Bec in the library

"I have always imagined that paradise will be a kind of library." — Jorge Luis Borges

What do we want? Resources! When do we want them? Now! August 18, 2013

Resource provision – ETL501 Module 1

Topic 1: The learning and teaching context of information resource provision 

“Why are the roles of information provider and information specialist important? The answer is that they are important because the TL plays these roles to enhance the learning and teaching that goes on in the school.”

My personal questions brought up by this topic:

What resources are we providing?

(In what format will they be most relevant?)

How do these resources meet the varying needs of our students?

(Multiple intelligences, reading ability, etc)

How are these resources findable?

(Do I literally gather them for them or provide a list of suitable resources for them to choose from – what factors influence this decision?)

Do all teachers want and need me to provide this service? How can I show my worth as information specialist?

My thoughts:

Key factors to successfully providing relevant resource management are:

  • PLANNING, PLANNING, PLANNING!
    • Find out the cognitive needs of the end user
    • Collaborate with class teachers to ensure aligned curriculum goals
    • Skim and scan the resources before sharing them
    • Ensure the electronic resources WORK and are age/cognitively appropriate
  • Ensure a variety of resources that cater to multiple intelligences
  • Use known technology creation/access tools and/or only introduce one new tool at a time
  • Utilize (known) shortcuts such as bookmarking sites, catalogue lists and pathways to help with time management and easy back-referencing

An aside:

A fellow student posted on the forum that her school was “a six thinking hats school, not a Bloom’s school” which made me pause and question her further:

“Does this mean teachers and students are only taught and expected to use one way of structuring thinking and research?

Is the main reason for this to allow students and teachers mastery of a critical thinking framework?

How do you feel about that?”

I would feel both frustrated by the limitations imposed on me but also relieved that I only had to focus on one framework.

At one of my recent (primary) schools, we had a scope and sequence for critical thinking frameworks. In the younger grades, the students were explicitly taught 6TH (and a couple of other, smaller ones) while Bloom’s was used by teachers to devise assessment tasks. In the older grades, Bloom’s was taught and used explicitly (again, along with others) by students and teachers. It was very effective in helping kids and teachers think critically.

 

The learning context

Activity

A new and inexperienced geography teacher has arrived in your school and has been given the task of teaching a year 7 class on rainforests as part of the Global Environments Focus Area. List 3 key types of information this teacher might need and suggest a source of information – this does not need to be exact, such as a URL, but more general such as ‘an article on’ or ‘a website about’.

By types of information, I take it to mean what CONTENT or topics are you trying to find/cover so here’s my thinking.

In an internatonal school such as where I work, these topics would be called “lines of inquiry” and are very explicit so planning for them would be pretty easy.

Topic 1:

Types of rainforests in specific areas (temperate, tropical etc) and their major characteristics.

Resources that could be provided:

  • Various websites
  • printed material such as large maps, atlases and NF texts
  • documentaries
  • Google Earth.

Topic 2:

Human use and subsequent impact on rainforests.

Resources that could be provided:

  • Websites including industry specific pages (foresty, logging) and micro topic specific (farming, deforestation, indigenous people, logging, controlled vs indiscriminate burning, palm oil production)
  • NF texts
  • Atlases
  • documentaries

Topic 3:

Rainforest conservation.

  • In what ways are rainforests necessary to human health?
  • How are people dependent on rainforests?
  • Is there a need for conservation of rainforests?
  • What are some of the ways people can make a positive impact on rainforests?

Resources that could be provided:

  • Environmental activism website and paraphernalia/marketing
  • Social media/journalistic articles regarding conservation
  • documentaries
  • Websites focused on government policy regarding on pollution, human health and deforestation.

 

 Great resources from this module:

www.twurdy.com – great search engine by readability.

http://electriceducator.blogspot.com.au/2009/11/google-proof-questioning-new-use-for.html – writing Google-proof questions using Bloom’s taxonomy.

http://morethanenglish.edublogs.org/for-teachers/blooms-revised-taxonomy/ – new wording for Bloom’s; lots of great links to activities, templates.

http://www.schrockguide.net/bloomin-apps.html – wow! FANTASTIC visual guide to apps that support Bloom’s. Will definitely be sharing this with the Tech Integrators! Way too many links to browse but a great resource to come back to when in specific need.

Readings for Topic 1

Pardoe, D. (2006). Towards successful learning: Introducing a model for supporting and guiding successful learning and teaching in schools. 2nd ed., London: Continuum International.(Book in CSU Library).

Pardoe, D. (2009). Towards successful learning: Furthering the development of successful learning and teaching in schools. 2nd ed., London: Continuum International.(eBook in CSU Library).

Pritchard, A. (2009). Ways of learning: Learning theories and learning styles in the classroom. 2nd ed., Abingdon, Routledge. (Ebook in CSU Library)

Johnson, J., Cooper, R. & Johnson, A. (2009). Introduction to teaching: Helping students learn. Lanham MD: Rowan and Littlefield. (Ebook in CSU library)

Arends, R. & Kilcher, A. (2010) Teaching for student learning: Becoming an accomplished teacher. New York: Routledge. (Ebook in CSU Library).

 

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