Pedagogy and School Libraries: Developing Agile Approaches in a Digital Age

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Developing Agile Approaches in a Digital Age Pedagogy and School Libraries Judy O’Connell 9 October, 2015 flickr photo by clappstar http://flickr.com/photos/clappstar/5759395358 shared under a Creative Commons (BY-NC-ND) license FACULTY OF EDUCATION CHARLES STURT UNIVERSITY

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Developing Agile Approaches in a Digital Age

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Change flickr photo by Kay Kim(김기웅) http://flickr.com/photos/kaykim/3883340152 shared under a Creative Commons (BY) license

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"Gutenberg Parenthesis” or ……Living the dream!

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Eisenstadt (a Gutenberg scholar): the book did not take on its own form until 50 years after it was invented by Gutenberg. Printing was originally called "automatic handwriting." [horseless carriage]

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The Web at 25+ Overall verdict: The internet has been a plus for society and an especially good thing for individual users http://www.pewinternet.org/2014/02/27/the-web-at-25-in-the-u-s/

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http://pennystocks.la/internet-in-real-time/ http://pennystocks.la/internet-in-real-time/

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Is the “Gutenberg Parenthesis” a foundational concept that can help us in reconceptualising directions for school libraries?

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Trends in knowledge construction and participatory culture

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Agile approaches to connected learning 21c curriculum alignment = digital information ecology

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21 C teacher librarian flickr photo by giulia.forsythe http://flickr.com/photos/gforsythe/10310176123 shared under a Creative Commons (BY-NC-SA) license

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not just a discussion about selfies digital footprint Robert Cornelius in 1839, believed to be the world's first selfie. Photograph: Library of Congress

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not just a about our technology living replica of Vincent Van Goh’s ear drone pilot locates missing 82-year-old man after three day search man accused of murder asked Siri where to hide the body chirp! a plant watering alarm

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Developing Agile Approaches in a Digital Age embrace change welcome innovation meet the challenges of our global connected future

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Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change (Vol. 219). Lexington, KY: CreateSpace. “Information absorption is a cultural and social process of engaging with the constantly changing world around us”. p47

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When you stand at the door of your library and look inside, do you see your school library dream? http://www.flickr.com/photos/planolibrary/3382581338/

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What does your library look like, sound like, and feel like - to your school community? cc licensed ( BY SD ) flickr photo by heyjudegallery: http://flickr.com/photos/heyjude/480675657/

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Awesome effect! 7 Things You Should Know About Makerspaces. (2013, April 1). Retrieved June 8, 2015, from https://net.educause.edu/ir/library/pdf/eli7095.pdf

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changing their reading and information encounters

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changing their creative encounters

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Digital influences In talking about school libraries and the essential paradigm shift that is taking place, Stanley (2011) highlights three areas of influence: Information fluency — using search engines effectively; evaluating online information; collaborating in virtual environments, and delivering material resources online. Digital citizenship — understanding responsible and ethical use of information, and maintaining safe online practices. Digital storytelling — reading, writing and listening to books in many formats; creating, collaborating and sharing in a range of mediums. Stanley. D.B. (2011). Change has arrived for school libraries, School Library Monthly, 27 (4)4, 45–47.

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Media literacy nature and role of subliminal media effects “The entire process is fundamentally rhetorical: it concerns the transformation of an audience” McLuhan, E., & McLuhan, M. (2011). Theories of communication. Peter Lang. flickr photo by Striking Photography by Bo Insogna http://flickr.com/photos/thelightningman/4888770222 shared under a Creative Commons (BY-NC-ND) license

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Digital literacy “reading and writing in a digital environment, in order to position where the literacy action is taking place and that it can be authentic, multimodal, far reaching, multi-tool, and code interdependent” Chase, Z., & Laufenberg, D. (2011). Digital literacies: Embracing the squishiness of digital literacy. Journal of Adolescent & Adult Literacy, 54(7), 535–537

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Transliteracy transliteracy is not about learning text literacy and visual literacy and digital literacy in isolation from one another but about the interaction of these literacies

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Information literacy “the evolution of Web 2.0 and the revolution of social media and social networking requires a fundamental shift in how we think about information literacy” Mackey, T. P., & Jacobson, T. E. (2014). Metaliteracy: reinventing information literacy to empower learners. American Library Association.

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Metaliteracy comprehensive examination approach to metacognition, multiple intelligence theory, multiliteracies, multiple literacies, transliteracy, convergence and multimodal literacy.

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…..or any other bunch of new literacies they really matter!

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Heuristics for instructional design! Each of these has a common purpose to break overall cognitive development process into parts that can more easily structure educational processes and goals, and scaffold learning and individual knowledge development.

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Davies, A., Fidler, D., & Gorbis, M. (2011). Future work skills 2020. http://www.iftf.org/our-work/global-landscape/work/future-work-skills-2020/

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Evolving Learning Landscape Current thinking about 21st century skills, and the learning experiences that support their development, are essential starting points for capacity building. A list of the workforce skills presented by Davies, et al (2011, pp. 8-12) include: • • • • • Sense-making Social intelligence Novel and adaptive thinking Cross-cultural competency Computational thinking • • • • • New-media literacy Transdisciplinarity Design mindset Cognitive load management Virtual collaboration http://www.iftf.org/our-work/global-landscape/work/future-work-skills-2020/

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Mackey, T P and Jacobson, T E 2011, ‘Reframing information literacy as a metaliteracy’, College & Research Libraries, vol. 72, no. 1, pp. 62–78. Sustainable learning involves a pedagogic fusion between environments, tools, formats and meta-literacy capabilities. (Mackey & Jacobson 2011)

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Foundation for young Australians 2015 http://www.fya.org.au/wp-content/uploads/2015/08/fya-future-of-work-report-final-lr.pdf

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NMC Horizon Reports Trends, challenges and development in technologies that will influence the future of schools and libraries Using a modified Delphi process, a panel of 50+ education and technology experts identify topics very likely to impact technology planning and decisionmaking: six key trends, six significant challenges and six important developments in technology.

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unique opportunities for vision and leadership Key Trends Accelerating K-12 Ed Tech Adoption Implications for Policy, Leadership, or Practice Long-Term Impact Trends: next five or more years • Rethinking how schools work • Shift to deeper learning approaches Mid-Term Impact Trends: next three to five years • Increasing use of collaborative learning approaches • Shift from students as consumers to students as creators Short-Term Impact Trends: next one to two years • Increasing use of hybrid/blended learning designs • Rise of STEAM learning (Science, Technology, Engineering, the Arts and Mathematics) http://www.nmc.org/publication/nmc-horizon-report-2015-k-12-edition/

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Significant Challenges Impeding K-12 Ed Tech Adoption Increasing use of collaborative learning approaches Solvable Challenges: Those which we both understand and know how to solve • • Creating authentic learning opportunities Integrating technology in Teacher Education Difficult Challenges: Those we understand but for which solutions are elusive • • Personalizing learning Rethinking the roles of teachers Wicked Challenges: Those that are complex to even define, much less address • • Scaling teaching innovations Teaching complex thinking

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Important developments Shift of students as consumers to creators Time to Adoption: One Year or Less • • Bring your own device (BYOD) Makerspaces Time to Adoption: Two to Three Years • • 3D printing Adaptive learning technologies Time to Adoption: Four to Five Years • • Digital badges Wearable technology

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Key Trends Accelerating Library Ed Tech Adoption Implications for Policy, Leadership, or Practice Long-Term Impact Trends: next five or more years • Increasing accessibility of research content • Rethinking library spaces Mid-Term Impact Trends: next three to five years • Evolving nature of scholarly record • Increasing focus on research data management Short-Term Impact Trends: next one to two years • Increasing value of the user experience • Prioritisation of mobile content delivery http://www.nmc.org/publication/nmc-horizon-report-2015-library-edition/

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Significant Challenges Impeding Library Ed Tech Adoption Evaluating digital services through user experience Solvable Challenges: Those which we both understand and know how to solve • • Embedding academic and research libraries in the curriculum Improving digital literacy Difficult Challenges: Those we understand but for which solutions are elusive • • Competition from alternative avenues of discovery Rethinking the roles and skills of librarians Wicked Challenges: Those that are complex to even define, much less address • • Embracing the need for radical change Managing knowledge obsolescence

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Important developments Growth of mobile technology and embedded curriculum Time-to-Adoption: One Year or Less • • Makerspaces Online learning Time-to-adoption: Two to Three Years • • Information vizualisation Semantic web and linked data Time-to-adoption: Four to Five Years • • Location intelligence Machine learning

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What is really at stake?

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flickr photo by chrisfurniss http://flickr.com/photos/chrisfurniss/5554098017 shared under a Creative Commons (BY-NC) license

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Learning today requires that education is built on all kinds of reading and connected information seeking

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Learning today requires apps, devices, information access, data repositories sharing, networks and communication. creative commons licensed (BY-NC-SA) flickr photo by kassemmounhem: http://flickr.com/photos/122638947@N08/13889171653

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The digital age student who can think critically, learn through connections, create knowledge and understand concepts should be able to actively participate in a digitally enhanced society. creative commons licensed (BY-NC-SA) flickr photo by kassemmounhem: http://flickr.com/photos/122638947@N08/13889171653

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Library futures https://youtu.be/_dv4KxkNCKI

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The question is.....?

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you How should , your library AND technology connect? cc licensed ( BY NC SA ) flickr photo by fatboyke (Luc): http://flickr.com/photos/fatboyke/2984569992/

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More content, streams of data, topic structures, (theoretically) better quality - all of these in online environments require an equivalent shift in our online capabilities.

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“the first search result is clicked on twice as much as the second, and the second twice as much as the third”. Dan Russell, Google’s usability chief 56 cc  licensed  (  BY  NC  SD  )  flickr  photo  by  ecsta=cist:  h?p://flickr.com/photos/ecsta=cist/3722475127/

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57 cc  licensed  (  BY  NC  )  flickr  photo  by  Cayusa:  h?p://flickr.com/photos/cayusa/1444806159/

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..... because your knowledge and my knowledge, based on what search results we are served, may be very different from each other. Siva  Vaidhyanathan  in  The  Googlization  of  Everything, Filter bubble!

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More informative results? Rather than simply identifying a useful page, these systems try to pull the information from those pages that might be what a user is looking for, and to make this immediately apparent.

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What’s the story with the yellow blotch? SearchReSearch blog http://searchresearch1.blogspot.com.au/ A blog about search, search skills, teaching search, learning how to search, learning how to use Google effectively, learning how to do research. It also covers a good deal of sensemaking and information foraging.

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For several years people have Search for 'painted yellow man robot' yielded 'stickman' for a better explanation. About 3 minutes Reply been fascinated by small, robotlike figures popping up in city streets and other innocuous places. These figures, now documented in flickr pools and blog posts from cities arose the world, can be attributed to Stikman (sometimes searched for and referred to as "stickman"), an anonymous graffiti artist, sometimes perhaps going by the alias "Bob," who has been putting these images up since at least 2006. http://searchresearch1.blogspot.com.au/2013/01/wednesday-search-challenge-11613-whats.html

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Agile approaches to your library environments Let’s talk about my favourites! h?p://www.flickr.com/photos/tjt195/501975860/

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h?p://www.flickr.com/photos/tjt195/501975860/ When your formative years are spent working your fingers through apps and iPads, smartphones and YouTube, the digital world and its habits can bend and shape not just how you access information, but how you conceptualise information discovery!

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Google alerts too! When you search, you’re not just looking for a webpage. You’re looking to get answers, understand or explore. Google Knowledge Graph

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Learn about the latest additions to search so as to get the most out of Google. http://www.google.com/insidesearch/howsearchworks/ thestory/index.html

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knowledge encounters helping students broaden the scope of their information seeking

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What else is really at stake?

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This is the connected world! learning information

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[learning] self Personal learning environment – relying on the people we connect with through social networks and collaborative tools e.g. Twitter, Yammer. Personal learning network – knowing where or to whom to connect and find professional content

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[learning] self Personal web tools – used for tracking our life and powering our information organisation e.g. photos to Facebook, pictures to Flickr, photos to Twitter

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[information] self Microblogging Social bookmarking and tagging Collaborative writing Information management – e.g. Endnote, Easybib, Zotero Information capture on multiple devices – e.g. Evernote Library resources or databases all used for information collection, RSS topic and journal alerts, and compatible with research organisation tools Online storage for access across multiple platforms

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How do you get where you want to go? flickr photo by chrisfurniss http://flickr.com/photos/chrisfurniss/5554098017 shared under a Creative Commons (BY-NC) license

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it’s ok to start small

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The Scout Report is the flagship publication of the Internet Scout Research Group. Published every Friday both on the Web and by email subscription, it provides a fast, convenient way to stay informed. https://scout.wisc.edu/

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http://oztlnet.com/ The OZTL_NET Discussion List is an email-based forum for information professionals working in Australian schools. It is supported by the teacher librarianship academic staff at the School of Information Studies , Charles Sturt University. Discussion is open to all members of the Australian TL community and any people with a genuine interest in teacher librarianship and/or school libraries.

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A crowdsourced collection of over 100 essays from around the world about trends in school libraries written by librarians, teachers, publishers, and library vendors. http://www.smashwords.com/books/view/96705

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It’s about knowing, learning, sharing, and teaching, all in one. I need to search, scan, and select the best resources I can find for my own personal interests, and by making my choices available to others, I create a resource for many besides myself. The Solution: Infotention Training http://www.rheingold.com/university/mini-courses/ Turn personal interest into a community of interest

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Seek Follow Gather Explore Cultivating inquisitive mindsets cc licensed flickr photo by assbach: http://flickr.com/photos/assbach/253218488/

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Howard Rheingold Information labyrinth ‘crap’ detection cc licensed flickr photo by selva: http://flickr.com/photos/selva/23816545/ Nurture strategies for information fluency http://delicious.com/hrheingold/crap_detection

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Gapminder fact-based world view http://www.gapminder.org/for-teachers/

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Google Public Data Explorer http://www.google.com/publicdata

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Digital librarian Evernote for Educators http://www.livebinders.com/play/play/245623

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Evernote in education Flipboard Magazine http://bit.ly/1cmL2Ki

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h?p://23mobilethings.net/wpress/ Modelling exemplary use of social media, search engines, and collaborative research strategies.

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The natural limitations of search has resulted in expansion of choice in information curation. The traditional social bookmarking sites like diigo, pearltrees, Scoopit, and others enable users to save information. Products like pinterest allow for collection of visual artifacts, allowing users to organize them into infinite categories. But recent software has taken this even further, with apps like Learnist, mentormob, and even InstaGrok providing more structure to how information is not only discovered, but sequenced and applied. http://www.teachthought.com/featured/how-google-impacts-the-way-students-think/

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Diigo is a social bookmarking site that allows users to collect bookmarks, annotate them and share to groups or lists. Pinterest is a pinboard-styled social photo sharing website. The service allows users to create and manage theme-based image collections linked out to sites of origin. Learnist is a social curation and sharing site that integrates with other curation opportunities such as Pinterest, LinkedIn, Google+, Twitter Scoop.it allows users to create and share their own themed magazines designed around a given topic. Livebinders is a great way to creat your own information resources, evidence, documentation, and more. It’s easy and it’s visual and a great opportunity for collaborating, organising and sharing resources.

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Flipboard Magazine http://theedublogger.com/2013/06/12/flipboard/

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Explore it all! http://archive.org/

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http://www.europeana.eu/portal/index.html Europeana enables people to explore the digital resources of Europe's museums, libraries, archives and audio-visual collections. Linked Open Data on the Web. The site currently contains metadata on 3.5 million texts, images, videos and sounds.

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Global Images The key goal of The Commons is to share hidden treasures from the world's public photography archives. https://www.flickr.com/commons

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Create resource guides Feedly is a great RSS feed reader to help you monitor lots of resources quickly. Smore or Tackk works well to create newsletter types of pages where you can add new resources and news. Flipboard Magazines allow you to create collections of articles, links to resources, images, news and more. Users can subscribe and get updates in a variety of ways, depending on the source. Tumblr blog – it’s easy to add notes, photos, links to articles to a tumblr. Your audience can subscribe to update through their own tumblr account, visit it via it’s URL or via an RSS feed Diigo Groups – Bookmark items in Diigo and add items to a diigo group that your audience can subscribe to updates via email or RSS. RSS magic – Anything with an RSS feed gives you lots more options. Readers can subscribe via their own feed reader or email. And you can display updates in a widget on your web/wiki pages. https://cooltoolsforschool.wordpress.com/thing-22-create-a-resource-guide/

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Periodic Table of QR codes on Flickr http://www.periodicvideos.com/

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Image search tools Find free images online http://judyoconnell.com/find-free-images-online/ PhotoPin – My first stop for photo searching. Very easy to use and searches a number of sources for CC licensed photos. CC search – search for images, video and music from one search page. Handy! Flickr advanced search – Scroll to the botton of the screen and select the Creative Commons setting & “Find content to modify, adapt, or build upon”

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• Post photos of school & community events. • Create a school group on Flickr for students & staff to share photos of events. • Hold a “Day in the Life” event where the community shares photos representing one day in the life of the school. • Photos to chronicle library/school renovations and keep community up to date. • Share photos of art work and crafts created by students. • Book spine poetry photos. :) • Scan & post historic photos and ask community to share memories through the comments feature. • Join other groups or share your own class groups! • Share ideas for library displays, program ideas and more. • Create slide shows that can be embedded on your web page • Create your own favourites collection • Public photo sharing sites like flickr are great resources for Creative Commons licensed images to use in presentations.

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http://bighugelabs.com/ Spell with Flickr http://metaatem.net/words/

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Creative Commons Creative Commons licensing allows for reuse of a image (and other intellectual content) under certain conditions. The licensing is easy to understand and having students select how they want to license their own work is a great way to get students thinking about copyright, reuse and attribution.

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Creative commons licenses work as “some rights reserved rule instead of “all rights reserved” rule. Diverse set of license conditions with a range of freedoms and limitations. http://creativecommons.org/

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Digital content curation and communication The benefits of content curation is that you don’t re-invent the wheel - you share! Model the future!

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Curriculum projects Body in the library The focus of the project was to facilitate deeper learning in our students by creating an ‘authentic learning’ experience to strengthen writing and literacy skills across the curriculum. In English, students learned about the literary conventions of forensic fiction in their crime novel, Framed, and how to use them to solve a crime. In Science, students learned about how use a variety of scientific methods including analysing dental records, fragments and fibres, fingerprinting, shoe-printing and DNA samples in order to solve a crime.

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Curriculum projects Each boy received a forensic workbook – containing a range of materials for examination such as crime reports, witness statements and a coroners report. In addition the ‘crime scene’ was taped off, with key evidence on display e.g. fingerprints, the location of the body, and places where DNA was found. Photographic evidence included the injury reports (fake bruising and blood on the victim), video footage of the scene of the crime (staged by students and teachers) and also hard hitting interviews.

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Curriculum projects English curriculum • Study of forensic fiction and different sub -genres of mystery fiction (this also provided an opportunity for supporting literature displays in the library) • Study of famous fiction forensic films/novels/characters • Character and plot analysis, including the relationships of clues, events, and people in solving a crime. Science curriculum • Study of forensic science and the scientific method required (this provided an opportunity for non-fiction book displays in the library) • Crime scene basics, protocol, techniques, scientific evidence. • Police techniques for investigating a murder. i.e., interviews, ID parade, CTV security images. O’Connell, J. (2011). Body in the Library': A cross-curriculum transliteracy project, in L.Marquardt & D. Oberg (Ed.) Global Perspectives on School Libraries: Projects and Practices, Berlin, New York : De Gruyter Saur.

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What is really at stake?

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• Communication – sharing thoughts, questions, ideas and solutions • Curation – collecting and reflecting on what we encounter • Collaboration – working together to reach a goal – putting talent, expertise and ‘smarts’ to work • Critical thinking – looking at problems in a new way – linking learning across subjects and disciplines • Creativity – trying new approaches to get things done – innovation and invention

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Developing agile approaches ..... Hidden treasures in the global commons http://libraryschool.libguidescms.com/hiddentreasures 119

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The leadership support is out there ..... 120

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pedagogy and school libraries ….. WOW 121

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heyjudeonline Judy O’Connell http://judyoconnell.com Judy O’Connell

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