Down the library path Bernadette Bennett, Kerry Gittens, and Lynette Barker When you are working with like-minded people sometimes the planets align and between you clarity can be achieved. The Hunter region has always had a strong professional body of Teacher Librarians (TL), gathering in small groups by region, education sector, and at the annual MANTLE conference. In 2006, the Hunter's TLs at the local Diocesan schools formed a group to create a Diocesan Information Skills strategy and accompanying programming guide that would provide consistency across the Diocese. The NSW Department of Education and Training's Information Skills Process (ISP) was used as the basis for creating the guide. As time progressed, changes occurred that started a few of us thinking about the model: There was increasing discussion about Guided Inquiry and Inquiry models, with a focus on Inquiry in the incoming National Curriculum. Connect and Wonder What do I already know? Discover and Learn Where can I find this information? 1. 2.
RDA new cataloguing rules Why new rules, and what has it got to do with me? Resource Description and Access (RDA) is the cataloguing standard being introduced to replace Anglo-American Cataloguing Rules, second edition (AACR2). National Library of Australia has announced that it will implement RDA in early 2013 (Australian Committee on Cataloguing n.d.). Cataloguing standards Catalogues have been a core part of a library’s activity for centuries, assisting individuals to locate information to suit their needs. AACR2 is the current standard for creating bibliographic descriptions and added entries. Need for change Along came computers, keyword searching and innovative and interactive ways to display search. Putting the user first RDA has been developed with a clear focus on helping users find, identify, select and obtain the information required. Records will become more understandable to the user, through a simplification of the rules in RDA. no more Latin abbreviation like et al. What now? References Renate Beilharz
Building World Knowledge: Motivating Children to Read and Enjoy Informational Text Click the "References" link above to hide these references. Chall, J., Jacobs, V., & Baldwin, L. (1990). The reading crisis: Why poor children fall behind. Cambridge, MA: Harvard University Press. Cooperative Children's Book Center (2006). Duke, N., & Bennett-Armistead, V. Kagan, S. (2009). Marinak, B. & Mazzoni, S. (2009). McGinley, W. & Denner, P. (1987). Mohr, K. (2006). National Assessment of Education Progress. Pappas, C. (1993). Pearson, P.D. (2003). Schwartz, S. & Bone, M. (1995) Retelling, Relating, Reflecting: Beyond the 3R's. Snow, C., Burns, S., & Griffin, P. (1998).
The Librarian of the Future | Journal of the European Association for Health Information and Libraries Who do you think “Librarians of the Future” are? How would they behave and what would they look like? In my imagination they are like a space hero, a Flash Gordon-like figure with almost magical cyber librarian skills nobody ever had heard of. But hold on – many of us practice such skills already. Every time I listen to some of my colleagues from abroad I’m deeply astonished about the diversity of tasks they perform, the services they have invented, and the kind of non genuine library task they manage. Authority for tablet computers, e-book readers, and respective apps (medical as well as productive). The demand for such sophisticated tasks is extremely high and often faculty members regard librarians as skillful experts for many of these tasks, as the computer scientist Daniel Lemire noticed: So I think that librarians should move on to more difficult tasks. It is my sincere hope that librarians will always be open for such honorable expectations and never fail. References Like this:
Being a Better Online Reader Soon after Maryanne Wolf published “Proust and the Squid,” a history of the science and the development of the reading brain from antiquity to the twenty-first century, she began to receive letters from readers. Hundreds of them. While the backgrounds of the writers varied, a theme began to emerge: the more reading moved online, the less students seemed to understand. There were the architects who wrote to her about students who relied so heavily on ready digital information that they were unprepared to address basic problems onsite. Certainly, as we turn to online reading, the physiology of the reading process itself shifts; we don’t read the same way online as we do on paper. The screen, for one, seems to encourage more skimming behavior: when we scroll, we tend to read more quickly (and less deeply) than when we move sequentially from page to page. The online world, too, tends to exhaust our resources more quickly than the page. Wolf’s concerns go far beyond simple comprehension.
springfieldlibrary - home The Learning Commons Mindset February 12, 2015 by cultureofyes Students at West Bay Elementary School I walk into almost all of our schools in West Vancouver and very often the first thing people want to show me or talk to me about is the changes happening around the library. I like the library metaphor from Joan Frye Williams (shared in this blog from Joyce Valenza): Our libraries should transition to places to do stuff, not simply places to get stuff. The library as a kitchen – I love it. And just what does this look like? A couple weeks ago I was at West Bay Elementary for the opening of their new space. Our work in West Vancouver, both with spaces and mindsets is not happening in isolation. The photos below give a sense of some of the uses of the new space at West Bay, and what we are seeing across our district as we make these shifts. Individual and group work. Students working before school Students working at lunchtime. Activity during instructional time Like this: Like Loading...
Ten Read-Aloud Lessons from Preschoolers Ten Read-Aloud Lessons from Preschoolers by Susan Stephenson, www.thebookchook.com Recently, I’ve been reading aloud once a week to a group of two- to four-year-olds at my local library. Because I’ve spent many years teaching Kindergarten and older students in “Big School”, I was pretty confident I knew all about sharing books with young children. Not so! Here are some of the things I’ve learned, and others I’ve re-learned from this delightful group. 1.There’s no point in being a book snob. 2. 3. 4. 5. 6. 7. 8. 9. 10. If you're interested in children's reading, why not check out other articles by clicking Reading in my right sidebar?
Study Finds Reading to Children of All Ages Grooms Them to Read More on Their Own Photo Cue the hand-wringing about digital distraction: Fewer children are reading books frequently for fun, according to a new report released Thursday by Scholastic, the children’s book publisher. In a 2014 survey of just over 1,000 children ages 6 to 17, only 31 percent said they read a book for fun almost daily, down from 37 percent four years ago. There were some consistent patterns among the heavier readers: For the younger children — ages 6 to 11 — being read aloud to regularly and having restricted online time were correlated with frequent reading; for the older children — ages 12 to 17 — one of the largest predictors was whether they had time to read on their own during the school day. The finding about reading aloud to children long after toddlerhood may come as a surprise to some parents who read books to children at bedtime when they were very young but then tapered off. But reading aloud through elementary school seemed to be connected to a love of reading generally.
Downloads | Kids and Family Reading Report | Scholastic Inc. Full Report Infographics Past Reports 2010 Kids & Family Reading Report (PDF) 2012 Kids & Family Reading Report (PDF)