What I found interesting was the report on cell (mobile) phone usage for sending emails and searching the Internet amongst the Japanese general public (De Rosa et. al, 2007, p 1-17). Is this a phase or the way of the future? Will Australia follow the same trend? Personally, I’d like to see things on big screens as I have four eyes. (I really must get my eyes checked again as I am seeing plenty of cobwebs lately). Imagine me trying to read tiny text on my mobile phone. I’ve been hearing a lot about iPhones lately and how wonderful they are. Ha! I’ll wait till they go down in price and get one. Anyways, back to Japan. I think the main reason that the Japanese use their phone a lot to access the Internet is due to the lack of space. I mean if you live in a small apartment in Tokyo, you’d want to maximise the space you already have. Why have a cumbersome desktop hardrive and a huge screen when all the desk space you have is the kitchen bench? Australia isn’t in the same boat. Although we are becoming mobile (with short attention span) so we might follow suit.
MySpace seems to be the most popular social networking site by country according to the OCLC report (De Rosa et. al, 2007, p. 2-11) with Facebook coming 4th or 5th on the list. I wonder why the designers of the subject INF506 have chosen Facebook as a social networking site to study. Perhaps from a marketing point of view, Facebook is more appealing than MySpace. According to Holzner (2009, p. 7), MySpace is a ‘chaotic zoo’ with unfriendly and navigational pages. Facebook on the other hand, has an attractive demographic suited for marketing exploitation (he he he).
References
De Rosa, C., Cantrell, J., Havens, A., Hawk, J. & Jenkins, L. (2007). Sharing privacy and trust in our networked world: A report to the OCLC membership. Dublin, Ohio: OCLC. [ebook] Available http://www.oclc.org/reports/pdfs/sharing.pdf
Holzner, S. (2009). Facebook marketing: Leverage social media to grow your business. Indianapolis: Que Publishing.
Thursday, November 18, 2010
Wednesday, November 17, 2010
A journey of a thousand steps
When I first signed up for this unit (INF506) last year, I thought the subject entailed going out there physically, meeting people, handing out my business cards and discussing what I do professionally. How WRONG and NAIVE can I be?? After reading the subject outline and modules I have realised that social networking is all about sharing common interests to benefit individual members of a particular and special group using the online environment.
Although I have used the RSVP (gasp!) site eight years ago, I did not personally belong to any social networking groups. I have heard and know of Facebook, Flickr and Twitter but really had no great desire or need to sign up as I thought it would take my already limited time ‘chatting up’ with people. I started a blog for the first time four months ago when I studied ETL401. It also required an online learning journal. For work, I’ve joined the mailing list for ALIA OPAL, Tasmanian Libraries and Koha User Group to guide me professionally.
After I complete this subject, I would like to understand more about Web 2.0 technologies and applications. I would also like to become proficient at using different social networking platforms and be able to apply these in my professional and business activities.
Although I have used the RSVP (gasp!) site eight years ago, I did not personally belong to any social networking groups. I have heard and know of Facebook, Flickr and Twitter but really had no great desire or need to sign up as I thought it would take my already limited time ‘chatting up’ with people. I started a blog for the first time four months ago when I studied ETL401. It also required an online learning journal. For work, I’ve joined the mailing list for ALIA OPAL, Tasmanian Libraries and Koha User Group to guide me professionally.
After I complete this subject, I would like to understand more about Web 2.0 technologies and applications. I would also like to become proficient at using different social networking platforms and be able to apply these in my professional and business activities.
Tuesday, November 16, 2010
My INF506 Learning Journal
I will be using this blog to post thoughts, ideas and learning outcomes for INF506. I have started to skim through the modules and online readings/class readings but will write down more of my thoughts when I get a peaceful moment – perhaps Friday this week.
I have read the OCLC report and I found it quite interesting. I would really like to research and study information and psychology together (maybe a thesis topic) and the onset of social media networks on the Internet is a great example of such amalgamation of two fascinating ideas.
The next post will be to answer Assessment Item 1.
I have read the OCLC report and I found it quite interesting. I would really like to research and study information and psychology together (maybe a thesis topic) and the onset of social media networks on the Internet is a great example of such amalgamation of two fascinating ideas.
The next post will be to answer Assessment Item 1.
Saturday, November 13, 2010
A Facebook Addict
I’ve become a Facebook addict! I’ve resisted it for so long and now here I am with my own personal online profile. I’ve always thought that it’s such a time waster and I guess it can be especially in the early days when everything is new. I’ve realised though that it has potential in getting yourself out there especially if you’re looking for work or want to spread ideas.
I’ve created a Twitter account but I haven’t sent any messages to anyone yet.
I’ve also created a delicious account but I find it’s not intuitive. I downloaded plug ins so that I can just click on the icon and instantly it would bookmark a web page for me. But this isn’t as straightforward as I thought. Somehow I’ve figured it out in a round about way. It’s a great learning tool because it’s a fantastic way to share information.
I’ve created a Twitter account but I haven’t sent any messages to anyone yet.
I’ve also created a delicious account but I find it’s not intuitive. I downloaded plug ins so that I can just click on the icon and instantly it would bookmark a web page for me. But this isn’t as straightforward as I thought. Somehow I’ve figured it out in a round about way. It’s a great learning tool because it’s a fantastic way to share information.
Saturday, October 2, 2010
Critical Synthesis of Reflection on the role of Teacher Librarians
I chose ETL401 as one of four elective subjects to complete my Master of Information Studies. So in a sense, I am not in the same boat as everyone else in the class. In other words, I didn’t choose it because I wanted to work in the educational arena like most of the students do in this session. However, I did think that it would be an interesting subject and prior to the study session starting I did some research on the Internet on the role of teacher librarians. My first impression of it was that schools are experiencing budget cutbacks and school libraries are suffering as a consequence as they are not seen as an essential component of the school communities (“Invest in school libraries”, 2006, p. 1). I wondered if this was due to a poor self-image of the school library and librarian (at this stage I did not realize that the school librarian was also a teacher). I then suggested in one of my blog posts (Tumon, 2010a) that perhaps effective marketing could help the plight of school libraries.
As I lacked knowledge of the educational system and curriculum, I completed further research on the different state and territory school curriculum. It was interesting to note the type of learning abilities the schools were aiming for. I then tried to connect how the role of TLs could facilitate achievements relative to such learning outcomes. I thought my initial interactions to the subject readings, podcasts, lecture notes and assignment questions gave me some understanding on what TLs do. However, as I read further and tried to understand information literacy theories, resource-based learning models and information literate school communities I became aware of my lack of ability to further comprehend and appreciate what TLs do. My view was TLs simply help out students find resources for their school assignments in the library. I wrote in one of my blog posts that TLs made no significant impact on my searching and learning abilities whilst at school more than twenty years ago (Tumon, 2010b). Even my meeting with a real life TL who came across as knowledgeable and professional did not alleviate my lack of appreciation. The penny dropped however, when I received the result of my first assignment. Amidst the confusion and ignorance, I finally realized that my less desirable view of TLs contributed to my poor articulation of the TLs role and function within the school environment.
Doing assignment two gave me an improved perspective on why TLs exist and how they facilitate student-learning outcomes. Thinking about how the ASLA/ALIA professional standards for TLs could improve the professional practice, clarified many of my misconceptions of the TL’s role. For example, the standards inform us that TLs are knowledgeable of the principles of lifelong learning. Consequently, I re-read the literature on resource-based learning (RBL) and realized that TLs must be able to understand this learning model in order to provide adequate and appropriate resources and services (Haycock, 1991, p. 16). However, as Melinda McGrath’s posting (McGrath, 2010) revealed, RBL is inspiring in theory but not in practice because of the amount of human resources required to facilitate this particular learning model. This led me to think that TLs could address this issue by cooperative planning and teaching. TL as a collaborator was a difficult idea for me to grasp because of my personal view on personality clashes and professional relationships within an organisation where the common goal is unknown. However, as I began reading the literature again (especially that of Peter Senge’s “Give me a lever long enough..and single-handed I can move the world”) with a different eye, I became aware that working in partnerships with teachers and other school administrators not only enhances the TLs professional learning but also improves student-learning outcomes.
Critically analysing three information skills models was also significant in improving my view of the TLs role. By understanding how students go through stages in seeking information, I can also understand how I, being a student also go through the same process in order to answer an informational problem-in this case the role of TLs. I especially like Kuhlthau’s ISP model because it incorporates thoughts, feelings and actions in each stage of the search process. I experienced a dip in confidence when I received my first assignment back. Fortunately a quick response and encouragement from Roy and Lee enabled me to gain renewed interest in what I was learning, and became determined to expand my knowledge base. In the words of a wise fellow student: “…we are all doing IL…” (Hartigan, 2010).
References
Hartigan, J. (2010, September 7). In response to Danielle Hay. Message posted to ETL401 Topic 4 Sub-forum. Retrieved from http://forums.csu.edu.au/perl/forums.pl?forum_id=ETL401_201060_W_D_Sub4_forum&task=frameset
Haycock, C. (1991). Resource-based learning: A shift in the roles of teacher, learner. NASSP Bulletin, 75(535), 15-22.
Invest in school libraries to create 21st century learning communities. (2006). Access, 20(3). http://www.teachers.ash.org.au/rblonline/Library/publishedwork/21stLearningCommunities.pdf
McGrath, M. (2010, July 19). Resource-based Learning. Message posted to ETL401 Topic 1 Sub-forum. Retrieved from http://forums.csu.edu.au/perl/forums.pl?forum_id=ETL401_201060_W_D_Sub2_forum&task=frameset
Tumon, K. (2010a, July 5). First time blogger. Message posted to http://www.thearmchairlibrarian.blogspot.com. Retrieved from http://thearmchairlibrarian.blogspot.com/2010/07/first-time-blogger.html
Tumon, K. (2010b, July 17). Resource-based learning. Message posted to http://www.thearmchairlibrarian.blogspot.com. Retrieved from http://thearmchairlibrarian.blogspot.com/2010/07/resource-based-learning.html
As I lacked knowledge of the educational system and curriculum, I completed further research on the different state and territory school curriculum. It was interesting to note the type of learning abilities the schools were aiming for. I then tried to connect how the role of TLs could facilitate achievements relative to such learning outcomes. I thought my initial interactions to the subject readings, podcasts, lecture notes and assignment questions gave me some understanding on what TLs do. However, as I read further and tried to understand information literacy theories, resource-based learning models and information literate school communities I became aware of my lack of ability to further comprehend and appreciate what TLs do. My view was TLs simply help out students find resources for their school assignments in the library. I wrote in one of my blog posts that TLs made no significant impact on my searching and learning abilities whilst at school more than twenty years ago (Tumon, 2010b). Even my meeting with a real life TL who came across as knowledgeable and professional did not alleviate my lack of appreciation. The penny dropped however, when I received the result of my first assignment. Amidst the confusion and ignorance, I finally realized that my less desirable view of TLs contributed to my poor articulation of the TLs role and function within the school environment.
Doing assignment two gave me an improved perspective on why TLs exist and how they facilitate student-learning outcomes. Thinking about how the ASLA/ALIA professional standards for TLs could improve the professional practice, clarified many of my misconceptions of the TL’s role. For example, the standards inform us that TLs are knowledgeable of the principles of lifelong learning. Consequently, I re-read the literature on resource-based learning (RBL) and realized that TLs must be able to understand this learning model in order to provide adequate and appropriate resources and services (Haycock, 1991, p. 16). However, as Melinda McGrath’s posting (McGrath, 2010) revealed, RBL is inspiring in theory but not in practice because of the amount of human resources required to facilitate this particular learning model. This led me to think that TLs could address this issue by cooperative planning and teaching. TL as a collaborator was a difficult idea for me to grasp because of my personal view on personality clashes and professional relationships within an organisation where the common goal is unknown. However, as I began reading the literature again (especially that of Peter Senge’s “Give me a lever long enough..and single-handed I can move the world”) with a different eye, I became aware that working in partnerships with teachers and other school administrators not only enhances the TLs professional learning but also improves student-learning outcomes.
Critically analysing three information skills models was also significant in improving my view of the TLs role. By understanding how students go through stages in seeking information, I can also understand how I, being a student also go through the same process in order to answer an informational problem-in this case the role of TLs. I especially like Kuhlthau’s ISP model because it incorporates thoughts, feelings and actions in each stage of the search process. I experienced a dip in confidence when I received my first assignment back. Fortunately a quick response and encouragement from Roy and Lee enabled me to gain renewed interest in what I was learning, and became determined to expand my knowledge base. In the words of a wise fellow student: “…we are all doing IL…” (Hartigan, 2010).
References
Hartigan, J. (2010, September 7). In response to Danielle Hay. Message posted to ETL401 Topic 4 Sub-forum. Retrieved from http://forums.csu.edu.au/perl/forums.pl?forum_id=ETL401_201060_W_D_Sub4_forum&task=frameset
Haycock, C. (1991). Resource-based learning: A shift in the roles of teacher, learner. NASSP Bulletin, 75(535), 15-22.
Invest in school libraries to create 21st century learning communities. (2006). Access, 20(3). http://www.teachers.ash.org.au/rblonline/Library/publishedwork/21stLearningCommunities.pdf
McGrath, M. (2010, July 19). Resource-based Learning. Message posted to ETL401 Topic 1 Sub-forum. Retrieved from http://forums.csu.edu.au/perl/forums.pl?forum_id=ETL401_201060_W_D_Sub2_forum&task=frameset
Tumon, K. (2010a, July 5). First time blogger. Message posted to http://www.thearmchairlibrarian.blogspot.com. Retrieved from http://thearmchairlibrarian.blogspot.com/2010/07/first-time-blogger.html
Tumon, K. (2010b, July 17). Resource-based learning. Message posted to http://www.thearmchairlibrarian.blogspot.com. Retrieved from http://thearmchairlibrarian.blogspot.com/2010/07/resource-based-learning.html
Sunday, August 22, 2010
Parent vs. Teacher Librarian
It's been AGES since I've written here. I have been meaning to but I had other priorities that I needed to attend to. My son who is only 1.5 years old has been unwell all of this month and as he is my first priority I have not had time to write on the subject forum. It takes me forever to put my thoughts down to paper but I do read people's thoughts, ideas and experiences whilst I'm at work and in a way I learn so much from everyone.
Now that Assignment 1 is out of the way, I can concentrate on taking part in the forum, writing blogs and start thinking about Assignment 2. By the way, I'm happy to say that my son is back to his normal cheeky, mischievous and naughty self. Hmm...I tell you what being a parent is the hardest job in the world. There's always something new to learn especially when I'm faced with a challenge. Theories are all very well but once faced with a dilemma you just have to do what you have to do. Support is also an important factor for me especially when our immediate families are far away.
And I guess this is similar to my learning experience for Assignment 1. All the information and theories are there in front of you and ideally you have your own solutions to challenges etc BUT unless you are put in that situation you wouldn't know what it's like. It's like rearing up children, you have an idealistic view of it before hand but looking after children is a lot of work unless you're super rich and you can afford a nanny, maid and driver. So it's the same with being a teacher librarian or any other profession. People learn about it on paper then they try to apply it on a practical setting when they get a job. Sometimes theories work and sometimes they don't. Just depends on the environment, culture and how much money one has. For instance, do you keep breastfeeding knowing very well that you do not have enough milk and your baby is starving? Of course not! But theorists and do gooders push breastfeeding because it's the best for your baby. Ha!
I admire people who already work in the school environment because they have first hand knowledge of what works and doesn't work with the profession. I do not work in the school environment so please bear with me as I may have some naive ideas about it. Money and the lack of it is always, always always a big factor when faced with a difficult situation. For instance, lack of books, resources and equipment for students means that there aren't any money to buy these; no staff support means that the school can't afford to get any more school staff or the capacity to train and inform staff about the importance of the teacher librarians' role and so on. Of course there's always creativity but eventually this loses its ability especially in dire situations. Similarly, when you don't have enough money to raise a child, the outcome is always poor - physically, mentally and socially. Compare a third world child to a child who lives in Australia? Big difference.
Anyway I am only thinking out loud. I like this kind of writing because I can express myself without thinking so much about structure. But I also like structure as we all need boundaries. Otherwise there will be chaos and we wouldn't want that, would we?
Now that Assignment 1 is out of the way, I can concentrate on taking part in the forum, writing blogs and start thinking about Assignment 2. By the way, I'm happy to say that my son is back to his normal cheeky, mischievous and naughty self. Hmm...I tell you what being a parent is the hardest job in the world. There's always something new to learn especially when I'm faced with a challenge. Theories are all very well but once faced with a dilemma you just have to do what you have to do. Support is also an important factor for me especially when our immediate families are far away.
And I guess this is similar to my learning experience for Assignment 1. All the information and theories are there in front of you and ideally you have your own solutions to challenges etc BUT unless you are put in that situation you wouldn't know what it's like. It's like rearing up children, you have an idealistic view of it before hand but looking after children is a lot of work unless you're super rich and you can afford a nanny, maid and driver. So it's the same with being a teacher librarian or any other profession. People learn about it on paper then they try to apply it on a practical setting when they get a job. Sometimes theories work and sometimes they don't. Just depends on the environment, culture and how much money one has. For instance, do you keep breastfeeding knowing very well that you do not have enough milk and your baby is starving? Of course not! But theorists and do gooders push breastfeeding because it's the best for your baby. Ha!
I admire people who already work in the school environment because they have first hand knowledge of what works and doesn't work with the profession. I do not work in the school environment so please bear with me as I may have some naive ideas about it. Money and the lack of it is always, always always a big factor when faced with a difficult situation. For instance, lack of books, resources and equipment for students means that there aren't any money to buy these; no staff support means that the school can't afford to get any more school staff or the capacity to train and inform staff about the importance of the teacher librarians' role and so on. Of course there's always creativity but eventually this loses its ability especially in dire situations. Similarly, when you don't have enough money to raise a child, the outcome is always poor - physically, mentally and socially. Compare a third world child to a child who lives in Australia? Big difference.
Anyway I am only thinking out loud. I like this kind of writing because I can express myself without thinking so much about structure. But I also like structure as we all need boundaries. Otherwise there will be chaos and we wouldn't want that, would we?
Saturday, July 17, 2010
Who wants to be a Teacher Librarian?
I don’t want to be a teacher librarian. Teaching has never been my forte. I remembered teaching my sister how to drive and it drove (no pun intended) both of us crazy! I spent most of the time stressed and screaming at her and poor Eleanor must have been so distraught. It’s amazing that she has not been traumatized by it all and is a normal human being and happily driving I must say.
So maybe there is more to teacher librarians than teaching – time to put my investigative hat on. I have managed to speak to a real live teacher librarian at a local private school here in Hobart. His name is James and he told me that he was one of the people that started the teacher librarianship course at the CSU. Amazing! What a small world. So hopefully, I’ll meet him on Monday and I’m ready to ask him all sorts of nonsense questions.
I’ve also been reading some of the submissions (one of which is practically the answer to the first assignment) in the ‘Inquiry into school libraries and teacher librarians in Australian schools’: http://www.aph.gov.au/house/committee/edt/schoollibraries/subs.htm
Also, been looking at some school curriculum programs one in particular is the ACT one: http://www.det.act.gov.au/teaching_and_learning/curriculum_programs just to get the feel about the type of programs schools are offering.
Hmmm, there might still be a chance to convert me to a teacher librarian.
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