Learning Website design

Using websites to create online learning pathfinders for students allows the TL to embed information literacy skills whilst introducing students to selected resources. Learning websites need to outline a clear learning purpose and statement drawn from general capabilities outlining what students will achieve. Inclusion of a range of media, including links to websites, videos and details of print resources and targeting the site to the school’s students helps increase motivation and engagement.

Purpose needs to consider questions such as – what are the teaching aims, who is the target audience, how will students use the resource.

Before creating the site, storyboarding is advised. Decide on pages to be included and using post-it notes to be able to move pages around to determine best layout is advised.

Important design considerations include:

·         Consistent format
·         Attractive but not frivolous template to use throughout the school
·         Avoid bright colours, mainly black text recommended
·         Should be easy for all students to navigate and ensure links open in new windows
·         Outside links should take students to required page of the website
·         Ensure accessibility of site for all students
·         Model ethical use – high quality graphics, sound and video and copyright free or following appropriate attribution

Student involvement in creation of the website helps build ownership and increase engagement. A blog where students can add annotations or new resources can help achieve this.

When including images of textbook covers, publisher permission must be granted. When deciding to include images, consider the amount of text and images on the page to ensure pages are not overly cluttered.

Wiki tools such as wikispaces and website creators such as weebly are useful tools to create learning websites. Prezi and animoto can also be used. Consider the level of advertising students will be exposed to and which tool best suits the staff and students involved.

Collaborative role of TL can include in-service training to other staff on website design.

Reference: Herring, J. E. (2011). Improving Students' Web Use and Information Literacy. London: Facet.

Website readability

Websites are available to input a URL to easily measure the readability of a website. These are important tools to use to ensure the websites we create and advise to our students are appropriate and accessible to them.  This is due to become required to meet government guidelines. Some examples of these readability measuring sites include:

http://www.read-able.com/

http://juicystudio.com/services/readability.php

The following website is able to do the same for a section of text, so that teachers can ensure what they are asking students to read is aimed appropriately.

http://www.online-utility.org/english/readability_test_and_improve.jsp

Reflection on creating pathfinder

Taking the pathfinders from the assessment and adding the task for students would also help ensure the pathfinder is used by students and would assist students who miss lessons. The Food Tech example is great and adds authenticity to the students' learning experiences, as well as allowing students to learn at their pace and reread sections as required. It also meets students in a place they are comfortable with and models the finished product of the task.

It is important to remember that you are the TL not the teacher so collaboration is important to ensure the teachers requirements and wishes are met. I think it also encourages team teaching throughout the whole process as creating the pathfinder/ website is quite exciting and I found I was excited to be able to see students' reactions. Certainly a template is important as the process was time consuming.

ETL 504 Reflection

This has been an interesting subject. The task requiring creation and explanation of the future vision for the library was particularly important for highlighting the importance of remaining up to date with current educational trends and looking to ensure the library is focused on its customers needs when deciding what services to provide.
Recognition of leadership styles is important when working with administration and other staff members. As the TL needs to be customer focused, having a clear understanding of our customers helps identify and plan for meeting their needs.

As implementing change can be a difficult process, the CBAM model covered provided a useful framework to follow during the process. It is important for the TL to model and assist the school to implement current educational and technological trends and a change model can help achieve this.

Strategic Planning is a key skill of the future oriented TL.

Welch advises a 3 step marketing approach: situational analysis, development of a marketing strategy based on the marketing mix and implementation of the strategy, to ensure the client is central to future decisions.

Firstly undertaking a situational analysis of the current environment and customer needs, including gathering data on current usage, budget, resource needs is required. A SWOT analysis is suggested as a useful tool by which to judge the current situation. In analysing the environment, it is important for the library to consider both the internal environment ie within the library, and the external environment ie within the wider organisation.

From the gathered data, the mission statement is derived. Described as “brief, distinctive, enthusing and realistic” (Welch, 2006, p. 28) a good mission statement outlines the philosophy and provides a purpose for the organisation.

As the mission statement is idealistic, goals and objectives are set to determine how the mission will be achieved. Goals are quantifiable iterations of the objectives and as such need to be SMART (specific, measurable, achievable, realistic and timely) and need to still be reflective of the mission statement.

This document provides clear instructions and useful support for strategic planning.

Source: Welch, L. (2006). Groundwork: the situation analysis. In The other 51 weeks: a marketing handbook for librarians (Rev. ed.) (pp. 25 – 43). Wagga Wagga, NSW: Centre for Information Studies, Charles Sturt University.

The future of the TL role

Fragmentation in school environments, including isolation of teachers and TLs, and separating the curriculum into discrete units, inhibits innovation and change. TL role needs to be dynamic, flexible and collaborative, aligned to classroom programs and underpinned by the school vision. Continual reflection on school outcomes is required to ensure effectiveness.
Henri (1999) believes that an ongoing partnership between the TL and Principal is necessary to achieve information literacy throughout the school. This partnership needs to focus on common goals and shared vision. Covey (1990) argues that shared vision should guide decision making and future goals.
Barnier school sought to define the school vision, starting with questioning staff, parents and students. Responses to these questions were used to develop the vision statement which has been used as a reference point for teaching and learning programs. As part of this the library has become an important support to classroom programs. Collaborative team teaching culture has been fostered and supported by changes to meeting schedules to facilitate collaboration and joint planning of programs. ICT skills are taught via explicit instruction in collaborative lessons to promote information literacy. Students have access to self-directed learning when certain ICT skills are mastered and the library and librarian are key elements in the schools gifted and talented program.

Source: Gibbs, R. (2003) Reframing the role of the teacher-librarian: The case for collaboration and flexibility Scan 22(3) 4-7.

Kouzes and Posner - 5 Practices

Kouzes’ and Posner’s Five Practices of Exemplary Leadership centre on creating a positive team relationship. Effective leaders clearly articulate vision and build an environment of trust and collaborative efforts to achieve the vision. Modelling expected behaviours and showing appreciation by celebrating successes helps develop relationships to create high performing teams. Inspiring leaders look for opportunities to improve processes and enable others to do so as well. Risk taking is applauded and mistakes are treated as learning opportunities. This risk taking approach is reminiscent of Kreigel’s quote “If it ain’t broke … break it!”.

Reference: Kouzes, J., & Posner, B. (2007). The Leadership Challenge (5^th ed.). San Francisco, Jossey-Bass.