Tag Archives: melbourne high school

A year in the library – retrospective

I’ve just written the 2013 library report and thought I’d add it here as a summary and evaluation of this memorable year. Holidays now. The feeling is so good. Merry Christmas and happy holidays to everyone. Here ’tis.

Just as Melbourne High School is about more than just marks, so is the library more than just books. The library is both physical and virtual – it is a space for events, as well as for ubiquitous information and 21st century skills training. It is an essential part of the mechanism which drives teaching and learning at Melbourne High School. It is a service and resource, both onsite and online; a treasury of literature; a space for private and collaborative study; a social meeting place; a hive of activity including meetings, games and puzzles.  The library provides a quiet nook for solitude, a space for spirited debate, for collegial help with homework, a table full of familiar friends, (and the opportunity to make new ones), and an ever-changing range of visual and conceptual displays to broaden reading choices and spark ideas. It holds the collective wisdom and experiences of extraordinary people long gone, and stories from every part of the world throughout history. The energy of the library is evident to all who visit.

This has been a year for change on many fronts. The library has developed a new silent study culture – for the first time, VCE students have been given the choice of going to the library for quiet study or the dining hall during their ‘free study’ periods. We have been pleased to witness a quick adaptation to these changes, and impressed to see how many students have preferred to come to a disciplined, silent space to study despite the alternative choice.

The refurbishment of the front of library is almost complete, and amidst temporary changes to entrance and spaces, it has been business as usual without serious interruption to essential services. We look forward to opening the newly refurbished part of the library on the first day of school 2014, with its larger entrance and increased, open space for reading and relaxation, 2 additional study rooms (and potential to open these up to one larger room using the operable wall).

Existing spaces have also been improved. In particular, the Global Learning Centre (GLC), has been modified to create a more effective use of space, with the Interactive Whiteboard (IWB) mounted on the wall and reconfigured to Apple TV for improved efficiency. We look forward to reclaiming our small discussion room (currently housing furniture) as well as the creation of another discussion room within the GLC. In all, we should be able to provide 4 study/discussion rooms for students and teachers next year.

In keeping with the developments of public libraries, the library strives to move with the times in all aspects of its service, and so we have encouraged students and staff to be independent library users by investing in a self-checkout unit (RFID). We are also in the process of moving to a new Library Management System (LMS) with improved efficiency and user-friendliness to encourage more students to use our catalogue more effectively in their search for resources and use of databases.

As always the library supports reading enrichment, and teacher librarians work with English teachers to broaden the scope and differentiated reading experiences of students. This year, in support of wider reading, we trialled a move from the Premier’s Reading Challenge to the social media platform, Goodreads, in order to connect students with each other and to the wider reading community. Goodreads provides options for online connection through private or shared class groups, and enables students to share their virtual bookshelves with each other and their teachers for increased engagement.  The importance of real world connections, and student-initiated discussions, combined with practice of appropriate ethical behaviour online, address the need for students to develop important 21st century skills.

Reading breadth and specialisation have been encouraged and applauded, and reading prizes have been awarded in a special Junior assembly to students who excelled in categories of ‘classics enthusiast’, ‘graphic novels gourmet’, ‘the eclectic reader’, ‘the richest online literary discussion’ and other genre related awards.

As always, teacher librarians have worked with teachers to develop programs and projects, to create resources, and teach collaboratively. The library has been flexible, experimenting with varied approaches, and adapting to the needs and preferences of teachers and students. This year teacher librarians have worked in a more focused way with faculties, following their areas of expertise in order to deepen relationships with staff and enrich their own knowledge base.

The 1:1 iPad program in years 9-11 has filled the library with mobile technology which provides students with anywhere/anytime learning. The library has continued to develop its ebooks collection, and so it is a common sight to see students tucked into corners and engrossed in reading on their ipads.

Learning and connecting are core needs for all our students and staff, and the library has responded to the digital environment by continuing to develop rich educational content, a revised library website, with an improved homepage for easier navigation, further developed subject- and skill-related resources, and blogs for specific audiences. Lifelong learning begins in a school whose library staff provide the tools and expertise in guiding students towards understanding the learning process, and in particular, in the management of information and research in preparation for tertiary studies and life.

The library team has successfully integrated the use of Google Drive and Docs into meetings in their team approach to ideas mining and problem solving. Google Drive is a collaborative, flexible and cloud-based suite of applications which allows live, multi-user sharing and editing of documents accessed via sign-in on any device. Google Drive has been the perfect tool for a democratic approach within the library team, an approach which has empowered individuals within the team and deepened collaborative relationships.

As many have remarked this year, there is always something happening in the library. The library continues to support interest groups, including Library Assistants, Cyber Book Club and Competition Writing. In Library and Information Week we ran a ‘Book spine poetry’ competition. In Book Week we ran a number of photography competitions including ‘Bookface’ and ‘Holding up books for no reason’. Our inaugural event, ‘Bookwiz’, a literary quiz which included 15 tables of student and teacher teams, was a sell-out event, and featured a talented student Jazz quartet for our listening pleasure. Also for the first time, the library organised ‘The Great Book Dominoes’ event (which was run and filmed by students) and ‘The Great Book Swap’, a fundraising initiative for the Indigenous Literacy Foundation. Of course, the traditional ‘Dress as your favourite literary character’ competition is a favourite event during Book Week, and this was definitely a year to applaud the English teachers’ efforts, as well as those of the students. In conjunction with the English faculty’s concurrent Literature Festival, Book Week has offered an impressive range of literary events.

This year the library hosted the launch of Laureate, our student literary magazine, after its 10 year hiatus.  This was organised by Mr Sam Bryant and featured special guest, renowned Australian poet, author and educator, Judith Rodriguez.

Students have been extremely fortunate to have talented, engaging authors visit the school, including Emilie Zoey Baker, Spoken Word Performer, and author and graphic novel artist and illustrator, Nicki Greenberg.

Students were also given the opportunity to be part of the Melbourne Writers’ Festival where they attended a Q & A session with Ambelin Kwaymullina about her debut novel, The Interrogation of Ashala Wolf, and enjoyed talks with Alison Croggon, author of Black Spring, Cassandra Golds, author of Pureheart, Justine Larbalestier, author of Team Human, and Myke Bartlett, author of Fire in the Sea. They also attended a session on “How to Make a Book,” featuring Melissa Keil, author of Life in Outer Space, and Tony Palmer, a cover artist who has collaborated with authors such as Morris Gleitzman and Sonya Hartnett. The session was hosted by Lachlan Carter, creator of “100 Story Building,” a social enterprise for young aspiring authors. A group of students also attended the Reading Matters conference organised by the State Library of Victoria. Stonnington Library’s Literature Alive festival, with guest presenter, author/illustrator, Kevin Burgemeestre, was a fantastic opportunity for year 9 Art students.

The library has been involved in Transition sessions for year 10 students. Teacher librarians have taught the essential skills of online research (in particular, databases), study skills and digital citizenship, to prepare students for the tertiary environment. Teacher librarians have also contributed to introductory sessions for the Year 9 Melbourne Project, helping students brainstorm ideas to prepare them for their city project. For the first time, students were instructed in the use of Google Drive for collaborative research. Year 10 students have also been supported by teacher librarians in their Civics and Citizenship research project and, for the first time, an essay which centred on their solution to a real-world problem of their choice.

As well as our library website (Libguides), our digital presence resides on the ‘Melbourne High School Library’ Facebook page which informs the school community (including alumni), as well as the broader community, of library events and literary news, and updates posts from the Melbourne High School blog. Teacher librarians have also led the way in experimenting with new digital platforms for curation of online resources, including Pinterest and Scoop.it, to mention only a few.

These are interesting and exciting times for school libraries everywhere. The digital revolution has challenged libraries to reconsider how they should remain relevant and engaging to the school community at a time when ubiquitous information requires even more explicit skills development for our students than ever before. Teacher librarians have been involved in continuous professional development in order to prepare students to be informed, critical users of information.

As head of library this year, I would like to thank the wonderful staff of Melbourne High School library who have worked hard to make tremendous contributions to the library and the school community. I would also like to acknowledge the support of the principal, Mr Jeremy Ludowyke, the assistant principals, teaching and support staff, casual relief teachers and parent volunteers, as well as book donors. We look forward to the leadership of Ms Pam Saunders as the new head of library in 2014.

 

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Libguides, Pinterest and other online stuff

Well, I have to write a post mainly because the vibrating gif is driving me crazy and I feel the need to push it down. What’s happening that I don’t use the blog to reflect any more? Perhaps this is not my reflective phase. Yes, that’s it. I’ve been quite satisfied creating resources and getting to know staff members at my relatively new school. And I have to admit to an obsession – pictures! I can’t stop looking at and saving gorgeous pictures from Flickr and other parts of the web (my groaning Google Reader). Just this week I finally decided to give Pinterest a go. The account has been sitting there for a while – can’t remember exactly how long – and I suppose I’ve been frantically trying to keep up with other things, not least Scoop.it which has taken off in a big way. Also because so many Pinteresters are dominating the place with food and wedding photos. Lovely. But not for me at the moment thanks. Just to give it a go, I created a couple of boards and threw in my YA book trailers as well as some books covers. Yes, not bad, looks great and neatly organised at a glance without having to scroll down too much. Well, woah! Now I have too many boards and possibly Pinterest OCD. Please help me.

Libguides have still got me burning the candle at both ends. Some of my colleagues tell me a don’t have a life. Hmm… (I have a life *she says weakly*) Some of you may understand the obsessive finding/saving/sharing/creating cycle and I blame my PLN for giving me so much of the good stuff. I love my job (have I said that before?) I love finding the good stuff for teachers and students. It’s  like being a conjurer – pulling wonderful and unexpected things from a hat. Reader, if you’re a teacher librarian, please support me here. Don’t you feel the same way?

So, to finish off the post (so that I can keep playing with pictures – it’s a bit like swap cards from my youth), I will share the things I’ve been doing. Some of these you already know but, hang on, I’ve been adding…

Pinterest first:

Book trailers board 

Art Inspiration board (from my Art Does Matter blog)

There are more but I’ve only just started them. The illuminated manuscripts have got me salivating and I will be continuing my obsession until I have a full board.

LibGuides:

Even though it’s called Competition Writing, this resource supports any kind of writing and so is useful to students and teachers of English.

I am responsible for the weekly weblink of interest for the school newsletter, and this week I shared the link to my Digital Citizenship pages (4) into which I added two excellent articles by well-known and respected Australian educators, Chris Betcher (Have you googled yourself lately?) and Jenny Luca (5 reasons why our students are writing blogs and creating e-portfolios). These are under ‘Your digital footprint’ tab which is my favourite section of the resource because it explains the importance of helping students create a positive and responsible digital identity. Don’t go on about the dangers of the internet without balancing this out with a clear and positive direction for digital citizenship. Teachers are still telling me they prefer the things of their time to what kids are using today. Not even kids, what about businesses. Mobile technologies and social media have been taken up by businesses but sadly schools are still pulling back. And I say, that’s all very well but it’s not about you. It’s not about me either, it’s about preparing our students for their future.

I’ve also added things to the Debating LibGuide. This is good for persuasive writing and orals. Take a look.

Of course it’s not secret that I have a particular interest in visual arts. Here’s the link to these guides and don’t forget to look for drop-down arrows.

The French language guides have been growing too.

At the moment we are all taking the wider reading classes for the year 9s. I developed a couple of guides for this. My aim is to help students find different ways of finding what to read by using libraries and social media such as Good Reads – to mention a couple. I threw a whole bunch of book trailers into this page; I hope you find it useful. Please let me know what’s missing.

Well, it’s getting late so I won’t go on. For a change.

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Filed under Curation, Digital citizenship, Teacher librarians

How social networks empower teachers – slideshow presentation

I’ve created this slideshow to accompany a presentation I’m giving to staff on curriculum day about how social networks empower teachers. It’s a little text-heavy but I’m using the slides to structure my talk and hoping that the slideshow will be a resource for interested staff to refer to after the talk. I’ve probably spent much too long on the preamble, the ‘what’s it all about’ but the mindshift preceding any technical instruction is very important. It’s a good idea to view the full version of the slideshow because the embedded version has cut off the far right side.

I have a lot to learn about public speaking and so I am a little nervous about the presentation itself. It’s going to be a challenge providing enough information about what to do with Twitter, Diigo, Vodpod and Scoop.it and how to do it, as well as leaving enough time for some hands on play. Hopefully it will all come together and I’m prepared to skip great chunks of the presentation after I get a feeling for the mood of the group attending. I’m still new to the school and I’m thinking that I should not focus entirely on cramming content but take the opportunity to get to know the teachers attending my session.

I’ll let you know how it goes!

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Filed under Social learning, Social media