that students are comfortably employing in their extracurricular online activities. This presentation will consider how school libraries can tackle the issues raised by the read/write web when users (both teachers and students) are creating their own content, managing that content (for example by selecting and tagging resources) and evaluating the content (rating resources). How can a school library build the best possible collection of learning resources, taking advantage of user contributions while maintaining the integrity and educational value of the collection? How can we develop collection policies for this new environment and what is the most effective way to manage a collaboratively built collection?