A YEAR IN… (a draft post from 2015)

I’ve wanted to share my journey as a librarian working in a public library over the past year. It is the first time I have worked in a public library and the journey has been remarkable. However, I have struggled to find a place to begin and this attempt is an example of the struggle…

Today, whilst participating in a professional development activity, we were asked to introduce ourselves, mention how long we have worked in the organisation and a value that represents who we are.

I mentioned that I am the Multicultural and Diversity librarian, that I have worked in the library for just over a year and that equity and fairness are the values that I am connected with.

The facilitator asked me if I like what I do and this gave me a moment of reflection and affirmation.

‘Yes, I do love what I do’ I responded.

‘why?’ she asked.

‘Whilst studying I imagined a role that would encapsulate my social justice passion with an ability to transfer my community arts background into a library setting. At the time such roles had not been advertised or existed and I believed it was possible. This role has allowed that to happen and I’m pleased I could bring this focus to my role’

…So a year in and I’m still hoping to summarise and encapsulate my learning in this role. For now this is what I’m sharing as I continue to reflect.

In the meantime, lets enjoy this vintage vocational education clip…

 

app review of Stop Motion Studio for iPad

I came across the Children’s Book Council of Australia (CBCA) Stories on Screen competition and forwarded the details to the Early Years Leading Teacher, also the early years ICT leader. She expressed an interest in participating this year with the younger students creating stop-motion animations  inspired by children’s books.

In the past couple of years the school has been purchasing iPads to be used at school. At this stage, the younger years are using the iPads and grade five/six students have helped with reviewing some apps for education. However, they havent been satisfied with any of the stop motion apps. As a consequence I decided to investigate apps for iPads with a focus on creating animations and films. I located a few stopmotion apps and identified Stop Motion Studio to investigate along with the iMovie app.

The aim was to determine:

1. Key features of the app and how to use it.
2. How easy the app was to use by younger children

In this activity I downloaded Stop Motion Studio, iMovie and Extras4iMovie to my iPad. I then asked two children (my daughters) if they would like to create animations with paper cut-outs. They were both very keen on the idea of creating animations. The process of planning and animating happened over a weekend. My involvement in their planning stage was minimal. Basically they showed me their cut-outs and asked me what I thought. Sometimes I suggested some more elements may be needed.

On the second day, my involvement was geared towards setting up the iPad to capture the stop motion clips. We did not have a iPad mount to firmly position the iPad to a tripod. Consequently, gaffer tape was used to hold the iPad in place on top of a silver case, on top of a table. The paper elements were on a black cloth on the floor. Little LED lights provided the lighting source.

Once this was set up, each child continued without any assistance. They were able to work out how to use the app without many instructions and even taught me some of the features such as the scrolling back and forth to see the overlay of the animation image.

The animation process took a while involving constant movement between the iPad to shoot frames and the paper elements to change them as part of the frame by frame capture process. They completed the animation with Stop Motion Studio but are yet to edit the final animations in iMovie. They photographed close ups of elements that will need to be edited into the the animation along with the final sound and titles sequence.

During the process, I documented with my iPhone by filming and photographing. I then edited the documented photos and clips with the animations the children made using the iMovie app on an iPad. The titles were created with Extras4iMovie. This video forms the app review that was exported to Youtube and subsequently embedded in this post. By creating this video I was able to test the iMovie app in the process.

This week I will be sharing this review with the school in support of the initiative to use iPads to create animations and films for the CBCA competition and for future projects. Being able to identify the information, curriculum and technology needs is an incredibly important function of a librarian in a school. With this activity, I have been able to provide curriculum resource ideas and support with technology to enable successful outcomes. By working with the children to assess ease of use, I am focussing the needs to the target group and this is very important.

What I learnt is that you definitely need an iPad mount to enable an effective and steady support for the iPad. This will make filming and animation easier. I discovered the app is a fantastic app for the targeted age group and feel confident in transferring these ideas to the teaching and learning community. In working with children to assess the app, it is much easier to demonstrate the ease of use by the target audience.

The next stage involves working through the editing process with the iMovie app and assessing how easy post-production is for the target audience.

 

13 Project ~ Cyber Safety for Global Citizenship

Click on the image to go to the website and explore cyber smart initiatives

The primary school, where I currently work, is in the midst of investigating safe social networking sites for children. There is an acceptance that children are connected to technology on a daily basis, using it for educational and recreational purposes and in support of global citizenship. As a consequence, cyber safety is a significant focus. Currently, our students participate in many online environments including blogs, and posting to Vimeo.

The release of national statistics in 2012 by the minister for education, Peter Garrett point to disturbing figures of the prevalence of cyber bullying in his Be Bold Stop Bullying Facebook Campaign Launch. This is a major concern for the school community highlighting the need for constant revision of cyber safety practices. This has contributed to a greater focus by the school in assessing our current efforts and discovering where we can improve.

As part of this school-wide initiative, I investigated library based initiatives in support of schools’ efforts to promote cyber safety. I discovered the 13 project via a thread on the OZTLnet list serve and then investigated further. 13 Project was launched on 1st March 2013 by school library associations across Australia in recognition of the important role of school libraries and participation of school library staff in schools’ efforts to help keep their students safe online.

As a librarian, in a school based environment, being able to locate resources and provide access to these resources is of primary importance. This professional learning activity enabled a connection with the information needs of the school community and the library in resourcing those needs. Via the 13 project, some of the resources mentioned were areas our school identified for investigation, namely social networking sites that are safe environments for children in this age group. I evaluated the suggested social networking site Skooville. After the initial evaluation I shared the online resources from 13 project with teachers in our school and provided a recommendation of the Skooville program to be considered for implementation across the school. I attended the morning briefing during Cyber safety week and discussed this resource with staff thus saving them time in investigation of this important area.

Discovering a national library-based advocacy initiative, with a focus on cyber safety, was the most significant learning from this activity. With the networks to library professionals accessed via OZTLnet I can transfer the learning and extend the library into the school. This affirms the importance of the library for school based initiatives with a focus on curriculum and community needs. One of the tools particularly useful to school administration is the Safe Schools toolkit  as it provides an online audit tool to help with school prioritisation in this area. This information was shared with the leading teachers.

At this stage, I can see there is more that can be done by the library and staff in this area. Prior to this, our library had no knowledge of 13 project and the Skooville site. This activity has enabled the beginning of this knowledge and connecting with the wider school as a result.

The next step in this professional learning will be to involve the school in some of the other suggested initiatives as part of the National Cyber Security Awareness week. This will be explored for the next year.

Cybersafety is an ongoing learning curve needing constant evaluation and awareness raising. 13 project is a great starting place and resource.

 

Censorship of Children’s Books ~ Banned Books Week

Working in a school library, censorship is a constant focus with challenges to the provision of information coming from many angles, including teachers, the government, community and parents. Edwards (2006) states that the challenge to books has been increasing in recent years and most common reasons for challenges include morality, obscenity, profanities and, witchcraft and occult themes from wizards to ghosts.

The State Library of Victoria provides a list of ten most challenged books and on that list is To Kill a Mockingbird by Harper Lee, and Brave New World by Aldous Huxley.

Some issues confronted at the school level can pertain to covert forms of censorship contradicting standards for professional practice and the commitment to provision of access to information that has a right to be represented in the school community (Asheim, 2009). In this regard reference is made to value judgments by library staff in the selection process, leading to exclusion of resources or making access to information difficult. This is evident in the following examples

• Expressed preferences for certain formats over others.
• Positioning of books/information where it is not easily accessed.

The focus of this professional development activity is to highlight a commitment to the promotion and advocacy for freedom of information and the rights to reading. By committing to raising awareness amongst the school community I have chosen to investigate Banned Books Week; celebrating the freedom to read.

Banned Books Week is held during September 22-28, 2013 and associated activities for potential inclusion in the school library program during this time are being investigated.

Why is this important?

In discussion with teachers, parents and staff, I have learnt that censorship is highly emotive when it concerns children as the audience of information. Many have strongly formed attitudes that in turn impact on objectivity in this area including collection selection. Choosing to raise awareness with a Banned Books Week program provides an avenue to explore censorship in a manner that feels safe and non confronting. Some of the books on the list are highly valued by many, thus providing an avenue to delve into this topical area whilst promoting critical reflection.

Being able to instigate discussion around censorship is important for my professional practice and commitment to advocacy for the right to provide access to information objectively is demonstrated in this programming.

Exploring Banned Books week provides an insight into activities that can be implemented at a school level; including displays of books that have been challenged, readings of passages by students and teachers and displaying lists of the challenged books over an historical timeline. Coming across the lists of books that have been challenged, provides a tremendous insight into the need to continue raising awareness as it is ongoing and increasing.

National Archives Australia provides a great resource exploring Books and Magazines Banned in Australia from the 1920’s to 1970’s. The University of Melbourne has a website, Banned Books in Australia linked to ‘A Special Collections ~ Art in the library exhibition’.

Why not visit Banned Books Week Virtual Read-out and hear some passages of books being read

Asheim, L., (2009) Not Censorship but Selection, Children’s Literature in Eduction, 40(3), 197-216.

Edwards, H., (2006) Censorship of Kids books on the rise, The Age, April 30 2006.

 

The Inky Awards ~ Young peoples book awards

Outside a dog, a book is man’s best friend. Inside a Dog, it’s too dark to read ~ Groucho Marx.

The website Inside a Dog is an initiative developed by the State Library of Victoria targeting a teenage audience. As the website states it is

“All about books by young people for young people”

The website is structured to incorporate forums where young people can have discussions, enter competitions, review books, join online book-clubs, chat to a current author in residence, find out current literature-related news, or vote for books to be awarded an Inky Award.

There is a very useful teachers section with links and resources that are mapped to curriculum standards. Suggested activities and resources provide useful online activities-based programs. The main focus of the site is user-generated book reviews, thus forming a great addition for any literacy-based activities and promoting conversation as part of the learning process.

This post will focus on evaluating the Inky Awards for inclusion in the celebrated Book Week in August.

The Inky Awards

In the Library we currently celebrate the Children’s Book of the Year Awards by the Children’s Book Council of Australia as part of Book Week in August. This year, the school library would like to extend this by incorporating the Inky Awards amongst the books celebrated. The short list for the Inky Awards is announced online via the Inside a Dog website on August 26th, coinciding with Book Week. The shortlist of books that students can vote for, is decided by teen judges. To become a judge a young person submits an application via email. Once selected the judges read 20 books in a two-month period and reach a consensus on the 10 shortlisted books. This shortlist is then open to other young people to vote for a book to be awarded an Inky award in one of two categories.

Gold Inky for an Australian book

Silver Inky for an International Book

As part of Book Week, a prominent display of nominated books is created, author visits occur, activities are programed related to the books and readings of the shortlisted books take place. By introducing The Inky Awards to the Book Week program, the students can participate in voting for a children’s book awards. Hopefully this can continue for years to come.

Because the website is focussed on participation and engagement of young people in online environments, it promotes empowerment via digital literacy and citizenship by encouraging connecting with wider groups. It extends literacy development beyond the classroom and school to include other young people and to the wider community, in forging links with the State Library of Victoria. This is a great basis for the promotion of life-long learning beyond the school.

As a librarian in a school setting, this resource is a great addition to any program in literacy development. It fosters a love of reading by encouraging reading as a social activity. Thereby linking in with Piaget’s constructivist approaches to learning grounded in developmental needs (Garhart Mooney, 2013 p.79).

By evaluating websites, children’s book awards and potential programs with curriculum links, I am able to provide resources in support of the school curriculum and the teaching and learning needs of staff and students. This is supported by standards of professional practice for teacher librarians (ASLA, 2004).

This website is geared towards an older age group in children, predominantly teenagers. Whilst this can be useful to the Grade 5/6 demographic of the primary school, I would like to investigate something similar for the younger children in the school. Consequently, the Inky Awards will be geared towards the older children in the school. It may be interesting to initiate a school based book awards for younger grades as a lead in to the Inky Awards when they are in Grade 5 and 6.

ASLA (2004) Standards of Professional Excellence for Teacher Librarians, retrieved from http://www.asla.org.au/policy/standards.aspx

Garhart Mooney, C. (2013) Theories of Childhood, Second Edition: An Introduction to Dewey, Montessori, Erikson, Piaget and Vygotsky, Redleaf Press, Minesota, USA.

 

Book Review ~ The Promise: The Town That Never Forgets

The Promise: The Town That Never Forgets/N’oublions jamais l’Australie by Derek Guille, illustrated by Kaff-eine, translated by Anne-Sophie Biguet, ISBN 9780987313959, One Day Hill. Hardback $24.99

This non-fiction book depicts a century old relationship formed between a town in France, Villers-Bretonneux and Australia. The commitment to never forget the help provided by Australians, who saved them in World War I is expressed. Australia helped rebuild the town by providing some funds raised by school children in Victoria. Almost a century later, the people of Villers-Bretonneux returned help to Victorians after the bushfires that ravaged country towns. The article, ‘Bound by history, French children honour their debt’ in the Australian, provides information of the children from Villers-Bretonneux raising money to help rebuild the Strathewen primary school, and this is the event that forms part of the book.

Nelson Ferguson, a cornet player and artist, was a stretcher-bearer from Australia in Villers-Bretonneux, during World War I and suffered injuries. His grandson was inspired to travel on this journey and learn more about the town and the history. He invited musicians, from the Melbourne Symphony Orchestra (MSO) to form a brass band to play a private memorial at the Australian War Memorial, located just outside the village. Geoff Payne was amongst the musicians on this journey. Beyond the historical basis, of the connection between the two places, the book conveys a personal and emotional journey by Musicians from the MSO during a 2007 tour accompanied by the journalist and author of the book Derek Guille. It is the personal story of Geoff Payne that resonates with emotion in this journey. Whilst there, he discovers a photograph in the Memorial depicting his great uncles grave. The emotional impact of this discovery transfers to his ability to perform later that same day at the memorial.

I came to this book via a passion for the street art by the Artist Kaff-Eine. The artwork beautifully conveys the emotions depicted in the true story of the journey by musicians from the MSO in 2007 and it is the emotional connection that resonates. When Geoff Payne discovers a photograph a sense of feeling the shattering moment is captured in the artwork. The actual playing at the memorial heightens the emotional moment and affirms the enduring connection of the two countries. The artwork, by Kaff-Eine, is poignant in depicting the moments of emotion. The beautiful water-colour illustrations convey the story with a gentleness and contribute to the humanisation of this story about the harsh realities of tragedies and how they extend to affect people today.

This book was acquired for the school library and was placed on the display shelf as part of the lead up to ANZAC day. It is a bi-lingual book with the English story written on the top half of the page and the French translation written directly beneath. This contributes to relevance for Languages other than English (LOTE) programs in school, particularly if French is a subject studied. It is a great inclusion when exploring diversity and world connections with other cultures too.

Most non-fiction books, about history and war, in our collection depict prosaic iterations of history and its events. There aren’t many resources providing personalised perspectives, nor mapping a connection between Australia and another country over a significant period of time.

The Promise: The Town that Never Forgets, does not depict actual war experiences in detail, however moments are intertwined within the story of a modern day journey of musicians revisiting a town in France to play music at a private memorial. In the end it is a celebration of a connection formed during times of extreme situations. It’s a celebration of human bonding across borders and helps to make the world a somewhat smaller and friendlier place. It provides a faith in human capacity to provide support at times of greatest need.

Being able to review books, whilst working in a school library, contributes to greater knowledge of the library collection and assists in ability to provide recommendations to the school community about specific resources that are relevant to the curriculum. This book provides a fantastic avenue to explore the historical events mentioned by connecting with other available sources. Considering, History is now compulsory in the Australian Curriculum from Year 3 upwards, an evaluation of resources available in the library to support the curriculum is vital.

 

Visiting Libraries….

A Web of interconnections

This past session, one of the subjects I completed included the study visits to various information agencies. Interestingly most people visiting the Melbourne organisations were from other States of Australia or regional areas and I was definitely amongst the minority from Melbourne on the visits.

The places visited include

• State Library of Victoria
• William Angliss Tafe Library
• SWETS Information Service
• CAVAL, CARM Centre
• Latrobe University, Borchardt Library
• Public Records Office of Victoria
• The Shaw Research Library, National Art Gallery of Victoria
• Ashurst Library
• Victorian Parliamentary Library
• Melbourne Library Service, City Library

I’m not going to venture into detail about each of the organisations but rather provide a focus on Melbourne Library Service.

In previous posts, I have mentioned some of their innovative programming such as the Gallery Space hosting exhibitions, the cafe poet, the public piano and various workshops including Zine making workshops. It’s incredibly exciting to learn about the community engagement offered by Melbourne Library Service and how it provides a glimpse to the changing nature of libraries as space and how they are utilised.

In line with the rise in the creative maker culture, Melbourne Library Service reflects this, not only in their programming of workshops but in their collection building too. For instance, the Zine creation workshops lead to Zines that become part of the library collection that a wider audience can borrow, just like books, ebooks, audio books and CD’s. In effect this is an example of  great community engagement by a public library facilitating publishing and sharing.

Another interesting transition, exemplified in their plans for the library that is being built at Docklands due to open in 2014, is the incorporation of multimedia production facilities, a performance space and a Green room (for special effects). With these facilities, enabling multimedia production, they are planning to employ two multimedia technicians to facilitate the process and enable community to create films, audio recordings and even have performances or screenings.

Clearly, exciting times are ahead for public libraries as they transition to being the Hub of the community. The public library provides meeting spaces, resources and enables creative engagement. It provides connections to artists and community and facilitates the sharing of a local voice to a global audience.

Funnily, the study visits were meant to clarify the kind of information agency I would like to end up in. Currently, I’m in a small school library and for a few months I was convinced it was audiovisual archives and preservation that I wanted to focus on. After the visits, I came away liking all of them and have now broadened my choices rather than narrowed… Maybe next year I’ll narrow it down and the sky will provide a clear and narrowed focus 🙂