Joyce is the teacher librarian at Springfield Township High School in Erdenheim, PA, USA. She received her Ph.D. (2007) at the University of North Texas School of Library and Information Science. She maintains the NeverEnding SearchBlog for the School Library Journal and is the founder of the Teacher Librarian Ning. She has been a Milken Educator and an American Memory Fellow. Her virtual library won an IASL Concord Award in 2001. Her blog won an EduBlogs award in 2005. For ten years, Joyce was the techlife@school columnist for the Philadelphia Inquirer. She has written for journals such as Learning and Leading with Technology, School Library Journal, Multimedia & Internet @ School, Educational Leadership, and Knowledge Quest. Joyce has also written several books and book chapters include Power Research Tools (2003) and Power Tools Recharged (2004) for ALA Editions. For more information and online articles visit Joyce's homepage.
Web 2.0 meets information fluency
To be most effective, workers of the future will need to creatively blend several relatively traditional skills with emerging information and communication tools. They will need to practice these skills, and related new skills, in an information landscape that is genre-shifting, media-rich, participatory, socially connected, and brilliantly chaotic. To be most effective, students will need understandings of traditional information structures as well as understandings of the shifts in the way knowledge is built and organised. This paper describes strategies for integrating traditional skills relating to information fluency - inquiry, information access and evaluation, analysis, synthesis, digital citizenship, and effective communication with emerging 2.0 information and communication landscape. It examines new formats for student projects, projects that foster information fluency and exploit the potential of Web 2.0, the interactive and media-rich "read/write Web".
Barbara currently lectures for the School of Computing and Information Science (SCIS) at Edith Cowan University in information services management, information literacy, elearning and children's literature. Her major interest areas include the role of teacher librarians in education, plagiarism, online learning and the online experience in distance education particularly for first time users, information literacy, policy and planning. Barbara is currently doing her PhD and examining the information seeking behaviour of the Net Generation. She has published in a number of journals and presented at conferences worldwide.
Techno savvy or just techno oriented? How do the Net Generation search for information?
Children growing up during what has been called the technological or digital revolution have never knows a world without instantaneous communication and easy access to vast quantities of information using multiple formats, text types, graphics and multimedia. For the Net Generation (born after 1985), information seeking is a complex cognitive, physical and social behaviour that requires proficiency in a wide ranging set of skills that is constantly evolving. Successful participation in society for these students will depend on their ability to navigate in a global knowledge economy where access and being able to use information to generate new knowledge are key attributes.
Gary is a teacher librarian of more than 20 years extensive experience having worked in government and independent schools for both primary and secondary levels. In 2003 he was a joint recipient of the IASL/SIRS Commendation Award for his work on thinking and questioning. He is currently employed at the Presbyterian Ladies' College, Perth where he is focused on providing differentiated learning experiences to student that encourage higher level thinking. He is also actively engaged in cooperatively writing curriculum units of work for teachers and assisting to deliver the units in both a library and classroom context.
Information literacy and the new digital paradigm
The utilization of technology as a means to enhance literacy outcomes is an important tool in the teacher librarian’s toolkit that is often underestimated. Technology allows the teacher librarian to unlock experiences differently, allowing them to clone some learning experiences while offering incredible diversity with others. This paper will not focus on how latest ICT gadgets, but will be a practical demonstration of how technology has been adapted to suit the work of a teacher librarian in both a library and classroom setting to improve learning outcomes. It will discuss - Why the development of digital curriculum offers teacher librarians a unique opportunity to re-engage with students and teachers in a more productive and educationally valid way; how digital curriculum gives the teacher librarian a way of re-defining their role and to broaden their appeal to the school community; use of technologies such as sound, video and graphics to improve understanding and how this links with contemporary learning theories; and layout of information (including colour, best fonts, how to reduce text-heavy paragraphs) as a way of enhancing readability.
Stuart King has been teaching for fifteen years in the United Kingdom and Australia. While working in the pioneering Dixon’s City Technology College in Bradford, headed by Sir John Lewis, he participated in some of the UK’s earliest educational internet projects and played a leading role in developing strategies to integrate Interactive Whiteboards into the classroom experience.
Here are our monsters
Too often new media is rejected or treated with extreme caution by educational establishments for a time: a wasted opportunity that places us at an immediate disadvantage. YouTube is a classic example, actually being banned in entire states of Australia despite its obvious popularity and vast cultural footprint. Stuart has designed and presented a course that received media attention (The Age, ABC Radio NSW and NT interviews) allowing students to become educated users of this medium His paper would focus on the outcomes of this project, with an emphasis on the hyperreal nature of the conclusions.
John recently commenced employment as a Digital Publisher at Wiley Australia in April 2008. Prior to this he was the head of ICT curriculum support at Marist College Ashgrove where he was responsible for the design and delivery of an ICT professional development program at the college. His specific brief was to assist all teachers in Years 5-12 with integrating technology into classroom practice. In 2007 and early 2008 he also delivered a series of ICT conference presentations and workshops for the Australian Council for Educational Research (ACER) in Queensland.
It's about culture: How to really integrate ICT
The integration of new technologies across the curriculum has become a major priority for educational authorities and schools over the last decade. Governments and schools see ICT literacy as essential to preparing young people with the attributes and skills which are necessary to compete in and contribute to a global knowledge-based world. However while there is philosophical consensus among schools and curriculum developers that ICT integration is central to life-long learning in the 21st century, the reality is that many schools have found it difficult to formally integrate these skills across the curriculum. The task of encouraging teachers to explore how digital technologies can be used to enhance teaching and learning is often allocated to teacher-librarians. This is a significant role which is much more than the upskilling of teachers. It involves re-defining and re-thinking what is meant by curriculum, schooling and the work of teachers in the 21st century. Hence teacher librarians, as facilitators of these conversations, are key agents of cultural change in their school. This paper explores some of the cultural issues that schools need to consider if the integration of ICTs is to be successful. Further to this, the paper will offer some practical ideas for teacher librarians on how to embark on capacity building through effective professional learning.