National Week 2012

Students Need School Libraries Campaign Partnership

Tuesday, October 16, 2018

This term we are thrilled to announce an exciting partnership between Syba Signs and the School Library Coalition on the all new Students Need School Libraries campaign.

Syba Signs is a massive supporter of school libraries so naturally we jumped at the opportunity to throw our support behind this campaign!

The Students Need School Libraries campaign is due to officially launch at 7.00pm (AEDT) on Tuesday 16th October, 2018! We urge you to get behind this campaign; mobilise your students, teachers, parents and your school and wider community. Every student deserves to experience learning supported by a qualified Teacher Librarian!

For a range of promotional materials to support the campaign visit www.sybasigns.com.au/studentsneedschoollibraries

10% of all sales will be donated back to the campaign to further the work of the School Library Coalition on the Students Need School Libraries campaign!

For more information about this campaign we have asked Holly Godfree, Campaigner Coordinator, to share with you background to the campaign and a range of practical tips and calls to action!

Cheers,
From the Syba Team

Students Need School Libraries Campaign: Get on Board!

As you may be acutely aware, most school libraries in Australia (and around the world) have been on a downward trajectory for about 20 years. This means large numbers of the general public, students, teachers and principals have never experienced what a school library can and should be like.

Why, for many of us, does this situation warrant such deep distress and passionate desire to reverse it? Because we know that a strong school library run by a qualified team of staff is a huge part of the actual, practical answer to many of the entrenched problems facing young people and education systems today.

Why are School Libraries so Important?

  • Teaching ‘21st Century’ Skills for an Increasingly Competitive and Automated Future
    Many schools have students just using technology. Teacher librarians teach them to use it well.

  • Strengthening Critical and Creative Thinking Skills
    To research effectively is to be a critical and creative thinker. It is an exercise in problem solving. School libraries services are all about supporting research.

  • Reversing Declining Results in NAPLAN and PISA tests
    Strong school library services have a positive impact on every student and every teacher in every lesson every day.
    When people say the school library is the heart of the school, that is more than a cliche. What kind of difference would it make to teaching and learning to have that heart robust and healthy or sick and starved?

  • Reducing Teacher Workload
    Too many teachers are finding their own teaching resources for every lesson, every term, every year. A strong school library provides the best, current resources to be at your fingertips. This saves teachers time and energy that they can then spend focussing on pedagogy and other valuable areas.
    Teacher librarians also plan and teach collaboratively with classroom teachers, helping them with their core responsibilities and improving learning outcomes for students.

  • Individualising and Differentiating Teaching and Assessment
    The brief of school libraries is to personalise services to the school community as a whole and to the individuals within it.

We are about to enter a new phase in the history of school libraries, and, yes, you

guessed it, YOU, as an individual, have a stake in our success or failure.

Hundreds of interested individuals have been working for more than a year to create a national campaign called Students Need School Libraries. This campaign will target the general public, with a special emphasis on parents. Our ultimate goal is that all states and territories will require a teacher librarian and qualified library support staff for all schools.

Here’s what you can do:

  • Connect with us via Facebook, Twitter and our website, and subscribe to our newsletter).

  • Add momentum to our Twitterstorm launch on 16 Oct at 7:00 pm (AEDT).

  • Direct interested people to our website which will be filled with tools to support them to take action in their local communities.

  • Tell everyone you can about our campaign. We are targeting the general public. Most people have no idea about how important school libraries are for students’ lives (now and into the future). They also have no idea that most school libraries are not going well. To help engage them, view and share our 17 short documentary films about school libraries (the first nine of which will go public with the launch).


  • Talking Points about the Campaign: We must unify our message.

    Please see the FAQ on our website for more!

    Our campaign is focussing on the following areas of school library services (in priority order):

    • Priority 1 = Digital Literacy Skills
      If you have a person’s attention for 30 seconds and can only get out one idea, let that be “website evaluation”: Identifying trustworthy information and dealing with fake news and alternative facts. THIS is what will get people’s attention. THIS is the biggest concern parents have.
      If you have 60 seconds, also talk about helping students manipulate Google to get the best information quickly.

    • Priority 2 = Resourcing
      Saving teachers’ and students’ time and energy by having the best physical and digital resources at their fingertips. By reducing classroom teacher workload, we give them more time to create excellent, engaging lessons. By helping students keep organised and save time, they can put more energy into higher order thinking.

    • Priority 3 = Reading
      This is not our TOP priority because, whilst incredibly important, it does not get traction with most people. But, you can talk about the positive impact of reading on all learning; about developing empathy, compassion and a wider world view; about having a vibrant collection of new literature that will lure students away from flitting from site to site on screens.

    • Priority 4 = Relationships
      This resonates deeply with parents. We care. We provide a safe refuge for those who are struggling. We get to know individuals. We have a different kind of relationship with students than any other adult in the school.

    Making our Dream a Reality

    There are four practical components for this campaign idea to succeed in practice:

    • Choose the Right Person
      People in a strong school library are smart, motivated and very approachable.

    • Qualifications are Essential
      NOTE: studying on the job is fine. Right now, there are not enough qualified library staff to fulfill our mission. This is an opportunity. We’ll have a whole new generation of eager new professionals.

    • The Library Must Have a Team
      A teacher librarian on their own will not reach their potential. Qualified support staff are essential to keep ‘the wheels turning’ whilst the teacher librarian focuses on supporting teaching and learning.

    • Strong Services Take Time
      An amount of flexible timetabling is essential for collaborating with teachers and students and adequate administrative time is required to resource the curriculum.

    All of us in this campaign are people just like you. With your help, this can become a genuine grassroots movement creating meaningful change.

    Holly Godfree

    Campaign Coordinator

    Students Need School Libraries

    www.studentsneedschoollibraries.org.au

    Follow us on: Facebook | Twitter | Instagram | YouTube


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Designing for Guided Inquiry: Why Partnerships are Important

Tuesday, August 14, 2018

Guided Inquiry is an instructional framework designed to support students while engaging in inquiry learning tasks. The new Australian Curriculum requires students to develop skills and understandings as critical inquirers of their world across a number of learning areas. In other words, inquiry underpins disciplinary thinking.

“Guided Inquiry is a way of thinking, learning, and teaching that changes the culture of the school into a collaborative inquiry community.”

Inquiry in the Australian Curriculum

Some examples of inquiry in the new curriculum include History, where students are expected to engage in historical inquiry to develop an informed explanation about the past. In Science, they are expected to develop scientific inquiry skills and ‘think like a scientist’. In Geography, they are expected to apply geographical inquiry skills as they explore the impact of natural and human forces on the world. In Mathematics, students are expected to respond to familiar and unfamiliar situations by employing mathematical strategies to make informed decisions and solve problems efficiently. In English, students develop language and literacy skills to become effective communicators and inquirers of spoken, written and multimodal texts, as they develop their capacity as literary learners.

While each curriculum area expects students to develop inquiry skills and understanding of the discipline, how are schools helping students consolidate this learning across subject areas? Many inquiry skills are common across the curriculum. For example, the ability to construct questions or propose hypotheses, locating relevant sources, analysing sources for accuracy and bias, collecting and analysing data, using evidence from sources to develop an informed opinion, evaluating results to draw evidence-based conclusions, presenting ideas to others via appropriate and creative means, and collaborating and communicating effectively with others. These skills are embedded in each of the learning areas of the Australian Curriculum mentioned above, just to name a few.

The Guided Inquiry process

By introducing the Guided Inquiry process as a whole school inquiry model, teachers and students can explore the world through inquiry across a range of discipline areas using a common inquiry process, which consists of eight phases: Open, Immerse, Explore, Identify, Gather, Create, Share, and Evaluate.

According to the authors of Guided Inquiry Design (Kuhlthau, Maniotes & Caspari, 2013), employing a GI approach helps students “gain deep understanding of curriculum content and also internalize an inquiry process that they can use in academic settings, the work world, and everyday life as they apply the same inquiry strategies” (Ch.1, para 1), and by “consistently learning through the phases of the Guided Inquiry process, students gain competence and independence for taking responsibility for their own learning process” (Ch. 12). This also ensures that teachers within a school use a common language of inquiry to assist students in making their own connections between what they have learned through inquiry in one subject with other subjects, and from year to year as they progress through school.

Building Guided Inquiry teams

For this approach to successfully ‘guide inquiry’ as a way of learning across curriculum areas and year levels, schools need to have established a collaborative culture that encourages instructional teaming. It requires the building of collaborative teaching partnerships between classroom teachers and specialist teachers, such as the teacher librarian, reading/literacy teacher, elearning facilitator, ESL/EAL teacher, and careers/pathways teacher. The configuration of each instructional team is dependent upon the scope of the inquiry unit, the disciplinary expertise of the classroom teacher, and the learning needs of the students. For example, a Year 6 teacher might team with the teacher librarian, ICT teacher, and specialist drama teacher to design a guided inquiry unit where students work in groups to complete a Media Arts project (addressing one or more of these content descriptions ACAMAM062, ACAMAM063, ACAMAM064, ACAMAM065)

Inquiry projects are often interdisciplinary in nature, however, few schools encourage the design and teaching of interdisciplinary units of work. The new Australian Curriculum’s cross curriculum priorities provide schools with an opportunity to explore the design of such units.

For example in a secondary school, the Year 8 Geography teachers might team with the Year 8 Science teachers and the teacher librarian to design a guided inquiry unit where students explore environmental issues and impacts as part of a four (4) week sustainability project. Collectively, this GI unit can address the content descriptions of ACHGK051, ACHGK052, ACHGS061 and ACHGS062 for geography and ACSHE135 and ACSHE136 for science, where students work on this project during the timetabled science and geography periods for those 4 weeks, with the teacher librarian being the consistent presence of the instructional team working with students across all periods.

Guided Inquiry involves “close supervision, ongoing assessment, and targeted intervention by the instructional team… through the inquiry process that gradually leads students toward independent learning” (Kuhlthau, Maniotes & Caspari, 2007, p. 3). This scaffolding needs to be developed as part of curriculum unit design. The expertise and roles of each of the instructional team also need to be clearly defined as part of design process.

Teacher-TL partnerships are essential in making Guided Inquiry happen

Studies examining the impact of school libraries on student achievement have shown when teacher librarians collaboratively plan, teach and evaluate with classroom teachers, students learn more, get better grades, and score higher on standardised test scores than those students without access to the resourcing and instructional expertise of a teacher librarian (Kahn & Valence, 2012; Montiel-Overall, 2008; School Libraries Worldwide, 2008; Todd, 2008a, 2008b; Lance, Rodney & Russell, 2007; Haycock, 2007; Lance, Rodney & Hamilton-Pennell, 2005; Lindsay, 2005).

Classroom teachers benefit from this collaboration because team teaching reduces the teacher/student ratio in a class, and allows greater opportunity to provide individualised instruction for each student each lesson. This instructional partnership also provides greater support for at-risk students (Gavigan & Kurtts, 2010). Furthermore, recent studies have identified the important role the teacher librarian can plays in supporting the development of teachers’ and students’ digital literacy skills (Lance & Schwarz, 2012; Todd, Gordon & Lu, 2011; Duke & Ward, 2009; Asselin, & Dorion, 2008). With ICT as one of the Australian Curriculum’s seven general capabilities, we are seeing the design of inquiry units that involve the integration of digital technologies within different phases of the Guided Inquiry process. Teachers and students need support in testing and trialing new digital tools and apps. Often it is the school’s TL who provides this support.

A Guided Inquiry team needs professional development

Introducing Guided Inquiry into a school requires professional development of classroom teachers, teacher librarians, and specialist teachers. It is also important for a school’s leadership team to understand how Guided Inquiry can contribute to building a collaborative inquiry community, and the ways they can nurture interdisciplinary collaboration and support the development of GI units that address Australian Curriculum outcomes.

Our experience with hosting seminars and workshops on Guided Inquiry over the past seven years has found those schools who support the professional learning of a school-based GI instructional team achieve the greatest results in successfully implementing a Guided Inquiry approach. Each of these teams has had the school’s teacher librarian as a member of the instructional team, along with one or two teachers (at a minimum).

Some primary school teams have involved the TL, principal or assistant principal, and one or two classroom teachers (often teaching classes of the same year level or band, e.g. Year 4 or Year 5/6). Teams from secondary schools have often included the TL and one or two teachers from the same learning area, with some schools involving the school’s curriculum and/or elearning coordinators as part of the GI team.

This team approach to professional learning encourages the formation of a school-based ‘community of practice’ in Guided Inquiry, which begins while attending their first GI seminar or workshop. Don't miss the opportunity to learn directly from Guided Inquiry Design guru and creator Leslie Maniotes as she visits Australia in April 2019!

Interested in reading more about Guided Inquiry Design and GI teams?

The following articles outline the design of Guided Inquiry units and provide examples of the work of successful GI instructional teams in Australian primary and secondary schools. 

Fitzgerald, L. (2007). Investigating Guided Inquiry: A beginning, Scan, 26(2), 30–37. [Secondary]

Fitzgerald, Lee. (2011). The twin purposes of Guided Inquiry: Guiding student inquiry and evidence based practice. Scan, 30(1), 26-41. [Secondary]

Scheffers, J. (2008). Guided Inquiry: A learning journey, Scan, 27(4), 34-42. [Primary]

Scheffers, Jenny, & Bryant, Kylie. (2013). A perfect match: Guided Inquiry and iPad technology. Scan, 32(1), 9-13. [Primary]

Sheerman, Alinda. (2011). Accepting the challenge: Evidence based practice at Broughton Anglican College. Scan, 30(2), 24-33. [Secondary]

Sheerman, Alinda, Little, Joshua, & Breward, Nicola. (2011). iInquire... iLearn... iCreate... iShare: Guided Inquiry at Broughton Anglican College. Scan, 30(1), 4-5. [Secondary]







References

Asselin, M., & Dorion, R. (2008). Towards a transformative pedagogy for school libraries 2.0. School Libraries Worldwide, 14(2), 1-18.

Duke, T. S. & Ward, J. D. (2009). Preparing information literate teachers: A metasynthesis. Library & Information Science Research, 31, 247-256.

Gavigan, K., & Kurtts, S. (2010). Together we can: Collaborating to meet the needs of at-risk students. Library Media Connection, (Nov/Dec), 10-12. Retrieved from http://www.librarymediaconnection.com/pdf/lmc/reviews_and_articles/featured_articles/Gavigan,%20Kurtts_November
_December2010.pdf

Haycock, K. (2007). Collaboration: Critical success factors for student learning. School Libraries Worldwide, 13(1), 25-35.

Kahn, E., & Valence, L. (2012). Collaboration is the key to successful research. Library Media Connection, (March/April), 40-42.

Retrieved from http://www.librarymediaconnection.com/pdf/lmc/reviews_and_articles/featured_articles/Kahn_March_April2012.pdf

Kuhlthau, C.C., Maniotes, L.K., & Caspari, A.K. (2007). Guided inquiry: Learning in the 21st century. Westport, CT: Libraries Unlimited.

Kuhlthau, C.C., Maniotes, L.K., & Caspari, A.K. (2012). Guided inquiry design: A framework for inquiry in your school. (Kindle ed.). Santa Barbara, CA: ABC-CLIO.

Lance, K.C., & Schwarz, B. (2012). How Pennsylvania school libraries pay off: Investments in student achievement and academic standards. PA School Library Project. HSLC, Oct. 2012. Web. 1 June 2013. http://paschoollibraryproject.org/research

Lance, K.C., Rodney, M.J., & Hamilton-Pennell, C. (2005). Powerful libraries make powerful learners: The Illinois Study. Canton, IL: Illinois School Library Media Association. Retrieved from http://www.islma.org/pdf/ILStudy2.pdf

Lance, K.C., Rodney, M.J., & Russell, B. (2007). How students, teachers, and principals benefit from strong school libraries: The Indiana Study. Indianapolis, IN: Association for Indiana Media Educators.

Lindsay, K. (2005). Teacher/teacher-librarian collaboration: A review of the literature. School Libraries in Canada, 25(2), 8-21.

Montiel-Overall, P. (2008). Teacher and librarian collaboration: A qualitative study. Library and Information Science Research, 30(20), 145-155.

School libraries work! (2008). (3rd ed.). New York: Scholastic Library Publishing. Retrieved from http://www.scholastic.com/content/collateral_resources/pdf/s/slw3_2008.pdf

Todd, R. (2008a). The dynamics of classroom teacher and teacher librarian instructional collaborations. Scan, 27(2), 19-28.

Todd, R. (2008b). Youth and their virtual networked worlds: Research findings and implications for school libraries. School Libraries Worldwide, 14(2), 19-34.

Todd, R. J., Gordon, C. A., & Lu, Y. L. (2011). One common goal: Student learning, Phase 2. New Brunswick, NJ: Center for International Scholarship in School Libraries. Retrieved from http://cissl.rutgers.edu/images/stories/docs/njasl_phase%20_2_final.pdf

Woolls, B. (2008). The school library media manager. (4th ed.). Westport, CT: Libraries Unlimited.

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Book Week Display Competition 2017

Friday, August 11, 2017

And the winner is...

Macgregor state high school, QLD

We are delighted to announce that after some very difficult deliberations, MacGregor State High School has won the 2017 Book Week Display Competition. Thank you to all the entrants, we were overwhelmed by the number and quality of the displays shared with us. So much so we decided to add a $50.00 runners up prize and a $25.00 special mention prize. After viewing all the great entries we are actually feeling a little envious we won't be partaking in all the fun this week, so thanks for making us feel part of it! 

A special thank you to Louisa Carey, Teacher Librarian at MacGregor State High School, for sharing your Book Week Display with us!! We hope you are able to put the $100 Syba Signs online voucher to good use to help create future displays in your library!

We love Louisa's creative display idea and a book week competition of her own! Louisa says "I started with the idea of novelty mugs and linking them to reading was easy as we often sit/curl with a warm drink while we read. The use of postcards connects the display to the theme “escape to everywhere”. Here is how it works.

Students have to pen a postcard to their Teacher Librarian (me) telling me where they have escaped to (real or imaginary aka holiday). The story of their escape must make mention of a book or part thereof such as cover/quote/character/event as well as reference to their favourite mug from the display. They “post” their completed entry to me by placing it in front of the mug they wish to win.

The differing heights of the display indicate how many of each mug will be given away and once the competition concludes at the end of Book Week these postcards will form another beautiful display in our library.

Interactive displays are the way to go to engage students! I've never entered a competition before... hope you like it."

You've got to be in it to win it! I bet you are glad you entered Louisa! We would love to see what you do with the postcards at the end of Book Week!

And the runner up is...

Iona college, QLD

Thank you to Claire Jackson for putting forward an entry on behalf of your school! A $50.00 voucher to spend in our online store is coming your way!

Iona College came up with two different themes for their library displays and executed them professionally and creatively.

The Tardis at the front of their library with books placed around it showing that students can Escape to the past.. or Escape to the future – just like Dr Who! As well as a jail theme with the Shortlisted books displayed on padlocks around the space.

We had a couple of schools came up with the Tardis idea which made judging very difficult for us here at Syba.



Special mention goes to...

ST PAUL'S PRIMARY SCHOOL, NSW

Thank you Michelle for sharing with us the displays you and your students have created to support the Book Week theme. Don't their bay ends look great! A $25.00 voucher to spend in our online store will be coming your way.


Thank you again to everyone who entered. We have collated some of the entries into the gallery below for you because we couldn't possibly keep these fab displays all to ourselves, just click on a thumbnail to view larger images.

BOOK WEEK 2017 GALLERY

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