A lecture explaining why using our imaginations, and providing for others to use theirs, is an obligation for all citizens
Lucid explaination for the need for well stocked libraries!
See on www.theguardian.com
“Many are questioning the need for libraries to have digital collections, as access to information appears ubiquitous. With the answer to every question seemingly a ‘Google’ away, it is a common misconception that libraries and library staff are no longer needed. . . .
The provision of digital as well as physical collections provides not only what users need and demand, but also provides and supports equity of access.”
Thanks Bris Catholic Ed and ResourceLink Crew!
Wow, found this missive has been sitting in the ‘Drafts’ section for some time and thought I should get it out there!
The process of creating a pathfinder was challenging yet satisfying. The task really brought relevancy to the kinds of collaborative teaching and planning that a TL can do with classroom teachers. Ideally, the TL and the teacher together would identify the inquiry topic and assessment tasks, then research the types of resources that would be needed for these specific tasks and the level of language literacy ability within the student group. Agreement will have been reached about the content of the site and which pages might be interactive for the students. The ‘editing’ ability for the T and TL would need to be agreed too. The focused selection of appropriate resources and task-specific information saves countless fruitless hours of ‘Google’ searching. More time will be spent assessing and using the resources that have been evaluated by a TL as being uselful, relevant and authoritative. Access to a pathfinder or learning website would be a great reference for students and staff as they progress through the unit and whole research process. The interactive features allow ‘feedback’ information the be considered for evaluation of the learning and effectiveness of the tool.
Although on this occassion, I didn’t produce this pathfinder in collaboration with a colleague, the process of planning and creating the site was a valuable learning experience for future use. Creating a template for the pathfinder has now given me a format to use as an example for future reference.
Technology is changing not only how people write, but also how they learn to write. These profound changes require teachers to reconsider their pedagogical practices in the teaching of writing. This books shares instructional approaches from experienced teacher educators in the areas of writing, teacher education, and technology.
Suggestions and examples for teachers at several stages of experience.
Note 4 me – Comic Life information p163.
See on www.etc.cmu.edu
The Dewey Decimal System is one of the most challenging of the topics I have studied in the course so far. Although I am a fairly logical person, I find it quite difficult and at times frustrating to understand the process of allocating numbers after the decimal point in DDC23.
Most schools in my experience, use Schools Online Information System (SCIS) to download the bibliographic information needed for the commercially purchased objects. Only if items are locally produced will TLs have to allocate Dewey numbers to resources. On the subject forum students are questioning the need for us to learn Dewey to this extent. However, what better way to understand the principles behind the system, and to realise the value in common vocabularies and metadata than to have to allocate the numbers ourselves. The use of the online WebDewey to complete study exercises and the assignment is giving us the knowledge and practice that may well be vital to the future retrieval of information for many searchers.
Education Services Australia Ltd. (2013). School Library Services. retrieved 24th September 2013 from http://www.esa.edu.au/services/school-library-services
Online Computer Library Center, Inc. (OCLC). (2011). WebDewey. Retrieved on Sept 24th, 2013 from http://www.dewey.org/webdewey/standardSearch.html
Image: Personal collection.