I am just at the end of my last assignment where I have had to become skilled in using ADDC14 or DDC22 in just a few weeks. Quite a feat really.
But I have felt trememdous growth due to being pushed so hard into the unknown.
I can see how much structure and organisation is needed in libraries in order to have a system that provides easy access and usuability. The whole process of becoming familiar with using ADDC14 has been very arduous and difficult to master. The whole process of becoming familiar with thissystem has taught me that librarianship is not for the faint hearted and is quite a bit more involved than most people realise. It reminds me of the thought that not many people are truly aware of all that a teacher librarian position involves and it is these behind the scenes insights that greater respect for the postion grows. I guess a lot of positions have elements that the general popoulation are unaware of and in this case, the whole process of having and maintaining an organised library is quite in depth and requires specific expertise.
I guess it is showing me just that, that a librarian position requires a lot more expertise than I originally thought and I do enjoy that as I would like a job that is challenging and rewarding that requires specific skills that not just anyone can do.
Overall, this subject, as fast paced as it was, is probably the one where the most growth in my knowledge has occured and also one in which I feel much empowerment in now knowing how to successfully classify a whole range of resources.
The lat point I can make is that I also see the great value in maintaining a standardised set of rules that enable consistent classification across libraries within Australia. And due to SCIS standards, even more specific rules for schools. Standardisation is a necessary part of having consistency across as many libraries as possible.
Friday, October 7, 2011
Sunday, September 11, 2011
Subject Headings
Hi everyone.
I have just finished a very difficult assignment on Subject Headings. Difficult because I have never come across this before and I couldn't get my mind around all the concepts. I really felt like I was being thrown in the deep end without a life raft but managed to cope with help from the forums and chatting with some experienced librarians.
So for me, understanding and using subject headings is now a vital part of my role as a TL. I can clearly see how invaluable this subject has been in extending my knowledge and expertise in this very important aspect of running a library.
I can clearly see how SCIS and SCIS OPAC is important to thoroughly understand, even if I will not be the one to do most of the cataloguing. There will come times when library staff will need help and guidance so it is vital that the Teacher Librarian has a very solid grasp of how to use this resource.
I did find the exercises extremely difficult but it was because they were so difficult that I learnt so much.
Oh well, off to the next assignment.
I have just finished a very difficult assignment on Subject Headings. Difficult because I have never come across this before and I couldn't get my mind around all the concepts. I really felt like I was being thrown in the deep end without a life raft but managed to cope with help from the forums and chatting with some experienced librarians.
So for me, understanding and using subject headings is now a vital part of my role as a TL. I can clearly see how invaluable this subject has been in extending my knowledge and expertise in this very important aspect of running a library.
I can clearly see how SCIS and SCIS OPAC is important to thoroughly understand, even if I will not be the one to do most of the cataloguing. There will come times when library staff will need help and guidance so it is vital that the Teacher Librarian has a very solid grasp of how to use this resource.
I did find the exercises extremely difficult but it was because they were so difficult that I learnt so much.
Oh well, off to the next assignment.
Wednesday, July 20, 2011
all things bibliographic
Hi everyone.
I have just finished reading an amazing article that not only framed lots of things rolling around in my head but was also very encouraging as to the role of the TL. It can be found at http://www2.curriculum.edu.au/scis/connections/teacher_librarians_and_the_networked_school.html
Really it is largely about keeping ahead of the Jones' when it comes to technology so as to maintain our relevance as TL. If we don't evolve our services within this ever increasing digital community we really are doing our community a diservice. Not only will we fade in to the background but we will remain in a very fiddly and time consuming environment. If we adopt a more digital mindset and developo an attitude that change is just somein\thing we have to accept and deal with, then our itme and energies will be used more wisely and we will in fact have more time to do more. The digital world really does bring many many advantages and, as one develops more expertise, releases the TL to do more. After all, we all wish we had more time to do things, right?
I am very very excited. I kind of feel like i ma in a pioneeer era of TL's who are breaking the mould of traditional ways of dealing with disseminating information in all its various formats, and learning new and exciting ways of meeting client needs more efficiently, accurately and with a broader base to draw upon as we move toward integration of library systems.
I have just finished reading an amazing article that not only framed lots of things rolling around in my head but was also very encouraging as to the role of the TL. It can be found at http://www2.curriculum.edu.au/scis/connections/teacher_librarians_and_the_networked_school.html
Really it is largely about keeping ahead of the Jones' when it comes to technology so as to maintain our relevance as TL. If we don't evolve our services within this ever increasing digital community we really are doing our community a diservice. Not only will we fade in to the background but we will remain in a very fiddly and time consuming environment. If we adopt a more digital mindset and developo an attitude that change is just somein\thing we have to accept and deal with, then our itme and energies will be used more wisely and we will in fact have more time to do more. The digital world really does bring many many advantages and, as one develops more expertise, releases the TL to do more. After all, we all wish we had more time to do things, right?
I am very very excited. I kind of feel like i ma in a pioneeer era of TL's who are breaking the mould of traditional ways of dealing with disseminating information in all its various formats, and learning new and exciting ways of meeting client needs more efficiently, accurately and with a broader base to draw upon as we move toward integration of library systems.
Monday, July 18, 2011
Study tour - continued
State Library of Queensland
I was very inspired by the emphasis put on client perspectives when planning for the future. It is one thing to think you are doing the community a service but it is another thing to actually address real needs. It was also very impressive at just how proactive this library is in keeping up with the latest technologies and providing services to empower the community to be confident users. One difference though between my future role as teacher librarian (TL) and SLQ is that it was mentioned if users are not into being taught how to access info., then they are happy to locate the info. (even if not the preferred type of help) but as a TL it is very important to maintain an emphasis on making sure the students are building up information literacy skills. It all boils down to the sort of clientele and what you are seeking to achieve.
This session contained a lot of interesting and valuable info. So much so that I couldn't copy it down as well as I would have liked. I would have loved to have handouts of the power points so I could then listen better and make side notes instead of copious ones. Thankyou for the handout at thee end but for all of them would have been great. I thought the venue was excellent, however we only got access to get inside at the start due to a library worker being allowed to escort us upstairs. A securty lady was mouthing to me through the doors that we couldn’t come in until this lady happened to help. Perhaps future groups could have someone meet us outside from the course as the security people didn't seem to know we were there for a course The venue though was very pleasant and introducing ourselves added a nice personal touch..
The tour of SLQ revealed to me how important the aesthetic appeal is to capture and maintain user interest, ease of use and a feel good sense of being in a library. I was equally inspired by the range of services and how these could be incorporated into a school library, even if on a different and smaller scale - indigenous, heritage, music etc…It was also beneficial to see how they view and deal with the ever increasing digital content so that it fits in with user's ability to access this co-ntent from outside the library's physical confines such that there is available a network of libraries within the enormous online world. The fact that nothing remains static hit me -change / defining new ways of looking at content seems unavoidable and made me realise that SLQ is practising what they are preaching to move library services forward.
The tour was absolutely fantastic and was well timed in the day, although it perhaps could be at the end as I was getting very tired listening to the last speaker even though he had lots of good points. Three sessions of listening at the end of the day was a lot. The tour guide was very well versed and easy to talk with and the tour was very smoothly run and informative. I would have personally liked to have had the opportunity to spend time with the resources but I understand time was limited. It did however inpsire me to visit a state library where I live to explore the sorts of things I was introduced to today Also, again, handouts with the last 3 speakers would have been great and I did wonder if a tea/coffee session at the end would encourage mingling and connections as at lunch and morning tea most went in several directions.
Brisbane Girls Grammar
The overiding message to me today was how critical and vital online digital services are and how we simply must get a hold of as much as we can in knowledge and experience of current and cutting edge technologies if we are to provide services that meet not only user needs but also match user abilities. I also realised the critical need to market what I can do as a TL for the client base such that libraries can be at the forefront of inspriring technology use within the school, particularly with teachers. I felt equally inspired to help instil a culture of searching for content in school users,that libraries don't need to be a completely silent place of learning - so long as an allocated silent area exists - and that TL's need to activley engage in faculty meetings to be trully relevant and maintain a high profile of being useful
A strength and weakness is the venue. While it was absolutely awe inspiring with wonderful displays and insights of what libraries can be, not many libraries have the funding for staffing and equipment to achieve what these ones are doing and perhaps gave an overinflated view of what less fortunate TL's can achieve.The speakers were very impressive though and it was wonderful to be in a place where their obvious enthusiasm is infectious. They are certainly people I would like to keep in touch with as you provided speakers who have certainly taken up the challenge to engage in best practice. It was also great to explore two quite different school libraries, catering for different needs and with obvious differences in funding, that were in very close proximity so that we weren't wasting time changing location,
National Archives of Queensland
What struck me here was that they are very process driven.They don't so much engage in helping user's search for their needs, rather supply them with what they want once they have found the reference for it. The process of providing identified content bypasses building up clients' ability in developing information literacy skills as I realised they are not there for that purpose. Very interesting to see this, that there are libraries that don't match the same focus as others.It also once again hit me just how infiltrating digital use is becoming, to the point that so much is now online that you don't really need to venture near an original document anymore.Online technologies are yet again the changing focus and the challenge appears to be enabling users to understand what is available online and help new visitors to navigate with ease.
It was wonderful to have the power point handouts so we could simply add notes instead of trying to write madly. The first speaker was very organised, easy to follow, interesting and approachable. The content was also very well thought out and the many examples of their resources was very very interesting and helped to understand just what they provide as we didn't have any hands on materials to view.The tour was ok but quite short, but maybe they didn't have much more to show us.I would personally have liked to be taken directly to one of the storage boxes on the shelves or map drawers and see what it looked like inside. Seeing they mentioned it was more about the process of providing conent it would have been great to engage in such a process.The second speaker was easy to follow and provided useful information for us to reflect upon.
Mater Macauley Library
What impacted me here was the degree of interconnections maintained between the staff of the "Health Hub" libraries as well as the degree of staff infiltration among the clients they cater to. It impressed me as they are so willing and giving of their energy into this in an unintrusive, purely helpful manner where they nearly intuitive know when to back off. This seems to be the way it is with all the libraries visited so far but this one has such a wide range of needs -grad/postgrad/proffesionals/interns/temp and assist. staff etc…-and the ability to be flexible in their approach toward them all is quite impressive.Once again digital and online services stood out as an important focus and for this library, marketing their services via online means (facebook/twitter etc..)showed to me their need to be continually known and relevant.
he venue was very nice indeed and being able to visit a medical library was a valuable option as it revealed factors of concern that aren't concerns elsewhere (e.g the unique range of clientele). I would have once again really appreciated a handout of the power points but the speakers were all very very down to earth and easy to follow. They were really a pleasure to mix with at morning tea and it was a shame we couldn't stay longer. The staff were very well prepared and had excellent information to share with us.I noticed they tried to answer a lot of the checklist points that was sent to us via the forum which was very inciteful of them and very much appreciated to reflect upon. It may have been nice to see them in action helping someone, even if videoed and shown on the large screen (eg their invovlement with the journal club).
Queensalnd University of Technology
This library showed me the importance and impact of gearing the services toward the clientele base and the extent to which client needs drive purpose. The huge emphasis they place on workforce planning impressed me in that they are obviously focussed on current purpose with a mind to acknowledge future needs.Change seems to not just be a current event to get over and done with but a lifestlye mindset to be valued. I saw this for example as they spoke of the refurbishing and changes to work spaces where they expect more and more various types of workspaces to develop as print collections decrease. Once again I value being presented with the knowledge that everything digital and online seems to be the predominant way of the future and also that they continaully evaluate its impact and not just blindly take or keep everything on board.
The venue was once again very impressive and I very much enjoyed the tour although my tour guide admitted he was unprepared and it did show as he lacked direction as we began. While he was knowledgable, I did wonder that if he was prepared, we may have been better informed. The meeting room and speakers were once again excellent and very well prepared but again, handouts would have been good. The last session, while very interesting, on the Day in the life of, I was feeling like I had information overload and afternoon tea while we listened to them mayhave broken it up a bit. The effort they put in for us was obvious and I again appreciated that they tried to address the Chekclist sheet we were sent on the forum.This was a most postive/ worthwhile visit and very inspiring as all the speakers were obviously enjoying their various roles.
Brisbane square library and customer centre
The venue was once again very impressive and I very much enjoyed the tour although my tour guide admitted he was unprepared and it did show as he lacked direction as we began. While he was knowledgable, I did wonder that if he was prepared, we may have been better informed. The meeting room and speakers were once again excellent and very well prepared but again, handouts would have been good. The last session, while very interesting, on the Day in the life of, I was feeling like I had information overload and afternoon tea while we listened to them mayhave broken it up a bit. The effort they put in for us was obvious and I again appreciated that they tried to address the Chekclist sheet we were sent on the forum.This was a most postive/ worthwhile visit and very inspiring as all the speakers were obviously enjoying their various roles.
really enjoyed this venue very much indeed. To see a library that is so aesthcetically pleasing and obviuosly so well designed was wonderful. This sort of work environment is very attractive to me,not only with the amazing building but with the huge range of services they provide, catering from very young to old and across several lifestyle needs (work/student/leisure/businessetc…) All the staff were very well prepared with relevant and interesting topics that were inspiring. My only criticsm is the first speaker spoke too fast and I didn't have enough time to read let alone write down points. Handouts once again would have been awesome. Finally, being allowed to view their very expensive book sorter was a real privilege and eye opener - thankyou as to see this sort of equipment in action is rare unless engaged in employment there.
Summary Reflection
This study tour opened my eyes and broadened my understandings in many ways. I was a little overwhelmed by my realisation that I, as an up and coming TL, need to accept continual change to the extent that it needs to be a mindset in order to basically keep ahead of the Jones' if I am going to provide a valid and relevant service to the community. Within this change is the fast paced technology movements made with digital and online services. This is just the way it is and I feel I have to jump aboard or stay afloat on a makeshift old fashioned raft. I also saw how purpose driven all the libraries were and how important it is to ensure library services are client oriented in a way that the services are intrinsically helpful. Developing more client focussed workspaces and friendly service is a must.Basically, ongoing evaluating and satisfying client needs was really driven home to me.
I was very inspired by the emphasis put on client perspectives when planning for the future. It is one thing to think you are doing the community a service but it is another thing to actually address real needs. It was also very impressive at just how proactive this library is in keeping up with the latest technologies and providing services to empower the community to be confident users. One difference though between my future role as teacher librarian (TL) and SLQ is that it was mentioned if users are not into being taught how to access info., then they are happy to locate the info. (even if not the preferred type of help) but as a TL it is very important to maintain an emphasis on making sure the students are building up information literacy skills. It all boils down to the sort of clientele and what you are seeking to achieve.
This session contained a lot of interesting and valuable info. So much so that I couldn't copy it down as well as I would have liked. I would have loved to have handouts of the power points so I could then listen better and make side notes instead of copious ones. Thankyou for the handout at thee end but for all of them would have been great. I thought the venue was excellent, however we only got access to get inside at the start due to a library worker being allowed to escort us upstairs. A securty lady was mouthing to me through the doors that we couldn’t come in until this lady happened to help. Perhaps future groups could have someone meet us outside from the course as the security people didn't seem to know we were there for a course The venue though was very pleasant and introducing ourselves added a nice personal touch..
The tour of SLQ revealed to me how important the aesthetic appeal is to capture and maintain user interest, ease of use and a feel good sense of being in a library. I was equally inspired by the range of services and how these could be incorporated into a school library, even if on a different and smaller scale - indigenous, heritage, music etc…It was also beneficial to see how they view and deal with the ever increasing digital content so that it fits in with user's ability to access this co-ntent from outside the library's physical confines such that there is available a network of libraries within the enormous online world. The fact that nothing remains static hit me -change / defining new ways of looking at content seems unavoidable and made me realise that SLQ is practising what they are preaching to move library services forward.
The tour was absolutely fantastic and was well timed in the day, although it perhaps could be at the end as I was getting very tired listening to the last speaker even though he had lots of good points. Three sessions of listening at the end of the day was a lot. The tour guide was very well versed and easy to talk with and the tour was very smoothly run and informative. I would have personally liked to have had the opportunity to spend time with the resources but I understand time was limited. It did however inpsire me to visit a state library where I live to explore the sorts of things I was introduced to today Also, again, handouts with the last 3 speakers would have been great and I did wonder if a tea/coffee session at the end would encourage mingling and connections as at lunch and morning tea most went in several directions.
Brisbane Girls Grammar
The overiding message to me today was how critical and vital online digital services are and how we simply must get a hold of as much as we can in knowledge and experience of current and cutting edge technologies if we are to provide services that meet not only user needs but also match user abilities. I also realised the critical need to market what I can do as a TL for the client base such that libraries can be at the forefront of inspriring technology use within the school, particularly with teachers. I felt equally inspired to help instil a culture of searching for content in school users,that libraries don't need to be a completely silent place of learning - so long as an allocated silent area exists - and that TL's need to activley engage in faculty meetings to be trully relevant and maintain a high profile of being useful
A strength and weakness is the venue. While it was absolutely awe inspiring with wonderful displays and insights of what libraries can be, not many libraries have the funding for staffing and equipment to achieve what these ones are doing and perhaps gave an overinflated view of what less fortunate TL's can achieve.The speakers were very impressive though and it was wonderful to be in a place where their obvious enthusiasm is infectious. They are certainly people I would like to keep in touch with as you provided speakers who have certainly taken up the challenge to engage in best practice. It was also great to explore two quite different school libraries, catering for different needs and with obvious differences in funding, that were in very close proximity so that we weren't wasting time changing location,
National Archives of Queensland
What struck me here was that they are very process driven.They don't so much engage in helping user's search for their needs, rather supply them with what they want once they have found the reference for it. The process of providing identified content bypasses building up clients' ability in developing information literacy skills as I realised they are not there for that purpose. Very interesting to see this, that there are libraries that don't match the same focus as others.It also once again hit me just how infiltrating digital use is becoming, to the point that so much is now online that you don't really need to venture near an original document anymore.Online technologies are yet again the changing focus and the challenge appears to be enabling users to understand what is available online and help new visitors to navigate with ease.
It was wonderful to have the power point handouts so we could simply add notes instead of trying to write madly. The first speaker was very organised, easy to follow, interesting and approachable. The content was also very well thought out and the many examples of their resources was very very interesting and helped to understand just what they provide as we didn't have any hands on materials to view.The tour was ok but quite short, but maybe they didn't have much more to show us.I would personally have liked to be taken directly to one of the storage boxes on the shelves or map drawers and see what it looked like inside. Seeing they mentioned it was more about the process of providing conent it would have been great to engage in such a process.The second speaker was easy to follow and provided useful information for us to reflect upon.
Mater Macauley Library
What impacted me here was the degree of interconnections maintained between the staff of the "Health Hub" libraries as well as the degree of staff infiltration among the clients they cater to. It impressed me as they are so willing and giving of their energy into this in an unintrusive, purely helpful manner where they nearly intuitive know when to back off. This seems to be the way it is with all the libraries visited so far but this one has such a wide range of needs -grad/postgrad/proffesionals/interns/temp and assist. staff etc…-and the ability to be flexible in their approach toward them all is quite impressive.Once again digital and online services stood out as an important focus and for this library, marketing their services via online means (facebook/twitter etc..)showed to me their need to be continually known and relevant.
he venue was very nice indeed and being able to visit a medical library was a valuable option as it revealed factors of concern that aren't concerns elsewhere (e.g the unique range of clientele). I would have once again really appreciated a handout of the power points but the speakers were all very very down to earth and easy to follow. They were really a pleasure to mix with at morning tea and it was a shame we couldn't stay longer. The staff were very well prepared and had excellent information to share with us.I noticed they tried to answer a lot of the checklist points that was sent to us via the forum which was very inciteful of them and very much appreciated to reflect upon. It may have been nice to see them in action helping someone, even if videoed and shown on the large screen (eg their invovlement with the journal club).
Queensalnd University of Technology
This library showed me the importance and impact of gearing the services toward the clientele base and the extent to which client needs drive purpose. The huge emphasis they place on workforce planning impressed me in that they are obviously focussed on current purpose with a mind to acknowledge future needs.Change seems to not just be a current event to get over and done with but a lifestlye mindset to be valued. I saw this for example as they spoke of the refurbishing and changes to work spaces where they expect more and more various types of workspaces to develop as print collections decrease. Once again I value being presented with the knowledge that everything digital and online seems to be the predominant way of the future and also that they continaully evaluate its impact and not just blindly take or keep everything on board.
The venue was once again very impressive and I very much enjoyed the tour although my tour guide admitted he was unprepared and it did show as he lacked direction as we began. While he was knowledgable, I did wonder that if he was prepared, we may have been better informed. The meeting room and speakers were once again excellent and very well prepared but again, handouts would have been good. The last session, while very interesting, on the Day in the life of, I was feeling like I had information overload and afternoon tea while we listened to them mayhave broken it up a bit. The effort they put in for us was obvious and I again appreciated that they tried to address the Chekclist sheet we were sent on the forum.This was a most postive/ worthwhile visit and very inspiring as all the speakers were obviously enjoying their various roles.
Brisbane square library and customer centre
The venue was once again very impressive and I very much enjoyed the tour although my tour guide admitted he was unprepared and it did show as he lacked direction as we began. While he was knowledgable, I did wonder that if he was prepared, we may have been better informed. The meeting room and speakers were once again excellent and very well prepared but again, handouts would have been good. The last session, while very interesting, on the Day in the life of, I was feeling like I had information overload and afternoon tea while we listened to them mayhave broken it up a bit. The effort they put in for us was obvious and I again appreciated that they tried to address the Chekclist sheet we were sent on the forum.This was a most postive/ worthwhile visit and very inspiring as all the speakers were obviously enjoying their various roles.
really enjoyed this venue very much indeed. To see a library that is so aesthcetically pleasing and obviuosly so well designed was wonderful. This sort of work environment is very attractive to me,not only with the amazing building but with the huge range of services they provide, catering from very young to old and across several lifestyle needs (work/student/leisure/businessetc…) All the staff were very well prepared with relevant and interesting topics that were inspiring. My only criticsm is the first speaker spoke too fast and I didn't have enough time to read let alone write down points. Handouts once again would have been awesome. Finally, being allowed to view their very expensive book sorter was a real privilege and eye opener - thankyou as to see this sort of equipment in action is rare unless engaged in employment there.
Summary Reflection
This study tour opened my eyes and broadened my understandings in many ways. I was a little overwhelmed by my realisation that I, as an up and coming TL, need to accept continual change to the extent that it needs to be a mindset in order to basically keep ahead of the Jones' if I am going to provide a valid and relevant service to the community. Within this change is the fast paced technology movements made with digital and online services. This is just the way it is and I feel I have to jump aboard or stay afloat on a makeshift old fashioned raft. I also saw how purpose driven all the libraries were and how important it is to ensure library services are client oriented in a way that the services are intrinsically helpful. Developing more client focussed workspaces and friendly service is a must.Basically, ongoing evaluating and satisfying client needs was really driven home to me.
Study Tour
What an amazing adventure full of learning I have just had in Brisbane as I visited several different sorts of information centres, from archives to State libraries to university Libraries to school libraries.
What really struck me was how client oriented all the centres were.
It also struck me at how much the centres had to stay abreast of current technologies in order to maintain relevance and as up to date accessibility as possible.
Creating client friendly space was also a major factor in keeping these libraries current. Most had whole floors or sections devoted entirely to computer/online/digital access. Most also were creating areas of silent space as many parts of libraries are increasingly in need of spaces where noise takes place.
I also sensed the wonderful element of providing friendly client based and focussed services so that the library maintains its sense of being an important and wonderful place to visit and access information.
What really struck me was how client oriented all the centres were.
It also struck me at how much the centres had to stay abreast of current technologies in order to maintain relevance and as up to date accessibility as possible.
Creating client friendly space was also a major factor in keeping these libraries current. Most had whole floors or sections devoted entirely to computer/online/digital access. Most also were creating areas of silent space as many parts of libraries are increasingly in need of spaces where noise takes place.
I also sensed the wonderful element of providing friendly client based and focussed services so that the library maintains its sense of being an important and wonderful place to visit and access information.
Sunday, July 17, 2011
Research Methods
Well, this subject certainly opened my eyes to the world of research.
Firstly it stressed to me the nature of the iterative process in developing a research question.
It also linked the importance of a strong research project to a sound literature review.
"Keep asking, and it will be given to you. Keep searching, and you will find. Keep knocking, and the door will be opened for you.
(International Standard Version , 2008)
This age old saying is very indicative of the iterative process not only when forming draft research questions but also when choosing appropriate supportive literature with the ideal being one of practical importance.
It is in the persistent asking that the opportunity to receive presents itself, it is in the persistent seeking and searching that new discoveries are made and it is in the persistent knocking that avenues become open roads for exploration.
Asking, searching and knocking not only invoke responses but are the means to uncover truths relating to any given inquiry and are significant aspects of any research question and its links to literature.
Both the draft research question and its connection to the literature, with reference to practical importance, of the work by Sandeman (2011, Appendix1) and Sandy(2011, Appendix 2) would have little or no strength if these three elements of asking, seeking and knocking were not undertaken. And it is indeed within and alongside these that specific strengths as well as areas for improvement are evident, each giving support to verify the research topic as a valid one. The proposed alterations are indeed part and parcel of the expected process of change in order to refine either the direction of the research question or the direction of what is to be looked for in the literature.
Examining how one has asked, sought and knocked give rise to scrutiny, uncovering many interesting elements. Some of these are strengths and others useful for constructive change in order for the research question and its connection to literature to be well grounded and of practical importance.
Asking, searching and knocking not only invoke responses but are the means to uncover truths relating to any given inquiry and are significant aspects of any research question and its links to literature.
However there are also areas for improvement that, while concerning, are not to the extent of rendering the proposed research redundant. While changes may need to be made, it is not to pull down the whole reason for its existence as the main thrust of draft questions should be respected and supported as important at least to the researcher. The proposed alterations are indeed part and parcel of the expected process of change in order to refine either the direction of the research or the direction of what is to be looked for in the literature.
Successful research entails many processes and it is within these processes that a proposal can develop into a well-founded and valuable investigation. The forming of the research question, the quality of the literature review and whether or not the proposal is of practical importance all work together to support and enhance validity and success of the research.
Strengths and areas of improvement are highlighted and examined, revealing the need of ensuring such analytical processes take place in order for a successful undertaking to be established.
Reviewing the Literature and Practical Importance
Quality research involves “searching, reviewing and effectively writing about literature” (Thomas and Silverman, 2005, p6) and is successful in the extent that it involves “systematic identification, location and analysis of documents containing information related to the research question” (Gay, 1992, p38).
It is clear that successful research necessitates a strong research question and sound review of existing literature to ensure what is proposed is going to be of practical importance and successful in its undertakings. Furthermore it clarifies that as one seeks to develop a research question and engage in a literature review, it is very useful to do so against suggestions made by professional researchers in order to cover all bases and to make any adjustments. This will enhance the success in providing a sound research question overall efficacy of what is being proposed and will help to ensure it truly relates to an area of practical importance.
An Indepth look at one research question
As I took an indeth look at my research question, it made me aware of the different paradagims people view the workld and how they evaluate information. I also saw the need to ensure several points are covered such as ethical issues in order to develop a sound project.
As I consider this subject overall, I can see that while I may not be engaged in research questions myself, the students i will come into contact with as a TL will often need help with the sorts of skills I have now learnt. THis has been an invaluable subject for me as a TL as I can now better assist those in need of researching a given area. The skills I have developed are now much broader and stronger.
Firstly it stressed to me the nature of the iterative process in developing a research question.
It also linked the importance of a strong research project to a sound literature review.
"Keep asking, and it will be given to you. Keep searching, and you will find. Keep knocking, and the door will be opened for you.
(International Standard Version , 2008)
This age old saying is very indicative of the iterative process not only when forming draft research questions but also when choosing appropriate supportive literature with the ideal being one of practical importance.
It is in the persistent asking that the opportunity to receive presents itself, it is in the persistent seeking and searching that new discoveries are made and it is in the persistent knocking that avenues become open roads for exploration.
Asking, searching and knocking not only invoke responses but are the means to uncover truths relating to any given inquiry and are significant aspects of any research question and its links to literature.
Both the draft research question and its connection to the literature, with reference to practical importance, of the work by Sandeman (2011, Appendix1) and Sandy(2011, Appendix 2) would have little or no strength if these three elements of asking, seeking and knocking were not undertaken. And it is indeed within and alongside these that specific strengths as well as areas for improvement are evident, each giving support to verify the research topic as a valid one. The proposed alterations are indeed part and parcel of the expected process of change in order to refine either the direction of the research question or the direction of what is to be looked for in the literature.
Examining how one has asked, sought and knocked give rise to scrutiny, uncovering many interesting elements. Some of these are strengths and others useful for constructive change in order for the research question and its connection to literature to be well grounded and of practical importance.
Asking, searching and knocking not only invoke responses but are the means to uncover truths relating to any given inquiry and are significant aspects of any research question and its links to literature.
However there are also areas for improvement that, while concerning, are not to the extent of rendering the proposed research redundant. While changes may need to be made, it is not to pull down the whole reason for its existence as the main thrust of draft questions should be respected and supported as important at least to the researcher. The proposed alterations are indeed part and parcel of the expected process of change in order to refine either the direction of the research or the direction of what is to be looked for in the literature.
Successful research entails many processes and it is within these processes that a proposal can develop into a well-founded and valuable investigation. The forming of the research question, the quality of the literature review and whether or not the proposal is of practical importance all work together to support and enhance validity and success of the research.
Strengths and areas of improvement are highlighted and examined, revealing the need of ensuring such analytical processes take place in order for a successful undertaking to be established.
Reviewing the Literature and Practical Importance
Quality research involves “searching, reviewing and effectively writing about literature” (Thomas and Silverman, 2005, p6) and is successful in the extent that it involves “systematic identification, location and analysis of documents containing information related to the research question” (Gay, 1992, p38).
It is clear that successful research necessitates a strong research question and sound review of existing literature to ensure what is proposed is going to be of practical importance and successful in its undertakings. Furthermore it clarifies that as one seeks to develop a research question and engage in a literature review, it is very useful to do so against suggestions made by professional researchers in order to cover all bases and to make any adjustments. This will enhance the success in providing a sound research question overall efficacy of what is being proposed and will help to ensure it truly relates to an area of practical importance.
An Indepth look at one research question
As I took an indeth look at my research question, it made me aware of the different paradagims people view the workld and how they evaluate information. I also saw the need to ensure several points are covered such as ethical issues in order to develop a sound project.
As I consider this subject overall, I can see that while I may not be engaged in research questions myself, the students i will come into contact with as a TL will often need help with the sorts of skills I have now learnt. THis has been an invaluable subject for me as a TL as I can now better assist those in need of researching a given area. The skills I have developed are now much broader and stronger.
Saturday, April 2, 2011
Reflections on webiste evaluation criteria
Introduction
A critical examination of website criteria in relation to technical, reliability and educational aspects presented in CARS (Harris,2007) and Evalutech (SREB,2010) reveals several strengths and weaknesses within a school context where teaching and learning are of paramount importance. Applying these findings to a critical evaluation of specific websites demonstrates the significance website criteria hold. This will be shown by evaluating websites relating to the effects of the atomic bomb on the people and city of Hiroshima for Year 9-10 students.
Evaluation of Criteria
The technical aspects of websites are a major concern in research by professionals such as Nielson and Loranger (2005) , Naidu,S (2005) and Sullivan, Norris and Peet (n.d.) where usability, navigability, searchability and appropriate design are shown to impact on learners. In survey results on value of websites ( Pfoeffer,P, 2002; Smith,A., 1997;Yang and Cheng, 2007)) organisation, appearance and ease of use were regarded with equal importance to content. Unfortunately the CARS criteria do not reflect any of this. The fact that research in this area concludes “children have special needs of their own” (Sullivan, Norris and Peet,n.d.) leaves CARS completely lacking in consideration of this well researched area not only for adults but also for younger audiences. Criteria relating to navigation and usability could be added to CARS as well as how engaging/entertaining the website is in relation to usability to help make web learning not just educational but also fun (Pfoeffer,P,2002). With regard to Evalutech, it is strong in providing technical criteria where not only navigation but presentation is given many sub criteria to evaluate a website against. However it is lacking in matching the abovementioned research completely in the area of ensuring usability being compatible with age of users as outlined by Pfoeffer (2002, pg11-13), with its only reference to appropriateness for the intended audience relating to legible text and print size. Both CARS and Evalutech need to include criteria on levels of digital literacy of the intended audience as outlined in Digital Literacy Across the Curriculum (Hague and Payten,2010) to determine their degree of “savvyness”(pg3) against a website allowing them to “participate meaningfully and safely” (pg3).
Professional writings concerning reliability of websites reveal the need to check authorship/authority, currency and accuracy of information (Alexander and Tate,1999; Katz,2002; Schrock, 2002 and Herring 2004) and to avoid bias (Katz,2002; Schrock, 2002). CARS provides an excellent checklist regarding these, with the heading and content of its four main criteria (credibility, accuracy, reasonableness and support) directly connected to and supporting these areas. While not so strong in areas of technical (see above) and K-12 educational aspects (as shown below), it is definitely strong here. CARS is particularly concerned with the author of websites, making note of author in each main criteria. This strengthens reliability and aids as a good reminder to choose websites with clear authorship, making it easier for students to avoid the ever increasing rate of plagiarism (Karena,C. ,2010), where it has been noted in The Australian Educator, “Widespread internet use is facilitating plagiarism.” (Karena, C., 2010, pg 34).
Evalutech is aligned very well with reliability research indicating need to avoid bias (Schrock,K,2002; Katz,2002) as well as the need to check currency, accuracy and authoritativeness (Alexander and Tate,1999; Katz,2002; Schrock, 2002 and Herring 2004). As research into website credibility grows (Boklaschuk,K and Caisse,K, 2001; Beck,S.,2002; Fogg, Soohoo and Danielson, 2002;) and guideline documents such as Stanford Guidelines for Web Credibility (2004) are developed, Evalutech provides a valuable set of criteria, as it fuels the need to judge a website before considering it trustworthy. It has been stated “Information is a source of influence and power” (Eslake,S,2006) and so accurate, reliable and timely information as outlined in Evalutech’s criteria and as stated by Eslake (2006) “is vital to effective decision making in almost every aspect of the human endeavour”.
In relation to educational criteria, CARS does not make strong links to the crucial areas of teaching and learning within school contexts. It does not provide criteria to adequately judge educational content of websites in support of aides such as Bloom’s taxonomy of the Cognitive Domain (Bloom and al., 1956) and Cyberguide (McLachlan, K, 2002). While providing criteria on objectiveness and truthfulness, it does not support the endeavour to analyse whether purpose of an inquiry is being met educationally in direct support of both teachers and learners (Boklaschuk and Caisse, 2001). Furthermore, whereas much has been written on importance of level of language (Schrock,2010; Osborne,H,2000; Callow,J, 2000, Herring,J. 2009), CARS does not refer to this, lacking in its applicability to judge a site against various reading levels, particularly important for K-12 learners. It may assume reading level is not an issue for the type of audience this set of criteria was written for, however even for adult learners, literacy levels can vary greatly (Measuring Literacy;Performance Levels for Adults, 2005; National Assessment for Adult Literacy, 2003).
Evalutech provides strong educational guidelines to evaluate websites as it supports the need to link websites with educational purpose of an inquiry and not just as it relates to content but also compatibility with learners’ abilities (Callow,J, 200). Including relevance to a K-12 curriculum and appropriateness with regard to content and ability of learners, aides such as Cyberguide (McLachlan,K,2002) and Bloom’s taxonomy are upheld. While it does not directly mention level of language (Schrock,2010; Osborne,H,2000; Callow,J, 2000, Herring,J. 2009), there is mention of intellectual compatibility and content/vocabulary being relevant to students’ abilities hopefully leading to specific consideration of literacy levels. Evalutech could be improved by formulating criteria directly regarding this. Both Evalutech and CARS could also include criteria on whether websites have any distracting material such as advertisements, surveys, unsuitable graphic material or unrelated links causing distraction from the overall purpose of inquiry.
Finally, CARS and Evalutech fail to provide adequate criteria addressing the affective domain, discussed by Kuhlthau (2004) in her process model and outlined in Bloom’s taxonomy. They do not provide criteria directly addressing whether or not readers are being stimulated to think at deeper levels of the affective domain into areas of intuition, convictions and beliefs to develop strong information literacy skills. Criteria to check if a website urges/prompts the audience to reflect upon information presented is needed to help learners develop new, original and meaningful understandings.
Using an analytical understanding of website criteria and applying this knowledge within a school context show just how valuable website criteria are as they help to determine whether specific websites truly reflect the teaching and learning needs of the school community. However it also reveals sets of website criteria need to be respected more as a guide and not the be all and end all of how one evaluates any particular website. They may have both weaknesses and strengths and understanding this will enable one to more accurately determine any website’s usefulness.
A critical examination of website criteria in relation to technical, reliability and educational aspects presented in CARS (Harris,2007) and Evalutech (SREB,2010) reveals several strengths and weaknesses within a school context where teaching and learning are of paramount importance. Applying these findings to a critical evaluation of specific websites demonstrates the significance website criteria hold. This will be shown by evaluating websites relating to the effects of the atomic bomb on the people and city of Hiroshima for Year 9-10 students.
Evaluation of Criteria
The technical aspects of websites are a major concern in research by professionals such as Nielson and Loranger (2005) , Naidu,S (2005) and Sullivan, Norris and Peet (n.d.) where usability, navigability, searchability and appropriate design are shown to impact on learners. In survey results on value of websites ( Pfoeffer,P, 2002; Smith,A., 1997;Yang and Cheng, 2007)) organisation, appearance and ease of use were regarded with equal importance to content. Unfortunately the CARS criteria do not reflect any of this. The fact that research in this area concludes “children have special needs of their own” (Sullivan, Norris and Peet,n.d.) leaves CARS completely lacking in consideration of this well researched area not only for adults but also for younger audiences. Criteria relating to navigation and usability could be added to CARS as well as how engaging/entertaining the website is in relation to usability to help make web learning not just educational but also fun (Pfoeffer,P,2002). With regard to Evalutech, it is strong in providing technical criteria where not only navigation but presentation is given many sub criteria to evaluate a website against. However it is lacking in matching the abovementioned research completely in the area of ensuring usability being compatible with age of users as outlined by Pfoeffer (2002, pg11-13), with its only reference to appropriateness for the intended audience relating to legible text and print size. Both CARS and Evalutech need to include criteria on levels of digital literacy of the intended audience as outlined in Digital Literacy Across the Curriculum (Hague and Payten,2010) to determine their degree of “savvyness”(pg3) against a website allowing them to “participate meaningfully and safely” (pg3).
Professional writings concerning reliability of websites reveal the need to check authorship/authority, currency and accuracy of information (Alexander and Tate,1999; Katz,2002; Schrock, 2002 and Herring 2004) and to avoid bias (Katz,2002; Schrock, 2002). CARS provides an excellent checklist regarding these, with the heading and content of its four main criteria (credibility, accuracy, reasonableness and support) directly connected to and supporting these areas. While not so strong in areas of technical (see above) and K-12 educational aspects (as shown below), it is definitely strong here. CARS is particularly concerned with the author of websites, making note of author in each main criteria. This strengthens reliability and aids as a good reminder to choose websites with clear authorship, making it easier for students to avoid the ever increasing rate of plagiarism (Karena,C. ,2010), where it has been noted in The Australian Educator, “Widespread internet use is facilitating plagiarism.” (Karena, C., 2010, pg 34).
Evalutech is aligned very well with reliability research indicating need to avoid bias (Schrock,K,2002; Katz,2002) as well as the need to check currency, accuracy and authoritativeness (Alexander and Tate,1999; Katz,2002; Schrock, 2002 and Herring 2004). As research into website credibility grows (Boklaschuk,K and Caisse,K, 2001; Beck,S.,2002; Fogg, Soohoo and Danielson, 2002;) and guideline documents such as Stanford Guidelines for Web Credibility (2004) are developed, Evalutech provides a valuable set of criteria, as it fuels the need to judge a website before considering it trustworthy. It has been stated “Information is a source of influence and power” (Eslake,S,2006) and so accurate, reliable and timely information as outlined in Evalutech’s criteria and as stated by Eslake (2006) “is vital to effective decision making in almost every aspect of the human endeavour”.
In relation to educational criteria, CARS does not make strong links to the crucial areas of teaching and learning within school contexts. It does not provide criteria to adequately judge educational content of websites in support of aides such as Bloom’s taxonomy of the Cognitive Domain (Bloom and al., 1956) and Cyberguide (McLachlan, K, 2002). While providing criteria on objectiveness and truthfulness, it does not support the endeavour to analyse whether purpose of an inquiry is being met educationally in direct support of both teachers and learners (Boklaschuk and Caisse, 2001). Furthermore, whereas much has been written on importance of level of language (Schrock,2010; Osborne,H,2000; Callow,J, 2000, Herring,J. 2009), CARS does not refer to this, lacking in its applicability to judge a site against various reading levels, particularly important for K-12 learners. It may assume reading level is not an issue for the type of audience this set of criteria was written for, however even for adult learners, literacy levels can vary greatly (Measuring Literacy;Performance Levels for Adults, 2005; National Assessment for Adult Literacy, 2003).
Evalutech provides strong educational guidelines to evaluate websites as it supports the need to link websites with educational purpose of an inquiry and not just as it relates to content but also compatibility with learners’ abilities (Callow,J, 200). Including relevance to a K-12 curriculum and appropriateness with regard to content and ability of learners, aides such as Cyberguide (McLachlan,K,2002) and Bloom’s taxonomy are upheld. While it does not directly mention level of language (Schrock,2010; Osborne,H,2000; Callow,J, 2000, Herring,J. 2009), there is mention of intellectual compatibility and content/vocabulary being relevant to students’ abilities hopefully leading to specific consideration of literacy levels. Evalutech could be improved by formulating criteria directly regarding this. Both Evalutech and CARS could also include criteria on whether websites have any distracting material such as advertisements, surveys, unsuitable graphic material or unrelated links causing distraction from the overall purpose of inquiry.
Finally, CARS and Evalutech fail to provide adequate criteria addressing the affective domain, discussed by Kuhlthau (2004) in her process model and outlined in Bloom’s taxonomy. They do not provide criteria directly addressing whether or not readers are being stimulated to think at deeper levels of the affective domain into areas of intuition, convictions and beliefs to develop strong information literacy skills. Criteria to check if a website urges/prompts the audience to reflect upon information presented is needed to help learners develop new, original and meaningful understandings.
Using an analytical understanding of website criteria and applying this knowledge within a school context show just how valuable website criteria are as they help to determine whether specific websites truly reflect the teaching and learning needs of the school community. However it also reveals sets of website criteria need to be respected more as a guide and not the be all and end all of how one evaluates any particular website. They may have both weaknesses and strengths and understanding this will enable one to more accurately determine any website’s usefulness.
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