Bec in the library

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

Study visit: Melbourne Museum Discovery Centre (DC) August 6, 2014

Yet another Melbourne gem that lay hidden from my prying eyes during university and my first year of teaching!

The DC is an absolute treasure trove, full of exciting hands on learning based on and around the Museum’s main collection. My four year old and almost two year old were transfixed with all the choices on offer – animal skeletons, ancient coins, insects in amber that could be studied under the microscope and so much more!

Truthfully, so was I. The more I think about it, the more I want my own library to be very similar to the DC. I absolutely loved how interactive each of the mini exhibits were. Patrons could use all five senses to explore objects then within a handspan, they had a collection of books and a list of websites where they could find out more. All that was needed was an iPad at each exhibit so that patrons could search immediately and it would tick all the boxes for inquiry learning.

Couldn’t you just imagine pairs of kids side by side investigating an animal skull by rolling it around in their hands, using the microscope to examine it in minute detail. One of the kids would have a question so could just swipe the iPad on, head to a database (maybe PebbleGo or WorldBook Animals) and start searching for an answer using some keywords (that were helpfully posted within the exhibit). Oh, the possibilities give me goosebumps!

More about the Discovery Centre

The MVDC is run in conjunction with the Discovery Centre at the Immigration Museum.

The variety of information requests is incredible, from genealogy to random insect identification – the staff list this diversity as the highlight of their working day.

To aid in easy partnerships with other libraries such as State Library of Victoria, and to reduce cost, the DC use Voyager as their LMS.

Much of the artefacts in the DC are not catalogued in any way as they are not deemed of historical value.

The DC staff’s constant Tweeting and blogging provide additional promotion for existing patrons.

Will and Charlie examine the coin collection.

Will and Charlie examine the coin collection.

Will is mightily impressed with the old coins.

Will is mightily impressed with the old coins.

Will loved helping colour the replica Aztec calendar.

Will loved helping colour the replica Aztec calendar.

MVDC - more coins!

Will was fascinated by the 'station' where he could view the preserved insects under the microscope.

Will was fascinated by the ‘station’ where he could view the preserved insects under the microscope.

Will couldn't get enough of this artefact station.

Will couldn’t get enough of this artefact station.

This small book collection is  provided by the Museum to complement the artefact collection but is rarely used.

This small book collection is provided by the Museum to complement the artefact collection but is rarely used.

This is an example of what a typical artefact station looks like.

This is an example of what a typical artefact station looks like.

Patrons can use the internet and the MV website to find out more.

Patrons can use the internet and the MV website to find out more.

 

Study visit: Melbourne City Library July 31, 2014

Tucked away in a little laneway, the City Library personifies city living.

Tucked away in a little laneway, the City Library personifies city living.

I love the aesthetics of this returns section.

I love the aesthetics of this returns section.

OK, so not really pretty but functional and the concept  of zones is great. This photo shows the "Melbourne", "Travel" and part of the "Food and Cooking" sections.

OK, so not really pretty but functional and the concept of zones is great. This photo shows the “Melbourne”, “Travel” and part of the “Food and Cooking” sections.

One of the children's librarians from another MLS branch was responsible for setting this up as there is no dedicated Children's Librarian at the City branch.

One of the children’s librarians from another MLS branch was responsible for setting this up as there is no dedicated Children’s Librarian at the City branch.

Next to the lift that enables equal access for all is a beautiful display of new and/or popular resources.

Next to the lift that enables equal access for all is a beautiful display of new and/or popular resources.

This is such a wonderful gift to the community - a large range of leveled readers for those members of the community (special learning needs, adult literacy learners, ESOL/EAL learners etc) for whom the rest of the collection is too challenging.

This is such a wonderful gift to the community – a large range of leveled readers for those members of the community (special learning needs, adult literacy learners, ESOL/EAL learners etc) for whom the rest of the collection is too challenging.

Browsing shelves

Books just fly off these shelves! Titles that have just been returned (or that need a bit of circulation and are lost on the shelves) get put here so that they are more visible to the general public. Love this promotion of great (or just popular) literature!

Books just fly off these shelves! Titles that have just been returned (or that need a bit of circulation and are lost on the shelves) get put here so that they are more visible to the general public. Love this promotion of great (or just popular) literature!

Cool.

You only need one word to describe this place.

It’s so many things to so many people! Yes, it’s tiny, poky even. But somehow that doesn’t make the charm rub off. The City Library is crammed to the roof with all sorts of library delights, a place where people of all shapes and sizes, interests and desires congregate to share, learn, relax and study. I stood in the entrance for about 10 minutes waiting for my guide to arrive and in that brief time, I had made eye contact with so many people as they came in the doors that I lost count.

For the first time, I saw what a (partially) zoned library looks like as City Library has a “Travel”, “Melbourne” and a “Food and Cooking” zone where resources, fiction and non-fiction are housed together, shelved by Dewey. I have to say that I’m a convert, especially in a public library context. As a tight-fisted browser-only of “all things foodie” , I love that there was a very clearly defined area apart from the general non-fiction section where I could rest my bones and surround myself with deliciousness.

I’m really interested to see how an entire library is set out in zones, as the newly opened MLS branch, Library at the Dock. According to my host, each zone is completely interactive with art installations, fiction, non-fiction and even performance spaces related to the zone. Wow, what a concept!

Specialist librarians are responsible for their respective collection development and management across all branches, using preselected suppliers.

The City Library’s online collection, shared with the other MLS branches is so large that the staff dub it their “sixth library branch”.

Their social media presence is growing in response to research showing community preference for online interaction.

 

Study visit: State Library of Victoria July 30, 2014

Shamefaced, I hang my head and admit that even though I lived Melbourne for 5 years, I never once visited this gem of an institution!

I had a few snafus with this visit which lead me to collecting my information in a variety of ways – through a woman in HR who met with me for an hour, various librarians on the library floor and yet more and different librarians online who helped me find answers to my many questions using the extremely handy “Ask a Librarian” chat feature!

Wow, what a place!

It makes my heart sing to know that people of all races, colours, ethnicities and languages can visit this wonderful space and learn, study, connect, dream, inspire and relax for free.

This is not only a conventional library, servicing standard information requirements but is also a place to immerse yourself in local and national cultural events, mostly for free.

SLV’s values of collaboration and innovation are mirrored by their vast collection housing resources of almost every kind.

Roving and stationary Librarians on the floor of the SLV are able to answer questions at the direct point of need to physical visitors. The online “chat” and “ask a librarian” features are both efficient and fast ways of getting information. It’s also a useful feature for users who have English as their second language or have a disability which impairs their ability to speak or hear or even physically access the library.

It is obvious from how detailed, organised and comprehensive the SLV’s website is, as well as reading research undertaken by the library, that they understand most of their patrons are wishing to access the SLV collection online.  This is an area of continued growth for the SLV, as outlined in their 2013-16 Corporate Plan.

SLV is extremely active on social media as their market research has shown that online marketing and promotional campaigns were more effective in increasing foot- and virtual-traffic.

Doesn't it feel like you're in the middle of Matthew Reilley's "Contest"?!

Doesn’t it feel like you’re in the middle of Matthew Reilley’s “Contest”?!

 

 

 

 

 

 

 

 

 

 

 

 

 

 

So many of my favourite characters in this sculpture! (Grandma Poss and Hush in particular!)

So many of my favourite characters in this sculpture! (Grandma Poss and Hush in particular!)

 

The only sad thing about this sculpture is that it was kind of tucked away and I wanted it to be more centre stage.

The only sad thing about this sculpture is that it was kind of tucked away and I wanted it to be more centre stage.

 

Libraries for a post literate society March 4, 2011

Do you agree with Johnson that students, and indeed younger teachers, are increasingly ‘post-literate’ in the manner that he defines and uses this term?

 

My passionate and indignant thoughts after reading the first couple of paragraphs: What a load of bollocks! “People don’t read anymore” (Jobs); “the ability to read written words, is no longer necessary”. The initial example was totally incorrect – people on spreadsheets, on laptops, on gaming consoles – they are all reading WORDS! Just because people  aren’t reading a hard copy book, magazine or paper, doesn’t mean they aren’t reading/accessing the written word.

I soon calmed down and was immediately intrigued with the concept of linking back to natural forms of multi-sensory communication (storytelling, speaking, debate); much like our pre-reading learners in the lower end of our schools.

I believe that students and younger teacher are as post-literate as we (fellow educators, parents, administrators of schools) allow them to be. In their personal lives, students ARE showing strong post-literate (as per Johnson’s description) tendencies and this is only worrisome if the way in which they ASSESS and THINK ABOUT the information they access this way is shallow. The possible strengths of acquiring information in this post-literate may benefit all learners, especially ESOL and SN students for whom large chunks of text is actually a barrier to learning.

There is no need to stop resourcing the curriculum as it stands, the written word on actual paper is still intensely and intrinsically valuable to all learners. We use need to ADD IN these new ways and means of accessing meaning.

 

Are school libraries and their collections already adopting the critical attributes that Johnson is proposing?

Wow, Johnson’s list of attributes reads like a teacher-dinosaur panic attack. As a youngish teacher who is hovering somewhere between a “digital native” and a “digital immigrant“, I admit I found the list a little daunting – it really does require a total mindshift when it comes to cracking open those ordering catalogues!

In my role as a LT, I am charged with the responsibilty of gathering resources for upcoming units of inquiry across the primary school. As a teacher, I look at these resources lists through a slighty different lens – I can make sense of a unit planner and see how the resources can be used in multiple ways in order to differentiate for all learners in the classroom. I try to add relevant websites and links to databases we have subscriptions to, as well as the more usual additions of DVDs, audio books, kits and print resources of all kinds including graphic novels. The idea of accessing concepts and content through gaming, and helping teachers find such resources, was an interesting and a little confronting point. Is this just because I am thinking Nintendo rather than Woodlands Maths? What other options are there? Please share!

 

Other thoughts after reading this article

“Culture determines library programmes; libraries transmit culture” – what does this mean for us as TLs, as humans? Whose culture? As an educator in an international school, does this mean the home culture of China, or does it mean celebrating and resourcing ALL cultures within the community? Or on a slightly different angle, does it mean the culture of LEARNING within the school – the curriculum itself or the framework the curriculum is within (the PYP for example)?

“Our greatest fears can become our greatest blessings”: Another key point for me was Johnson’s take on attitude – it’s up to us as TLs to lead from the front when it comes to becoming PL – show creativity, be a risk-taker, become knowledgeable -hey! It’s the learner profile!!

 

 

 

 
loving the learning

continuing tales of a teacher librarian

PE to TL - The Journey Begins!

Reflections and thoughts on ETL401.

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