Future Libraries

7/27/2019 Future Libraries

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http://aslc.ca/docs/57612

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http://aslc.ca/docs/5761280491_5fbaa8246e_b.jpghttp://aslc.ca/docs/5761280491_5fbaa8246e_b.jpghttp://aslc.ca/docs/5761280491_5fbaa8246e_b.jpghttp://aslc.ca/docs/5761280491_5fbaa8246e_b.jpg


2/25

Notes online at link above

http://readingpower.wordpress.com/

Search for

collaborative

writing

in blog search

box
http://readingpower.wordpress.com/http://readingpower.wordpress.com/


3/25

Teacher part of TL role

Role of TLyear 7 out of primary 2015secondary different model

Increasing demand for elearning curriculum support

If flexible timetablingno cost saving for TL taking planning time

AITSL- need to show evidence of teaching towards standards

Growth of independence of all schools - need evidence for Principal of

value of TL role and this must be responsive to and link to school goals ie.learning

No loadings, annual leave etc added $ based on award, but not exact

Level 3 aidetop level - 40 wks 39,692

Librarian level 6 (40 wks to FY) 47,560 to 62,000

Teacher-librarianFull Year 67,42594,120
http://www.slj.com/2013/07/schools/media-specialists-role-endangered-in-florida/


4/25

What is your

role in relation

to teaching

and

learning?

Reflect on role

e.g. bookweek

is it about youspending hours

on library

displays or

about studentlearning

activities?

http://www.slj.com/2013/07/sch

ools/media-specialists-role-

endangered-in-florida/#_
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5/25

Although negative responses were not frequent, two strands emerged

in the area of information or content along the theme of a

traditional library media specialist: library media specialists who do

not have current technological skills and library media specialists

who do not see the need to teach research or information skills.

Regarding the lack of up-to-date computer skills, one respondent

described the library media specialist as a librarian who runs an

organized library where students check out books and are read to. . .

We are waiting for her to retire (next year) so that we can getsomeone who is truly a media specialist.

Another respondent noted, We are currently moving toward more

technology in our program. This had been somewhat of a struggle

because my librarian is not as computer savvy as I would like. . . .Ultimately, I would like to see a total integration of library and

technology. http://www.ala.org/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume11/church

Each school is different. What does your school want and need from you?

TLs need to listen, ask, discuss and then do this.
http://www.ala.org/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume11/churchhttp://www.ala.org/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume11/church


6/25

Inquiry:

Australian GovernmentQuality TeacherProgram 2012 and2013

SHYWG 2011-2013

3 years Cathy Oxley(BGS),

Anne Weaver

(AHS)

2 years Kristine Cook

(BGGS)1 year Helen Stower

Mary Mahoney

Melinda Egan

Writing, digital literacy andgroupwork skills are

essential learning skills

across year levels and

subjects


7/25

Kids Speak Out on Student Engagement

APRIL 26, 2012 http://www.edutopia.org/blog/student-engagement-stories-heather-wolpert-gawron?utm_source=twitter&utm_medium=cpc&utm_campaign=blog-kids-speak-out-question

"What engages students?" 220 eighth graders. Responses seemed to fall under 10 categories.

1. Working with their peers

2. Working with technology

3. Connecting the real world to the work we do/project-based learning

4. Clearly love what you do

5. Get me out of my seat!

6. Bring in visuals

7. Student choice

8. Understand your clients -- the kids

"Encourage students to voice their opinions as you may never know what you can learn from your

"Teachers should know that within every class they teach, the students are all different.

9. Mix it up!

"I don't like doing only one constant activity...a variety will keep me engaged in the topic.

"Also, you can't go wrong with some comedy. Everyone loves a laugh...another thing that engages me would be class or group games. In Language Arts I'veplayed a game of "dodge ball. We throw words at each other, one at a time."

10. Be human
http://www.edutopia.org/blog/student-engagement-stories-heather-wolpert-gawron?utm_source=twitter&utm_medium=cpc&utm_campaign=blog-kids-speak-out-questionhttp://www.edutopia.org/blog/student-engagement-stories-heather-wolpert-gawron?utm_source=twitter&utm_medium=cpc&utm_campaign=blog-kids-speak-out-questionhttp://www.edutopia.org/blog/student-engagement-stories-heather-wolpert-gawron?utm_source=twitter&utm_medium=cpc&utm_campaign=blog-kids-speak-out-questionhttp://www.edutopia.org/blog/student-engagement-stories-heather-wolpert-gawron?utm_source=twitter&utm_medium=cpc&utm_campaign=blog-kids-speak-out-questionhttp://www.edutopia.org/blog/student-engagement-stories-heather-wolpert-gawron?utm_source=twitter&utm_medium=cpc&utm_campaign=blog-kids-speak-out-questionhttp://www.edutopia.org/blog/student-engagement-stories-heather-wolpert-gawron?utm_source=twitter&utm_medium=cpc&utm_campaign=blog-kids-speak-out-questionhttp://www.edutopia.org/blog/student-engagement-stories-heather-wolpert-gawron?utm_source=twitter&utm_medium=cpc&utm_campaign=blog-kids-speak-out-questionhttp://www.edutopia.org/blog/student-engagement-stories-heather-wolpert-gawron?utm_source=twitter&utm_medium=cpc&utm_campaign=blog-kids-speak-out-questionhttp://www.edutopia.org/blog/student-engagement-stories-heather-wolpert-gawron?utm_source=twitter&utm_medium=cpc&utm_campaign=blog-kids-speak-out-questionhttp://www.edutopia.org/blog/student-engagement-stories-heather-wolpert-gawron?utm_source=twitter&utm_medium=cpc&utm_campaign=blog-kids-speak-out-questionhttp://www.edutopia.org/blog/student-engagement-stories-heather-wolpert-gawron?utm_source=twitter&utm_medium=cpc&utm_campaign=blog-kids-speak-out-questionhttp://www.edutopia.org/blog/student-engagement-stories-heather-wolpert-gawron?utm_source=twitter&utm_medium=cpc&utm_campaign=blog-kids-speak-out-questionhttp://www.edutopia.org/blog/student-engagement-stories-heather-wolpert-gawron?utm_source=twitter&utm_medium=cpc&utm_campaign=blog-kids-speak-out-questionhttp://www.edutopia.org/blog/student-engagement-stories-heather-wolpert-gawron?utm_source=twitter&utm_medium=cpc&utm_campaign=blog-kids-speak-out-questionhttp://www.edutopia.org/blog/student-engagement-stories-heather-wolpert-gawron?utm_source=twitter&utm_medium=cpc&utm_campaign=blog-kids-speak-out-questionhttp://www.edutopia.org/blog/student-engagement-stories-heather-wolpert-gawron?utm_source=twitter&utm_medium=cpc&utm_campaign=blog-kids-speak-out-questionhttp://www.edutopia.org/blog/student-engagement-stories-heather-wolpert-gawron?utm_source=twitter&utm_medium=cpc&utm_campaign=blog-kids-speak-out-questionhttp://www.edutopia.org/blog/student-engagement-stories-heather-wolpert-gawron?utm_source=twitter&utm_medium=cpc&utm_campaign=blog-kids-speak-out-questionhttp://www.edutopia.org/blog/student-engagement-stories-heather-wolpert-gawron?utm_source=twitter&utm_medium=cpc&utm_campaign=blog-kids-speak-out-questionhttp://www.edutopia.org/blog/student-engagement-stories-heather-wolpert-gawron?utm_source=twitter&utm_medium=cpc&utm_campaign=blog-kids-speak-out-questionhttp://www.edutopia.org/blog/student-engagement-stories-heather-wolpert-gawron?utm_source=twitter&utm_medium=cpc&utm_campaign=blog-kids-speak-out-questionhttp://www.edutopia.org/blog/student-engagement-stories-heather-wolpert-gawron?utm_source=twitter&utm_medium=cpc&utm_campaign=blog-kids-speak-out-questionhttp://www.edutopia.org/blog/student-engagement-stories-heather-wolpert-gawron?utm_source=twitter&utm_medium=cpc&utm_campaign=blog-kids-speak-out-question


8/25

What is SHYWG?

A collaborative creative writing experiencefor Year 8 students using a wiki

A cluster of 4 inner city schools, 2 boys and 2 girls schools 32 students in total, 1 guest author

Introductory and closing evenings

2 full writing days

Editing and publishing afternoons

Books published in ibook author

30 secs http://animoto.com/play/cLSxcrrn60TnqIrm0SGx1A
http://animoto.com/play/cLSxcrrn60TnqIrm0SGx1Ahttp://animoto.com/play/cLSxcrrn60TnqIrm0SGx1A


9/25

Schedule of

events

1. 26 March Introductory Evening - TuesBGSLast week Term 1

Welcome, author introduction, students go with author- What is story? What makes a story work? Groups

of 4 (one from each school in each group), TLs present rationale, collaborative writing, ibooks etc to

parents.

2. 27 Marwriting dayWedTerracePattern - author session followed by collaborationand/writing

Wiki login and group skills, session1- plot, conflict/obstacles, session 2- techniques to make the reader care

about the character., plagiarism, session 3- Covenant of the arc (plot), point of view, writing triangle-

dialogue, doing, description.

3. 28 Marchwriting dayThursAHSlast day Term 1Cyerbsafety and wiki, Group skills pretest, Session 1 - opening lines, showing character, session 2-

relationships between characters, unreliable narrator, secrets, session 3- the power of wbt2 rewriting,

session 4 -title, Setting out dialogue and what editors like, title

4. In between and holidays- peer and self editing

5. 23 April Editing Afternoon - after schoolTues- Terrace

Active listening and conflict resolution for better groupwork, group meeting, peer editing and proofreading,

third or first person, adverbs, sum up.

6. 2 May Publishing Afternoon creating iBooks, eLearning teacher

after schoolThurs - Terrace

creating iBooks with Terrace eLearning teacher after school


10/25

Goals of SHYWG

To enhance the writing process through collaboration withpeers.

To improve understanding of narrative elements such ascharacter point of view and plot structures.

To improve editing skills and the ability to provide peerfeedback.

To provide students with an opportunity to become publishers

of material in an authentic online context for a variety ofaudiences.

To increase effective group participation skills.


11/25

Collaborate

Students collaborate on elements of story 4 characters explore the same scenario from their point

of view

Each student writes their own story based on the

common scenario Shared wikiinformation, group discussion

writing, feedback, editing


12/25

Wiki - PBworks

Shared space

for discussion,

developmentand clarification

of story ideas

for each groupIndividual

stories with

peer feedback


13/25

Peer Feedback


14/25

Benefits of group work

Improvement made in attitude towards benefits of groupworkPre workshop survey Post workshop survey

57%

30%

13%

47%

44%

9%


15/25

Quality of Work

Students see the benefits for learning

35%48%

17%

13%35%

35%

13%

4%


16/25

method than traditional ways of teaching

writing ?

My writing workshop Term 3

Percy Jacksonmissing chapter

Mrs Weavers Nine Writing Steps

apply to practice story, then write a

new short story from

different characters

point of view on G Drive

Step 1: Plan for SuccessStep 2: CharactersStep 3: Sizzling StartsStep 4: Tightening TensionStep 5: Dynamic DialogueStep 6: Show, Don't TellStep 7: Ban the Boring BitsStep 8: Exciting EndingsStep 9: Review, rewriting, reflection

Online collaborative wiki writingworkshop Term 1

Group collaborates on common plot

Each group member writes short storyfrom their own characters point of viewon wiki with author Brian Falkner

Step 1: What is story?

Step 2: Plot development

Step 3: Character - Make them real, Make uscare, Make us laugh, Save the cat

Step 4: Covenant of the arc: characters are notthe same at the end of the story as at the start.

Step 5: The writing triangle: Doing stuff,description, Dialogue

Steps 6 and 7: The power of what would bebetter than this? especially writing withemotion

Step 8: Peer editing

Step 9: ibook making


17/25

What John Hattie says:

greater attention to an outcome will improve performanceon anymeasure

http://www.ascd.org/publications/books/107018/chapters/What-Is-the-Teacher's-Job-When-Teaching%C2%A2.aspx

Almost everything works. Ninety percent of all effect sizes ineducation are positive setting the bar at zero is absurd.http://pragmaticreform.wordpress.com/2013/03/02/hattie/

Our debates are too concentrated on how we teach, whereas all the

visible learning work tells me it needs to be about the impact of howwe teach. Observe the impact. Wow, is that powerful.http://www.ifl.ac.uk/publications/intuition/intuition-issue-11/interview?SQ_DESIGN_NAME=print_friendly&
http://www.ascd.org/publications/books/107018/chapters/What-Is-the-Teacher's-Job-When-Teaching%C2%A2.aspxhttp://www.ascd.org/publications/books/107018/chapters/What-Is-the-Teacher's-Job-When-Teaching%C2%A2.aspxhttp://pragmaticreform.wordpress.com/2013/03/02/hattie/http://www.ifl.ac.uk/publications/intuition/intuition-issue-11/interview?SQ_DESIGN_NAME=print_friendly&http://www.ifl.ac.uk/publications/intuition/intuition-issue-11/interview?SQ_DESIGN_NAME=print_friendly&http://www.ifl.ac.uk/publications/intuition/intuition-issue-11/interview?SQ_DESIGN_NAME=print_friendly&http://www.ifl.ac.uk/publications/intuition/intuition-issue-11/interview?SQ_DESIGN_NAME=print_friendly&http://www.ifl.ac.uk/publications/intuition/intuition-issue-11/interview?SQ_DESIGN_NAME=print_friendly&http://www.ifl.ac.uk/publications/intuition/intuition-issue-11/interview?SQ_DESIGN_NAME=print_friendly&http://www.ifl.ac.uk/publications/intuition/intuition-issue-11/interview?SQ_DESIGN_NAME=print_friendly&http://pragmaticreform.wordpress.com/2013/03/02/hattie/http://www.ascd.org/publications/books/107018/chapters/What-Is-the-Teacher's-Job-When-Teaching%C2%A2.aspxhttp://www.ascd.org/publications/books/107018/chapters/What-Is-the-Teacher's-Job-When-Teaching%C2%A2.aspxhttp://www.ascd.org/publications/books/107018/chapters/What-Is-the-Teacher's-Job-When-Teaching%C2%A2.aspxhttp://www.ascd.org/publications/books/107018/chapters/What-Is-the-Teacher's-Job-When-Teaching%C2%A2.aspxhttp://www.ascd.org/publications/books/107018/chapters/What-Is-the-Teacher's-Job-When-Teaching%C2%A2.aspxhttp://www.ascd.org/publications/books/107018/chapters/What-Is-the-Teacher's-Job-When-Teaching%C2%A2.aspxhttp://www.ascd.org/publications/books/107018/chapters/What-Is-the-Teacher's-Job-When-Teaching%C2%A2.aspxhttp://www.ascd.org/publications/books/107018/chapters/What-Is-the-Teacher's-Job-When-Teaching%C2%A2.aspxhttp://www.ascd.org/publications/books/107018/chapters/What-Is-the-Teacher's-Job-When-Teaching%C2%A2.aspxhttp://www.ascd.org/publications/books/107018/chapters/What-Is-the-Teacher's-Job-When-Teaching%C2%A2.aspxhttp://www.ascd.org/publications/books/107018/chapters/What-Is-the-Teacher's-Job-When-Teaching%C2%A2.aspxhttp://www.ascd.org/publications/books/107018/chapters/What-Is-the-Teacher's-Job-When-Teaching%C2%A2.aspxhttp://www.ascd.org/publications/books/107018/chapters/What-Is-the-Teacher's-Job-When-Teaching%C2%A2.aspx


18/25

MaddieWhich story is written collaboratively in a mixed sex group?

Reasons?

1. Eliza breaks into a haunted house at night to retrieve aball, and finds this very frightening.

2. Clarisse creates an illusory sea monster that attacks

Percy, so Percy takes revenge by making Clarisses cabin

wet and smelly.3. In a future world, Technologians run out of coal and

attack the Naturalisers who grow their own food and

use solar power. Iggy, the son of the Technologian leader

is saved by his enemy, the Naturalizers. He stops hisfather and makes Technologians realise they have to live

with nature.

S l R M d l i E d T 3


19/25

Maddie Which writing is more complex? Why?

Term 1

I sat in front of our Holograph Projector, watching some Technologian freak with shiny

waxed legs and unnaturally white hair talk about different shades of eyeliner. I had my eyes

trained on her surgically puffed lips with disgust. I unconsciously traced my fingernails

around the little buttons around the remote, pretending I was reading Braille. Today I felt so

lazy. It was the hottest day this summer and some of our solar panels broke, so we have noair-conditioning. I stared longingly at the picture of Antarctica that my sister, Zeeta, drew.

How could such a place ever have existed? Apparently, it used to be so cold, that there

was ice there! Now of course, it has melted.

Salty Revenge Madeleine End Term 3

The huge monster had me pinned to the ground. Horrifying seaweed essence slowly

dripped onto the ground beside me. The gigantic mass of seaweed and coral raised its head

and roared, shattering my eardrums.

Ribbons of seaweed hung from its humanoid figure like tassels. Its spectral yellow eyes

were hidden from view, deep underneath the vulgar seaweed tangle. A ring of dead coraldecorated its face, like a crown.

In my peripheral vision I could see campers rushing out of their cabins, unsure of what

to do. I saw someone throw a spear at the monsters back, but it bounced off harmlessly, as if

it were a twig. I tried to stretch my hand out towards my sword that lay on the ground

beside me. My fingertips were just touching the cool, unforgiving blade.


20/25

EmmaWhich story is written collaboratively in a mixed sex group?

Reasons?

1. At her Dads 5oth birthday rowing party, Elizas dog fallsinto the water and they both nearly drown.

2. Isabelle is part of a scientific crew trying to find planet Zulu,a new planet for Earths citizens. They crash and ProfessorCalvin is attacked by a plant. He saves mankind by findingthe Ancient City where humans can survive, but dies ofplant poisoning.

3. Percy fights a sea serpent who turns out to be friendly.Thus, he learns not to judge others by appearance.


21/25

all the visible learning work tells me it needs

to be about the impact of how we teach

Q4 What were the weaknesses of the teacher directed writingworkshop?

There was only one teacher and many students. Therefore, specificneeds for each individual were not addressed in detail.

Sometimes there wasn't time for much writing.

Q5 Do you have any other comments you would like to makeabout these writing activities?

I feel as if the group work improved my story the most because I learntabout other people's writing styles and used their ideas to improve myown story.

I believe the wiki writing was a unique experience where other

students gave me improvements for my story. I liked this, as it was fromstudents my age.


22/25

Q6 Which method of learning about writing did you find moreenjoyable. Please give reasons.

I enjoyed collaborative writing more because we had the opportunity to readeach others' stories and provide feedback as well as receive feedback..

Wiki writing was very enjoyable, and I would recommend it to anyone. It was anew, enjoyable experience that I have valued. However, for me, I prefer writing bymyself as I am in control of the story, and not dependant on others as much.

Q7 Which method of learning about writing did you find improvedyour story writing more. Please give reasons.

I feel as if the group work improved my story the most because I learnt aboutother people's writing styles and used their idea to improve my own story.

I believe the wiki writing was a unique experience where other students gave meimprovements for my story. I liked this, as it was from students my age.


23/25

Research Literature- what factors

made the wiki writing successful?

GENDER

mixed gender groups produce less stereotypical writing. For example, it was found that boys aremore likely to present females as victims and use a lot of violence, when writing on their own.Girls were found to create more independent characters with stronger voices, and less feminisedstories when writing in mixed groups. Handbook of Writing Research by Charles A. MacArthur, Steve Graham, Jill FitzgeraldGuilford Press, 2006

CREATIVITY

"compositions written by pairs were more advanced than individually written ones, and the benefitsof collaboration carried over into subsequent individual creative writing (Hartup, 1996)." Vass et alfound that the benefits of collaborative creative writing are dependent on the quality ofcollaboration, as well as other contextual factors, which is why teachers need to explicitly teachcollaborative skills and set up a task suited to collaboration. Vass, Eva; Littleton, Karen; Miell, Dorothy and Jones, Ann(2008). The discourse of collaborative creative writing: Peer collaboration as a context for mutual inspiration. Thinking Skills and Creativity, 3(3), pp. 192202. http://oro.open.ac.uk/12788/2/

EMOTION and GROUPS

necessity to consider the emotional aspects of cognition. Coates 1996, used the term collaborativefloor to describe the period of mutual focus and intense sharing, where the overlaps andinterruptions are neither chaotic nor off-putting. This fuzzy, organic, non-linear type of collectivethinking is called ripple thinking (Vass 2007b). "When engaged in ripple thinking, ideas build oneach other and get more and more rich and complex, expanding in all directions like ripples of

water." Vass states productive talk in creative contexts may not conform to tidy or lineardiscourse patterns. Classroom practices need to accommodate such unpredictability andunboundedness. Vass, Eva; Littleton, Karen; Miell, Dorothy and Jones, Ann (2008). The discourse of collaborative creative writing: Peercollaboration as a context for mutual inspiration. Thinking Skills and Creativity, 3(3), pp. 192202. http://oro.open.ac.uk/12788/2/
http://oro.open.ac.uk/12788/2/http://oro.open.ac.uk/12788/2/http://oro.open.ac.uk/12788/2/http://oro.open.ac.uk/12788/2/


24/25

Best opening line .

Nobody bumps into Ashley Prescott and gets away with it, especially me.

Best conclusion

The worn-out walls of the van hide more than cobwebs: they hide hundreds of stories that no one will ever know.My story will be one of them soon. The engine rumbles to life, its rusty skeleton coughs and splutters carrying meto the police station, leaving my one and only friend, alone. Something shifted in me again, not hatred or fear oranything like that, but something deeper and more powerful...

Scariest line

More bangs rang through the air in the distance, followed by very faint echoing screams that sliced the silence intopieces

Funniest line

If you or your slob of a friend get on my nerves one more time I will end your social lives forever... As soon as I get asignal!

Ickiest line

Evan trailed out after me, holding the lifeless head of the dead professor under his armpit as if it was a football.

Other awards- best individual story, best group story


25/25

http://aslc.ca/docs/57612

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