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| Started By | Thread Subject | Replies | Last Post | ||||
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| Anonymous | LABOR branc hes not having websites | 0 | Aug 14 2008, 6:59 PM EDT by Anonymous | ||||
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Thread started: Aug 14 2008, 6:59 PM EDT
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The southern highlands branch of ALP,
Refuses to have a web site in our modern world even though the federal policy is to have more schooling in computer skills. And branch communication is poor and the issues of the day rarely discussed. This is a rich branch but has no money for such yet. |
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| Anonymous | RE: Libraries | 2 | Jul 14 2007, 8:54 AM EDT by Anonymous | ||||
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Thread started: Jun 13 2007, 7:46 PM EDT
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Have a look at Stargazer's Guided Reading Kit for K-3. We have a British Version. Samples are at www.stargazerpress.com . This CD is very affordable and a good way to bulk up available resources for reading.
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| Anonymous | Greens school library policy | 1 | Mar 24 2007, 1:12 AM EDT by Anonymous | ||||
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Thread started: Mar 22 2007, 5:40 PM EDT
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I smiled and hoorayed when I first saw the Green's school library policy on the list.. Go go greens.
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| Anonymous | Principals, libraries and education | 0 | Mar 23 2007, 8:38 PM EDT by Anonymous | ||||
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Thread started: Mar 23 2007, 8:38 PM EDT
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I know how you feel. I had a principal who did not see how the library could enhance education... by her own admission she was 'not a reader'.
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| Anonymous | Principals and their beliefs about the school library | 0 | Mar 23 2007, 1:45 AM EDT by Anonymous | ||||
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Thread started: Mar 23 2007, 1:45 AM EDT
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I had a principal who asked me to be in charge of sharpening the coloured pencils for teachers. That was the most positive thing that happened :(
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| Anonymous | Voting as a teacher-librarian | 0 | Mar 21 2007, 9:27 PM EDT by Anonymous | ||||
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Thread started: Mar 21 2007, 9:27 PM EDT
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I agree. This definitely affects my vote.
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| Anonymous | Questions to candidates | 1 | Mar 19 2007, 6:25 AM EDT by audrey.nay | ||||
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Thread started: Mar 12 2007, 4:34 PM EDT
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For the record, I think the questions you are asking are too wishy-washy and too wordy. I doubt that political candidates are too concerned about capturing the teacher-librarian vote. In fact, education issues have been kept relatively low-key in this campaign as if they hardly matter much at all. However, I think you would have more impact with prospective pollies if you supply them with a short statement about the importance of information literacy in the information age and an assurance that teacher-librarians have many concerns, which have been pretty much ignored by short-sighted politicians and bureacrats, to date. Then I would ask each to promise to give our concerns a genuine hearing if and when they are elected.
Very best wishes
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| Anonymous | Teacher/Librarians | 0 | Mar 16 2007, 8:29 PM EDT by Anonymous | ||||
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Thread started: Mar 16 2007, 8:29 PM EDT
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I am so impressed that the Greens see the need for Professionally trained librarians be available for Co-operative teaching that they do not need to do RFF that I will strongly consider changing my vote.
Chris Vandine |
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| GeorgiaP | Sources for Further Information | 0 | Mar 12 2007, 8:17 PM EDT by GeorgiaP | ||||
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Thread started: Mar 12 2007, 8:17 PM EDT
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Further References
Australian School Library Association/Australian Library and Information Association (2001). Learning for the Future 2nd ed. Carlton South, Vic.: Curriculum Corporation. Australian Library and Information Association and Australian School Library Association (2003). Policy Statement -Teacher librarians in Australia. [Online] Available: http://www.asla.org.au/policy/p_tlaust.htm The Australian Library and Information Association (ALIA) and the Australian School Library Association (ASLA) 2004 Standards of professional excellence for teacher librarians. Accessed online at http://www.asla.org.au/policy/standards.htm Brown, J. and Sheppard, B. (1999). Teacher librarians: mirror images of teachers and pioneering voyagers. In The Information literate school community: best practice, J. Henri and K. Bonanno, eds. Wagga Wagga, NSW: Centre for Information Studies, Charles Sturt University. Burgess, L. and Melissas, S. (2003). Making a difference: Research Guide (CD-Rom), Carlton, Vic.: State of Victoria and School Library Association of Victoria. Kuhlthau, Carol Collier (2004). Seeking meaning : a process approach to library and information services. 2nd ed. Westport, Conn.: Libraries Unlimited. Lonsdale, Michele (2003). Impact of School Libraries on Student Achievement: a Review of the Research Report for the Australian School Library Association Melbourne: Australian Council for Educational Research. Known as the Lonsdale Report. [Online] Available: http://www.asla.org.au/research/index.htm?PHPSESSID=f9950f6c21df9da69334240a48160eda ) NSW Department of Education (1989). Information skills in the school. Sydney: NSW DET. Available to order online http://www.schools.nsw.edu.au/schoollibraries/resources/publications.htm NSW Department of Education (1987). Libraries in New South Wales government schools: policy statement. Sydney: NSW Department of Education. |
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| GeorgiaP | Role of Teachers in the Library | 0 | Mar 12 2007, 8:09 PM EDT by GeorgiaP | ||||
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Thread started: Mar 12 2007, 8:09 PM EDT
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NSW DET outlines the role of teaching staff in the library (1987).
Principals play a vital role in establishing cooperation between teachers and TL for successful educational programs. Because teachers have immediate responsibility for meeting educational needs of students, they must be involved in planning, implementing and evaluating library services. Active involvement of the teacher in the library extends classroom programs. The TL as a member of the school's teaching staff must be actively involved in teaching/learning. Teaching is integral to TL work. Awareness of classroom teaching activities enables TLs to be more effective teachers. The TL is involved in provision of resources integral to curriculum planning, implementation and evaluation. For best student learning outcomes, teachers and TLs ensure appropriate resources for student and teacher use, and collaboratively teach the skills needed by students to use them. This isn’t always easy with limited time, funds and staffing. However, many principals find strategies to overcome obstacles. Other teachers or community members with specialties, such as music, computer or language, take RFF to free TLs to consult on planning and implementing units. In high schools, TLs regularly rotate around all faculty meetings, esp when curriculum implementation is being planned. Many units are ideally suited to collaborative planning. Teachers and TLs can formally or informally talk about planning units and activities. Eg, when a teacher needs resources on convict life, the TL can also be advised of the “nature of the activity, including its purpose and relationship to broader curriculum objectives”. She/he might suggest incorporation of information skills into the unit and even assist with assessment of these, including students’ own evaluation of the process. A well qualified TL is an “instructional consultant,” there to support all teachers and their students in creating a successful learning community. |
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| GeorgiaP | Information Skills | 0 | Mar 12 2007, 7:35 PM EDT by GeorgiaP | ||||
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Thread started: Mar 12 2007, 7:35 PM EDT
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The NSW DET policy on information skills suggests teachers use a consistent, non-linear information skills scaffold (Information Skills in the School. 1989). It recommends six steps in the information process:
Defining, Locating, Selecting, Organising, Presenting, Assessing (http://www.schools.nsw.edu.au/schoollibraries/pdf/infoskills.pdf ) Based upon Bloom (1956) and Kuhlthau (2004), these are in many syllabi. The HSIE K-6 syllabus (1998) includes outcomes of 1. Acquiring information, locate, access, manipulate, select and critically evaluate sources of information (p11). ∑ locate information using reference and information skills ∑ select appropriate sources of information ∑ consider the usefulness, accuracy, reliability and validity of information ∑ identify bias, differences between fact and opinion and omissions in information ∑ reflect upon and evaluate the skills that they have used to acquire information 2. Using an inquiry process(p12) ∑ define purposes ∑ identify and gather information selecting relevant sources ∑ analyse, organize, store ∑ synthesise, communicate ∑ apply information ∑ reflect on learning describing the sequence of activities undertaken, reviewing the inquiry process The syllabus suggests that evaluation of student achievement may include discussion with the TL (p82). In secondary, the Geography syllabus (NSW BOS 1998) includes skills of gathering, analysing, organising, synthesising and applying geographical information (p 8) These skills and values are to be found in outcomes statements for almost every syllabus and in relation to Internet and database use The TL is trained to cooperatively plan, implement, and evaluate units of work (Cooperative Program Planning and Teaching) and in Resource Based Learning, grounding constructivist learning activities in authentic, accurate and exciting print, non-print and e-sources and to help your students to learn how to use these resources most effectively. They are there to help. |
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| GeorgiaP | What the Research Tells Us | 0 | Mar 12 2007, 7:08 PM EDT by GeorgiaP | ||||
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Thread started: Mar 12 2007, 7:08 PM EDT
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I was pleased to see you were interested in further information.
Part 1: WHAT THE RESEARCH TELLS US The Australian School Library Association (ASLA) has commissionied The Impact of school libraries on student achievement: a review of the research. Its author noted the 'range of variables that need to be taken into account' and that 'the concept of "student achievement" itself was variable' (Lonsdale, 2003:4). Yet she was able to conclude that 'there is a substantial body of research... which shows that a strong library program, with a full-time library professional, support staff and a strong computer network that connects the library's resources to the classroom, leads to higher student achievement regardless of the socio-economic or educational levels of the adults in the community' (Nimon, 2003:27). There is evidence to show that: ∑ collaborative relationships between classroom teachers and school librarians have a significant impact on learning, particularly in relation to the planning of instructional units, resource collection development, and the provision of professional development for teachers; ∑ test scores are higher when there is higher usage of the school library; ∑ a print-rich environment leads to more reading, and free voluntary reading is the best predictor of comprehension, vocabulary growth, spelling and grammatical ability and writing style; ∑ the extent to which books are borrowed from school libraries shows a strong relationship with reading achievement whereas borrowing from classroom libraries does not; ∑ integrating information literacy into the curriculum can improve students’ mastery of both content and information-seeking skills; ∑ libraries can make a positive difference to students’ self-esteem, confidence, independence and sense of responsibility in regard to their own learning; So if your teaching objectives are to improve the learning and literacy skills of your students, your teacher librarian is there to help. |
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| Anonymous | spelling | 1 | Mar 4 2007, 11:44 PM EST by tlinks | ||||
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Thread started: Mar 4 2007, 5:13 AM EST
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I have corrected the spelling of 'affecting' on the page but I can't fix the attachment. Please could you do this?
Thanks, Liza
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| Anonymous | Teacher Librarian's campaign | 3 | Feb 28 2007, 8:09 AM EST by Anonymous | ||||
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Thread started: Feb 28 2007, 1:59 AM EST
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I am a virtual beginner teacher with my first career as a Librarian. Because of the shortage of Teacher Librarians, I have been able to secure a permanent position within three years of qualifying as a teacher. However, I am required to do most classes RFF and teaching RFF has proved to be rather challenging for me, with most of my energy going into organising routines and strategies for managing students' behaviour. Consequently, information skills teaching is at a bare minimum during my library RFF lessons and there is hardly any CPPT of information skills. Some of the teachers cover some basic information skills, such as using an index to a book, during reading groups activities. Nonetheless, many of our weaker Stage 3 students (and not so weak students) lack the most basic information locating skills. I think that there is a great need for these children to go to high school equipped with adequate information skills, but to survive in my position, I keep library RFF lessons simple with silent reading time (DEAR), listening to a story, completing a worksheet related to that story, borrowing books.
Barbara
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