School Library Matters of Interest
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Score Rubrics on Your iPad

Score Rubrics on Your iPad | School Library Matters of Interest | Scoop.it
If you use rubrics to grade student work you have to try ForAllRubrics! Once you set up your class list, this website allows users to import rubrics they've already made, or easily create new ones....

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Ken Morrison's comment, March 16, 2014 3:50 AM
Thanks for sharing this. It looks like a great tool. I just signed up!
Ken Morrison's curator insight, March 16, 2014 3:54 AM

This looks like a great interactive way to grade rubrics....with flexibility. I really like that you can add comments.  

School Library Matters of Interest
Teaching and learning from the library
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Thinking Routines

Thinking Routines | School Library Matters of Interest | Scoop.it
  Children must be taught how to think, not what to think."    - Margaret Mead  
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Full of practical ideas to really get students thinking, you must take time to explore this site.
 
 
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Guided Inquiry : An Instructional Framework for Designing Effective Inquiry Units

Lecture by LYN HAY, Head of Professional Learning, Syba Academy and Adjunct Lecturer, Charles Sturt University Presented to Librarian's Knowledge Sharing Works…
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Seesaw vs. Google Classroom: What's the Best Management App for Your Classroom?

Seesaw vs. Google Classroom: What's the Best Management App for Your Classroom? | School Library Matters of Interest | Scoop.it
Both apps help teachers with organization, parent communication, and managing student work.
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The day the Internet went down – what we learnt!

The day the Internet went down – what we learnt! | School Library Matters of Interest | Scoop.it
All was going well on Friday morning as Year 5 had just started their task evaluating a webpage using the 5W’s evaluation guide. However, we quickly realised that the Internet was very slow &…
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Visual literacy – questions to ask your students

Visual literacy – questions to ask your students | School Library Matters of Interest | Scoop.it
This guide, published by UK organisation MESH, poses several pedagogical questions teachers could ask to develop their students’ visual literacy skills.
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Why Every Classroom Should Teach Digital Citizenship

Why Every Classroom Should Teach Digital Citizenship | School Library Matters of Interest | Scoop.it
Why Every Classroom Should Teach Digital Citizenship by Paul Barnwell, Teacher of English & Digital Media Students buzzed about the latest uproar on Instagram. Anonymous sources had posted a “questionable”–and NSFW–list for multiple public schools in our city on Instagram, leading to distraught girls, viral Twitter reactions, and an investigation. This type of cyberbullying and reckless use …
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Annual report | Managing your school library | Leading and managing | School libraries | Services to Schools | National Library of New Zealand

Annual report | Managing your school library | Leading and managing | School libraries | Services to Schools | National Library of New Zealand | School Library Matters of Interest | Scoop.it
Here are some tips for creating a succinct, engaging annual report that shows evidence of your school library's impact on teaching and learning.
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What is the SAMR Model and what does it look like in schools?

Popularized by Dr. Ruben R. Puentedura, SAMR is a model for infusing technology into the learning experiences. In this short illustrated video, I explor
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Free "Read Question Think" Posters for Kids - A Mighty Girl

Free "Read Question Think" Posters for Kids - A Mighty Girl | School Library Matters of Interest | Scoop.it
Author Andrea Beaty has created a series of free downloadable 11" x 17" posters featuring characters from her bestselling series of books, which celebrate science, reading, and critical thinking! These posters were created in support of the March for Science, and encourage kids to remember that all citizens -- astronauts, engineers, and architects, but also each and every one of us -- need to be informed and think critically to create a better world for all of us.

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MediaMe: spotlight on kids' media literacy - Crinkling News

MediaMe: spotlight on kids' media literacy - Crinkling News | School Library Matters of Interest | Scoop.it
Good news, fake news, bad views? Kids choose at first media literacy conference.
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HOME | Building Your Roadmap for 21st Century Learning Environments | NCTA

HOME | Building Your Roadmap for 21st Century Learning Environments | NCTA | School Library Matters of Interest | Scoop.it
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Opportunities for building information skills into the curriculum | Curriculum

Opportunities for building information skills into the curriculum | Curriculum | School Library Matters of Interest | Scoop.it
Department of Education
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Guided Inquiry Design

Guided Inquiry Design | School Library Matters of Interest | Scoop.it
GID–BRINGING SCHOOLS INTO THE 21st CENTURY Where teachers design the learning / And students ask real questions / To achieve academic success
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Guided Inquiry at Gill St Bernard's School

Professor Ross Todd looks at the implementation of Guided Inquiry being supervised by Randi Schmidt at Gill St. Bernard's School, Gladstone, New Jersey.
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PLNs: Theory and Practice

PLNs: Theory and Practice | School Library Matters of Interest | Scoop.it
As many of you will know, my PhD research is exploring the concept of PLNs and networked and connected learning, by investigating how teachers experience professional learning through their own PLN…
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K-6 Library Review 2017

K-6 Library Review 2017 | School Library Matters of Interest | Scoop.it
As the final days of the school year wrap up it is great to look back and reflect.  It has been a busy but productive year, and we have worked tirelessly in the past weeks revamping the library col…
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Exploring visual literacy with picture books

Exploring visual literacy with picture books | School Library Matters of Interest | Scoop.it
Softlink welcomes guest blogger Josephine Laretive, K-6 Teacher Librarian at Moriah College, Sydney. Josephine has been working in the profession since 2002. Having previously completed a Graduate Diploma in Information Studies Teacher Librarianship, she is currently updating her studies and completing a Master of Education Teacher Librarianship at Charles Sturt University. Josephine’s blog libraryowl.edublogs.org shares lessons and work samples, displays, accomplishments, professional learning and other library knowledge.

This year, I planned a series of lessons with the aim to introduce and explore elements of visual literacy using the Children’s Book Council of Australia(CBCA) Short List Picture Books with Year 5. This post reflects on the planning process, the requirement to update my own skills, and the need to allow the students to explore, identify and organise ideas in order to demonstrate their learning.

I admit that identifying exactly where visual literacy sits within Australian Curriculum and NSW Syllabus was not straightforward. It became evident that direct reference to visual literacy was limited, it is however embedded within the content of several stages of the English syllabus. In order to plan accordingly and apply the learning to picture books, I found the General Capabilities of Literacy and Critical and Creative Thinking provided a wider scope to base the teaching and learning activities.

In summary, visual literacy or visual grammar provides terminology to help understand and describe features of an image that create visual meaning. We learn who or what is in the picture, the activities involved, interactions between characters, emotions, and how the image catches our attention. As stated in the NSW Education Standards Authority English K-10 Glossary visual language:

 “…contributes to the meaning of an image or the visual components of a multimodal text and are selected from a range of visual features like placement, salience, framing, representation of action or reaction, shot size, social distance and camera angle. Visual language can also include elements such as symbol, colour, scene and frame composition, setting and landscape, lighting and the use of editing” (NSW Education Standards Authority, 2017).

Reference to visual knowledge in the Australian Curriculum General Capability Literacy incorporates:

“…students understanding how visual information contributes to the meanings created in learning area texts. Students interpret still and moving images, graphs, tables, maps and other graphic representations, and understand and evaluate how images and language work together in distinctive ways in different curriculum areas to present ideas and information in the texts they compose and comprehend. In developing and acting with literacy, students understand how visual elements create meaning” (Australian Curriculum Assessment and Reporting Authority, 2017).

The aspect of the Critical and Creative Thinking General Capability that assisted development of the learning sequence was inquiring – identifying, exploring and organising information and ideas. Specifically, this entails students to “pose questions, identify and clarify information and ideas, and organise and process information” (Australian Curriculum Assessment and Reporting Authority, 2017).

 As I started to build my knowledge of visual literacy I contemplated how to provide students with examples and summaries of terminology and allow for opportunities to explore. Books and papers that were of great use are listed in the references, however, I would like to highlight the work of Jon Callow, Lorraine McDonald and Sarah Forrest. From their explanations, summaries and examples I compiled a visual literacy guide to assist students with language and provide examples with picture book images.

In order to deepen my skills I applied the visual literacy terminology to a selection of picture book images.

The CBCA short list picture books provided a wonderful opportunity to connect with a range of quality literature. The books contained insightful social and emotional context and differing styles of illustrations, they proved to be exemplary for exploring visual literacy. Examining images in the picture books also helped to add meaning and build depth to each story. Reading and exploring the short list picture books encourages a wide variety of possibilities to cover a range of English outcomes including engaging personally, developing and applying contextual knowledge, and responding to texts.

As each book was read a feature of visual literacy was presented. As suggested by Forrest (2017), providing such instruction and direction to recognise, discuss and label visual techniques ensures students are introduced to the language of visual literacy. Purposeful selection of a range of visual grammar elements such as the use of colour, salience, gesture, or line, enabled the students to be introduced and revise language used to describe the representation, design and interaction within an image. Additionally, as defined by Pantaleo (2016), as students make meaning of the image elements they also engage in critical thinking skills including reasoning and interpreting.



Once we had completed reading and exploring each book, students worked with a partner and selected one of the books and one image to focus on and annotate. Students referred to the visual literacy guide which provided examples of terminology and direction on how to organise their summaries.



Overall we were highly impressed with the level of student engagement and commitment to learning. Some students selected to take a photo of the image and add annotations using Word inserting callouts, while others were provided with a colour photocopy of the image to annotate by hand. Once complete the students uploaded their work onto the school LMS allowing for sharing and feedback.

Pantaleo (2016), in an observation of teaching and learning visual literacy lessons with primary aged students, suggests focusing on one visual literacy element at a time and having students write a personal response of their learning after reading a picture book. Callow (2016), highlights the many opportunities of the Australian Curriculum to read and engage with books to explore visual literacy. Furthermore, Callow (2016), encourages us to create opportunities for students to investigate picture books to locate visual literacy elements and to allow students to create their own images using visual literacy learning.

Using the CBCA short list picture books allowed for an outstanding series of learning experiences. However, following a few simple steps to introduce visual literacy and providing for students to explore and respond with examples can be adapted to a wide range of purposefully selected picture books. Focusing on one author/illustrator such as Bob Graham, Aaron Blabey, or Emily Gravett and using a selection of their books would allow for successful instruction and exploration in small groups.

ReferencesAustralian Curriculum Assessment and Reporting Authority. (2017). Critical and Creative Thinking. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/critical-and-creative-thinking/

Australian Curriculum Assessment and Reporting Authority. (2017). Literacy. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/literacy/

Callow, J. (2016). Viewing and doing visual literacy using picture books. Practical Literacy, 21(1), p.9-12. Retrieved from https://www.alea.edu.au/resources/practical-literacy-the-early-and-primary-years-pl-2

Forrest, S. (2017).  How does it make me feel? Using visual grammar to interact with picture books. Literacy Learning in the Middle Years, 25(1), p.41-52. Retrieved from https://www.alea.edu.au/resources/literacy-learning-the-middle-years-ll

NSW Education Standards Authority. (2017). Glossary. Retrieved from http://syllabus.nesa.nsw.edu.au/english/english-k10/stage-statements/

Pantaleo, S. (2016). Primary students’ understanding and appreciation of the artwork in picturebooks. Journal of Early Childhood Literacy. 16(2), p.228-225. DOI: 10.1177/1468798415569816

Other reading worth exploring:Bates, K. (2016). Making interactional meaning in visual narratives more meaningful. Practical Literacy, 21(1), p.21-18. Retrieved from https://www.alea.edu.au/resources/practical-literacy-the-early-and-primary-years-pl-2

Barton, G. (2016). Unpacking visual literacy for early learners. Retrieved from https://readingaustralia.com.au/2016/11/unpacking-visual-literacy-for-early-years-learners/

McDonald, L. (2013). A literature companion for teachers. Primary English Teaching Association of Australia (PETAA), Australia.
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8 Ways To Make Your Library More Visible Now

8 Ways To Make Your Library More Visible Now | School Library Matters of Interest | Scoop.it
When I became a school library media specialist 20 years ago, I had no idea how much time and energy I would devote to promoting my role and media program. As school librarians, our impact isn't
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John Green Keynote | SLJ Summit 2017

John Green Keynote | SLJ Summit 2017 | School Library Matters of Interest | Scoop.it
Author John Green opened School Library Journal's 2017 Leadership Summit in Nashville, TN, with an emotional keynote on October 7, just prior to the release of his novel Turtles All the Way Down
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Teaching Methods: Inquiry based learning with Professor Simone Reinhold

Teaching Methods: Inquiry based learning with Professor Simone Reinhold | School Library Matters of Interest | Scoop.it
Professor Simone Reinhold joins Teacher to discuss inquiry based learning in primary mathematics, including the benefits of students working on a common task with differentiated outcomes, and the role of the educator in finding a balance between explorative and informative learning.
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Digital Technologies – what are they for?

This animation is designed to help teachers to tune into the grand narrative of Australian Curriculum: Technologies. There are two subjects in th
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9 Essential Digital Skills for 21st Century Teachers

9 Essential  Digital Skills for 21st Century Teachers | School Library Matters of Interest | Scoop.it
Free resource of educational web tools, 21st century skills, tips and tutorials on how teachers and students integrate technology into education

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