ETL501 Topic 1.

Topic 1. The learning and teaching context of information resource provision

  • One of the key roles of the teacher librarian (TL) has always been to provide a wide variety of information resources to the school community. Developments in technology have changed the delivery mode of information, the availability of information, the format of information and the means for information dissemination in the school. The development of the Web has meant that information seeking is increasingly now done electronically by the TL with finding information that is suited to the needs of a particular school community often difficult and time consuming.
  • The Web has generally enhanced the role of the TL in most schools and presents great opportunities for the TL to actively fulfil a role as information provider and information specialist in the school. The TLs roles of information provider and information specialist are important to enhancing the learning and teaching throughout the school.
  • In the learning context of information provision there will be different types of learners where some students will be happier reading text, whereas others prefer a more visual approach and some will learn better on their own rather than in groups. One way of linking resource provision to learning is by using Blooms Taxonomy.
  • Knowledge – remembering or recognising something previously encountered without necessarily understanding, using, or changing it.
  • Comprehension – understanding the material being communicated without necessarily relating it to anything else.
  • Application – using general concept to solve a particular problem.
  • Analysis – breaking something down into parts.
  • Synthesis – creating something new by combining different ideas.
  • Evaluation – judging the value of materials or methods as they might be applied in a particular situation.
  • The revised version is a more modern interpretation formulated for 21st century learning and emphasizes what a learner “Can Do” so the stages are now represented as verbs:  create, evaluate, analyse, apply, understand, remember.
  • We must remember a concept before we can understand it.
    We must understand a concept before we can apply it.
    We must be able to apply a concept before we analyze it.
    We must have analyzed a concept before we can evaluate it.
    We must have remembered, understood, applied, analyzed, and evaluated a concept before we can create.
  • Just as there are different theories and approaches to learning, so there are different theories and approaches to teaching. A teacher who believes that students should be active, collaborative and inquiring learners is likely to adopt a more constructivist approach to teaching. In most schools, there is now an emphasis on more active learning for students and this has meant the information needs of teachers have expanded. Thus the teaching context of information provision in the school needs to be seen in the context of how the TL can support and collaborate with teachers in helping to deliver the curriculum.

    Forum reflection and discussion:

    *A new and inexperienced geography teacher has arrived in your school and has been given the task of teaching a year 7 class on rainforests as part of the Global Environments Focus Area.

    List 3 key types of information this teacher might need and suggest a source of information – this does not need to be exact, such as a URL, but more general such as ‘an article on’ or ‘a website about’.

    1. Definition of a rainforest and where they are situated throughout the world? Use online dictionaries such as Cambridge and Oxford, or Wordnik/Visuwords for definition.                                                               Use websites such as Google Advance Search and online encyclopedias and atlases from the Library Spot are also good quick reference sources. [Provide a world map and ask students to indicate the countries where rainforests are found and investigate why they are found in those areas of the world. E.g. climate, topography etc. Use interactive websites or reference texts such as recently published encyclopedias, journal articles].
    2.  Investigate and identify the features of a rain forest including flora, fauna, climate and ecosystems.                                                                      Use Inspiration software or Smart Ideas concept maps for identifying features, and websites such as Google Earth and National Geographic for investigation.
    3. Investigate and identify climatic or man-made threats to rainforest environments and any   conservation programs proposed or currently in place to address the problems.                                              Use Science House videos and Planet Checkup websites for investigation and present findings by creating a video using Magisto, Animoto, or Wevideo.                                                                                            
  • Complete the table below which looks at how Bloom’s Taxonomy might be used in a curricular area such as ecosystems and you might also think of the grade level when students would tackle such questions.

    For grades 5/6 Primary and Year 7 Secondary students

    Objective Question Resource
    Knowledge What is an ecosystem? Dictionary – print or online or basic textbook, using Wordnik or Visuwords
    Knowledge Define an ecosystem and list the varieties that are found in South Australia. Use online encyclopaedia from  Library Spot and Pearltrees Web 2.0,  Mindmapper Jnr or Freemind
    Comprehension List the different parts of the ecosystem and explain what they do.  Concept Map using Inspiration software or Smart Ideas
    Comprehension Compare a marine ecosystem with one from another area of our state. Use Diigo, John,  Google     (Advanced Search)
    Application using a diagram, show how the water cycle operates in an ecosystem Use The Periodic Table of Videos (use search box), Creatley for diagram design
    Application Demonstrate what happens when humans interfere with the water cycle. Planet Checkup, Science House Videos, Mindmash,
    Analysis Contrast the natural water cycle with that used by our community Use a PowerPoint to compare and contrast information by creating a Venn diagram using shapes and text-boxes
    Analysis Examine an ecosystem that has been damaged by human interference. Avoided how? Use Google Earth,  National Geographic (environmental threats video) and Nat. Geog. Kids videos


    How would preserving our local ecosystems enhance our environment? Use Ed. VoiceThread, screenr, Google Presentations


    Identify an unspoilt ecosystem and design a way of preserving it Use Glogster EDU or Wikispaces Classroom
    Evaluation Assess the impact of pollution in our local waterways Using Magisto, Animoto, or Wevideo to create a video.
    Evaluation Is it reasonable that people pollute our waterways? Defend your answer Conduct a debate using Pinterest

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