So far I have covered ways in which emerging technologies such as AR can be incorporated into the classroom. This next section is about this technology can be used in school libraries as part of resource management, pedagogical practices and collaborative learning.
ROLE OF THE LIBRARY
School libraries and teacher librarians play a pivotal role in technology access. School libraries have long been known for providing equitable access for information (ALIA, 2014). The digital revolution has changed the primary purpose of libraries from information repositories to being gateways to knowledge. This is because a library collection is no longer limited to print texts but now extends to including ebooks, digital resources,online databases and emerging technologies. Consequently, by extending this access to emerging technologies like AR and VR, school libraries are building the value of their resources and concurrently, reducing the impact of the digital divide on their students (DIIS, 2016). There are several ways in which a library can introduce emerging technologies such as AR to their patrons. These include:
AR EMBEDDED TEXTS – These resources are also the most cost efficient method of introducing AR technology to students, as it enables them to experience the technology but without the associated costs of setting up hardware and software (Brigham, 2017; Foote, 2018). Magana, Serrano & Rebello (2018, p. 526) cite clearly there is an increased student understanding when multimodal resources such as AR embedded information texts are used when compared to traditional texts. The reason why AR technology has increased efficacy in informational resources is that haptic feedback is non verbal and students focus on that as the primary source of information and the text provides the support (Magana, Serrano & Rebello, 2018). This method is currently in place in most schools and academic libraries and some libraries offer a smart device loan scheme as well to assist with AR resources for offsite learning.
MAKERSPACES – Makerspaces convert students from users of content to creators of knowledge as they allow students to pursue individual projects in and out of class time, as well as facilitate independent and cross disciplinary learning (Slatter & Howard, 2013). Many libraries have designated makerspace areas to facilitate creativity and critical learning and free play. Pope (2018a) points out that free play should be encouraged as it allows users of all ages to learn through experimentation, even if the original point was educational or recreational in purpose. These areas also allow teachers to experiment with new technology for their own personal benefit or to embed into their teaching practice (Slatter & Howard, 2013).
AR INSTALLATIONS – An extension of makerspaces are AR installations. These areas, known as sandbox programming, are permanently devoted to experimentation, exploration and demonstrations of AR/VR technology (Townsdin & Whitmer, 2017). Some examples of AR installations are TinkerLamp and zSpace.TinkerLamp was the forerunner of AR technology and required a screen, a projector, experimentation board and an interferometer (Furio et al., 2017, p.3). Whereas the more modern zSpace consists of a computer, stylus and specialised glasses (Foote, 2018). Foote (2018) correctly points out that it is not cost effective to implement AR technology into every classroom, and that AR elements are best served through shared spaces such as the library. But even then, these installations are not common in schools as Merge cubes, as they are very expensive and the latter is cheaper and more flexible for group use (Pope, 2018a).
LIBRARY OUTREACH AND MARKETING – Library tours, displays and other promotional programs have an immense capability for AR. AR embedded posters and displays are an innovative method to engage students, and can convey useful information about seasonal events, special collection, library skills and services (Townsdin & Whitmer, 2017). It is also possible to gamify library maps with embedded GPS tagging as a method of incentivising students to explore the various library spaces and facilities (Balci, 2017; Townsdin & Whitmer, 2017). Besides being innovative, the use of mobile applications facilitates the collection of user data. Library staff are able to analyse this data and use it to appraise student engagement, as well as illustrate the library’s effectiveness in adapting to advancements in technology (Townsdin & Whitmer, 2017).
INFORMATION SEEKING BEHAVIOUR – There is scope for libraries to implement AR as part of their learning management system, the delivery of information and the provision of data (Zak, 2014). The modern student has a preference for technology based practices and this extends to information seeking (Wolz, 2019). Zak (2014) suggests that by using emerging technologies as part of information seeking, libraries are speaking the same language as their clientele.
Furio, D., Fleck, S., Bousquet, B., Guillet, JP., Canioni, L., & Hachet, M. (2017). HOBIT: Hybrid optical bench for innovative teaching. CHI’17 – Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems. Retrieved fromhttps://hal.inria.fr/hal-01455510/file/HOBIT_CHI2017_authors.pdf
Magana, A., Serrano, M., & Rebello, N. (2018). A sequenced multimodal learning approach to support students’ development of conceptual learning. Journal of Computer Assisted Learning, 35 (4). DOI https://doi-org.ezproxy.csu.edu.au/10.1111/jcal.12356
Pope, H. (2018a). Virtual and augmented reality in libraries. Library Technology Reports – American Library Association, (54)6.
Slatter, D., & Howard, D. (2013). A place ot make, hack and learn: makerspaces in Australian public libraries. Journal of the Australian Library and Information Association, 62(4), pp.272-284. Retrieved from https://eprints.qut.edu.au/73071/1/73071.pdf
Townsdin, S., & Whitmer, W. (2017). Technology. Public Services Quarterly. 13. Pp190-199. DOI: 10.1080/15228959.2017.1338541
Zak, E. (2014). Do you believe in magic? Exploring the conceptualisation of augmented reality and its implication for the user in the field of library and information science. Information Technology and Libraries.
More ways in which AR can be applied in a school dynamic.
6. NUMERACY
Numeracy skills can be enhanced using AR. Wu et al. (2013) suggest that students can learn geometry, trigonometry, spatial relationships and collaborative problem based learning by using AR to supplement their learning. Technologies such as the combination of TinkerLamp and Kaleidoscope are popular in Europe and can be used to explore symmetries and congruence. Whereas the mobile application – AR Measure kit is useful in measuring distances, trajectories, angles, height and estimating volume (Cuendet, Bonnard, Do-Lenh & Dillenbourg, 2013).
7. SUPPORT LITERARY ARTS
Hannah et al. (2019) cited several methods in which AR can support the literary arts curriculum. Students are able to create or visit real or fictional sites using the digital interfaces such as Merge cube, so that connections between the content and the real world can be made. For example, Shakespeare comes alive with a tour of Verona, Japanese medieval history can be taught by analysing the structure of Kokura Castle, and students can investigate the structure of a steam engine, all with a single mobile app, a smartphone or tablet and a Merge cube.
8. VISUAL ARTS
A very interesting use of AR is the ability to access and engage in an authentic exploration of real objects in an artificial space (Wu et al. 2013). Many art galleries and museums around the world already have embedded AR to allow users access to additional information about the display, for example, some places use QR codes to inform the user of additional information about the artist or exhibit (Coates, 2020). From a classroom perspective, students can support their own creative pieces by embedding their rationale using Thinglink,Padletor Metaverse, and use QR codes on their paintings, sculptures, photographs or collages to link it to their rationale (Zak, 2014) .
9. LOCATION BASED LEARNING
Wu et al., (2013) suggests that location based learning, such as field trips and excursions, can be augmented by the use of AR. As previously mentioned, many museums, galleries and other institutions have already adopted the use of AR in their spaces (Coates, 2020; Townsdin & Whitmer, 2017). Some of them use the technology to provide additional information to the user about the collection, whereas other places use AR in their maps or tours (Townsdin & Whitmer, 2017). By including relevant information within the augmented space, it encourages more authentic learning, which in turn improves student engagement and learning outcomes (Wu et al., 2013).
Emerging technologies have also been adopted by some council reserves and state national parks as a means to inform users about local flora and fauna. Visitors are able to use their devices and their inbuilt GPS systems to access pertinent information about the site they are accessing (Townsdin & Whitmer, 2017). Some sites also offer remote access and this can be very useful for excursion preparation or for revision purposes. Remote access would also be of great assistance when students are unable to attend excursions or field trips due to illness or pandemics.
10. ASSISTING STUDENTS WITH DIVERSE LEARNING NEEDS
Technology has often been cited as an effective intervention method for students with autism spectrum disorder (ASD) and educators seek methods in which to meet cognitive, behavioural and developmental needs (Sahin, Keshav, Salisbury & Vahabzadeh, 2018). Digital methods are often favoured for ASD students, as they tend to have a preference for electronic media due to their predilection as visual learners (Mahayuddin & Mamat, 2019, p.2176-2177). Additionally AR offers them an environment that supports the tangible manipulation of abstract ideals, as well as a visual image of the learning content, and standardised and predictable outcomes as routine and predictability is very important to students with ASD (Mahayuddin & Mamat, 2019, p.2176-2177; Sahin et al., 2018, p.1).
AR and VR are also able to assist ASD students in developing their socio-emotional skills. This technology allows students to experience the world and its environmental hazards as well as engage and interact with their peers in a socially controlled environment (Sahin et al., 2018, p.2; Riva, Banos, Botella, Mantovani & Gaggioli; 2016). Whilst tablets and smartphones can be used, Sahin et al. (2018) suggests the use of SmartGlasses as they can be preloaded with social and behavioural coaching software. Another benefit is that AR experiences can be tailored and adapted to suit student’s diverse needs, which is important as many experience high levels of anxiety when there is disruption to their learning plan.
The interactive and innovative nature of technology has often been cited as a positive influence on educational outcomes, and this benefit extends to the inclusion of AR in schooling (Oddone, 2019). AR can be used to improve student engagement, address curriculum outcomes and increase digital literacy skills (Oddone, 2019; Saidin, Abd Hali & Yahaya, 2015). It can be used in inquiry learning, recreational and informational reading, improving literacy and numeracy standards, developing STEM and ICT skills, supporting literary arts, visual arts and developing social emotional learning (Saidin, Abd Hali & Yahaya, 2015). Like VR, AR expands learning beyond the textbook and classroom walls, as well as builds those critical digital literacy skills for life beyond the classroom (Wolz, 2019, p.3; Wu et al., 2014).
The most sizable and unique benefit AR has on educational practices is that it uses 3D images to illustrate complex concepts to students (Zak, 2014). By creating these images, AR enables the student to feel a sense of immediacy and immersion which fosters a realistic experience (Wu et al., 2013, p.44). This realistic experience increases the frequency and depth of connections made between the student, the content and the real world (Hannah, Huber & Matei, 2019, p.278; Wu et al., 2013). AR requires the user to activate the augmented data, therefore it can be described as student centred, contextual to the user and is a constructivist approach to education, and consequently aligns itself along the current prevalent pedagogical theories (Wolz, 2019, p.2; Zak, 2014). Hence, when combined with holistic and authentic learning practices, AR has an immense capability to inspire affective learning.
REFERENCES
Hannah, M., Huber, S., & Matei, S. (2019). Collecting virtual and augmented reality in the twenty first century library. Collection Management, 44 (2-4), pp.277-295. DOI: 10.1080/01462679.2019.1587673
Wu, H., Lee, S., Chang, H., & Liang, J. (2013). Current status, opportunities and challenges of augmented realiy in education. Computers & Education, 62. Pp41-49. Retrieved from https://doi.org/10.1016/j.compedu.2012.10.024
Zak, E. (2014). Do you believe in magic? Exploring the conceptualisation of augmented reality and its implication for the user in the field of library and information science. Information Technology and Libraries.
The technology revolution, pervasive use of the internet and plethora of personal devices have changed the way society engages in employment, recreation, education and personal endeavours.
Educators need to keep abreast of emerging technologies so that they can ensure students possess the necessary digital skills and strategies to thrive in the 21st century (Wolz, 2019). Emanating software such as augmented and virtual reality are being trialed by many teachers seeking methods in which to improve engagement, bolster ICT acuity and meet the needs of the modern student. This article seeks to define AR, identify its role in pedagogical practice, role in meeting curriculum outcomes, and inferences of future applications.
WHAT IS AR
Augmented reality (AR) is when a computer generated layer of information is placed over a person’s experience of the world (Townsdin & Whitmer, 2017; Oddone, 2019). Wu, Lee, Chang & Liang (2013) define AR as technology that uses accurate 3D visual representations to combine real with virtual worlds. Generally viewed using mobile device applications or wearable computers, AR displays the augmented media in the form of images, sounds, videos, graphics or GPS data (Townsdin & Whitmer, 2017; Wu et al. 2013). At this point, AR is already in use within military machinery, theatre, flight navigation, entertainment industry and various mobile applications, i.e. Pokemon Go (Pope, 2018a; Townsdin & Whitmer, 2017). There are two forms of AR. The first form is when an interaction is stimulated between an image and a smart device, and the second is when the GPS triggers the digital information over the user’s location (Oddone, 2019, p.3). Whereas virtual reality (VR) is when a user is completely immersed into an artificial world with the aid of technology (Oddone, 2019). This technology has the ability to flood the senses and trick the mind into believing that the user is actually experiencing the event.
AR resources are activated by an application that ‘reads’ a QR code, image or illustration so that the interactive content is released. Levski (2018) points out that this added material could be as simple as a hidden photo or video, but could also be animated sequences or even an embedded game. The addition of these interactive elements is based upon the gamification principle, which relies on positive feedback to keep students motivated. By supporting interaction between the real and virtual world, AR allows the user to actively manipulate a tangible interface and thus increase the learner engagement and boost information retention (Saidin, Abd Hali & Yahaya, 2015; Wolz, 2019). This interaction means that AR is self paced, promotes independent learning and allows students to progress at their own cognitive capabilities. There is great potential for AR in educational practices, it can be embedded into print or digital resources, used across disciplines, and its multimodal nature gives diverse learners multiple entry points into the content (Levski, 2018).
Wu, H., Lee, S., Chang, H., & Liang, J. (2013). Current status, opportunities and challenges of augmented realiy in education. Computers & Education, 62. Pp41-49. Retrieved from https://doi.org/10.1016/j.compedu.2012.10.024
Change is inevitable and society has seen great changes to the way it functions. The current technology revolution has changed the way people earn, communicate, work, live, study and recreate. According to Vygotsky’s socio-cultural theory, reading and learning work symbiotically together with strong influences from language and technology (Hashim & VongKulluksn, 2018). Therefore by this theory, changes in technology resonates how learning, language and literacy manifests in communities. This is evident in the way the definition of literacy has expanded. Previously the term ‘literate’ was used to describe individuals who were able to read and write. But the current definition includes the skills and knowledge required to access, use, understand and express ideas, thoughts and feelings, across multiple modalities, and in all contexts of life (ACARA, 2014). The broadening of the definition is directly related to the evolving nature of technology and its impact upon the way literature and books are read, comprehended and evaluated (Sargeant, 2015; Jabr, 2015).
The concept of the book changes with every technology revolution and corresponding societal change. From prehistoric stone tablets, to Ancient Egyptian papyrus and Roman vellum scrolls, to the innovative Gutenberg printing press, books have evolved with technology, and at each transformation, the reading paradigm changes (Mangen, Walgermo & Bronnick, 2013). The modern definition of a book can include the traditional paper form, as well as electronic versions that can be read on devices such as mobile phones, tablets and laptops along with audiobooks, online books, and other digital products such as applications and websites (Springen, 2010). This emergence of these new digital texts require additional skills and strategies in order for the reader to comprehend the narrative (Jabr, 2015; Mangen et al., 2013; Sekeres & Watson, 2011). As part of evidence based practice, secondary school teachers are encouraged to adapt their pedagogical practices to address these technological and societal changes to ensure that their students possess the relevant skills and strategies to become active participants in society.
Reading has often been characterised as the product of an individual’s ability to decode and comprehend the text and is viewed as a fundamental human skill (Moore & Cahill, 2016, p.4). Engagement in reading is linked to improved student learning and long term academic success (Moore & Cahill, 2016; Hashim & VongKulluksn, 2018). Unfortunately many teenagers and young adults are reluctant to read and this reluctance can impact their education as well as their social capital and identity formation (Moore & Cahill, 2016). Many education departments across the world have increased funding for technology in schools to boost literacy and reading rates in an effort to halt declining literacy (Keen, 2016). In turn, educators seek to identify pedagogical practices that will increase student motivation for reading and in turn, improve overall literacy.
Technology has been often cited for its ability to improve educational outcomes due to its engaging format. Morris & Cahill (2016) has determined that technology has a stronger preference in secondary compared to primary aged students. Since motivation to read and cognitive experiences when reading works via a positive feedback mechanism, it makes sense that digital literature should lead to increased reading rates and improved literacy (Hashim & VongKulluksn, 2018). Furthermore, Taylor (2018) suggests that the complex nature of digital storytelling is suitable for teenagers as they are familiar with using devices and are comfortable switching between screens and print.
Technology in literature, also known as digital literature, encompasses ebooks, audiobooks, interactive media and mobile applications. Each of these technologies, delivers narratives in their own individual way and requires a variety of skills and strategies for decoding and comprehension. Many teachers and teacher librarians are tasked with identifying technology based literature in an effort to increase engagement and improve educational outcomes.
Sargeant (2015) defines an ebook as the static digitised version of a print text with its familiar features of virtual pages, book gutters and page turning animation. Access to ebooks can occur both onsite and offsite as they can be retrieved and delivered digitally to mobile devices with embedded features (Hashim & VongKulluksn, 2018). Examples include Kindle application, where ebooks purchased from Amazon can be accessed through, or BorrowBox and Wheelers, that allow for borrowing of titles and are often affiliated with public and school libraries. Some ebooks for older readers have various levels of interactivity, such as hyperlinks and in built media are commonly found in secondary expository or information texts such as text books (Sargeant, 2015). Their increased popularity with older readers is due to portability and ability to retain text anonymity (Dickenson, 2014). But ebooks that are designed for younger and less literate readers have lower levels of interactivity and contain more skeuomorphic features to reduce distraction from the main point (Sargeant, 2015) .
Jeon (2012) promotes the use of ebooks in schools as they support academic instruction, are time efficient as well as provide a dynamic and cost effective way of managing a collection. Ebooks can also be integrated into library management systems and thus are available for to be borrowed by students at any time, including in times of pandemics and forced isolation (Jeon, 2012). These apps are designed to assist readers in retaining anonymity in title choice, as well as allow access to a wide range of reading levels which encourages independent reading and promotes bibliotherapy (Hashim & VongKulluksn, 2018).
Audiobooks are increasing in popularity with readers from all generations (Moore & Cahill, 2016). The most prevalent use of audiobooks in schools are, students with low literacy and learning difficulties as well as second language learners (Moore & Cahill, 2016, p.5). Hiebert, as cited in Moore & Cahill (2016) argued that language and the fundamentals of narratives can be conveyed through auditory processes, as language-comprehension system in the brain permits text engagement and comprehension (p.3-4). Other benefits to the implementation of audiobooks in teaching and learning processes include, improving vocabulary, promoting oral language, as well as strengthening links between oral and written literacies (Moore & Cahill, 2016, p.4). Audiobooks can be easily accessed on personal devices and offer the same level of anonymity as achieved by ebooks. Anonymity is very important in secondary schools, particularly for students with low literacy who need to access ‘different’ texts (Dickenson, 2014).
Whilst there are many different reasons why students struggle to read, the most common reasons in secondary schools include, insufficient vocabulary, incorrect decoding and a lack of fluency (Moore & Cahill, 2016, p.5). Access to audiobooks allows students who struggle with the aforementioned inadequacies to engage with the text and develop their reading accuracy as well as potentially improving any behavioural management that arises from disengagement and disenfranchisement (Moore & Cahill, 2016, p.6). Audiobooks address these needs and therefore it is possible to surmise that this technology is able to provide the reader the same rich experience that is afforded by print text.
Interactive media (IM) has exploded in recent years and this is impacting teaching and learning (Cullen, 2015). Some examples of interactive media include digital books, online books, book applications and websites. Lamb & Johnson (2010) argue that IM causes readers to shift from being passive receivers to active participants. This is because IM is able to engage students in the content via multiple entry points and therefore encourages learning through experience and experimentation (Lamb & Johnson, 2010; Cullen, 2015). IM narratives are able to tell dual stories, as well as bring the images to life whilst providing a brilliant way to connect emerging technologies to the curriculum (Cullen, 2015; Taylor, 2018).
One example of IM are book applications (apps). Book apps are software programs that are designed to engage students by delivering high levels of interactive media rich content (Sargeant, 2015). They integrate multiple modes of communication so that the text and visuals are fused to create a story that requires the reader to transform into a user by their interaction in the narrative with a touch screen (Sargeant, 2015). This process of action and outcome is based upon gamification principles already present in the rewards based system currently practiced across most school systems. Gamification uses extrinsic motivation in learning and teaching practice. But Briggs (2016) cautions the use of gamification in assessment. The reason for this caution is that the motivation to succeed arises from the low personal stakes the reader has with the text, as well as the elusive but reachable goals.
IM has the capacity to cater to the needs of a varied classroom because of a student’s ability to work at an individual pace and the multiple entry points allows for differentiation. There is also a possibility for educators to use IM to create scenarios, as a mechanism to introduce students to new units of work, or introduce assessment pieces in an engaging format (Lamb & Johnson, 2010). Cullen (2015) believes that application led learning bolsters motivation and engagement in students, which is essential for improved learning experiences and positive outcomes.
There are valid contraindications to the use of technology in educational settings. Studies have shown comprehension is lower in narratives and expository texts when a device is used (Jeon, 2012; Mangen et al., 2013). Jeon (2012) believes that within some forms of technology, the complex nature and formatting of the text causes too great a cognitive load on students and thus it negatively affects comprehension. Hashim & VongKulluksn (2018) concur and point out that students often become distracted in their attempt to multitask on devices, which leads to decreased metacognitive regulation and reduces text completion.
The format of text is also important for comprehension. Digital literature in all forms have lower comprehension rates in comparison to traditional texts (Jeon, 2012; Mangen et al., 2013). One of the other main reasons for this unfavourable comparison is visual ergonomics. Visual ergonomics, such as lowered spatial stability, leads to a negative mental representation of the text (Mangen et al., 2013, p.66). Good readers have a high mental recall of information positioning in text. Consequently, limited mental representation restricts recall and makes it harder for students to construct new banks of knowledge from individual pieces of information. One suggestion to combat this limitation and to promote a more equitable approach in classrooms is to limit digital reading to short extracts only, and it to be of low stakes value rather than summative assessment (Mangen et al., 2013, p.66).
I obviously have not taken my own advice and have written an epic instead of a synopsis!
Hashim & VongKulluksn (2018) suggests that whilst e-readers provide context and analysis, it lacks the social factor that discussion groups and literature circles provide. There is also an implication that educators fail to treat e-readers like they treat print texts, and therefore provide less scaffolding to students leading to lower comprehension rates. This failure could be due to a lack of personal knowledge to the functionality of e-readers, or simply that teachers are not physically able to see how much of the text the student has engaged with and thus forget to offer assistance (Hashim & VongKulluksn, 2018). Therefore, in the interests of equity, it is important that ebooks are scaffolded in the same way as a print books because, as students gain mastery in their reading, scaffolding can be adjusted to help their progress from a low to a higher mental function (Hashim & VongKulluksn, 2018).
There are other obstacles to using ebooks in educational settings. Primarily, students are not motivated to use e-readers for learning. This could be due to the fact that e-readers are no longer considered a novelty, that devices themselves are commonplace, and lastly, that traditional texts actually provide greater enjoyment than digital literature (Hashim & VongKulluksn, 2018). Ebooks have also been known to cause eye irritation which in turn reduces surface legibility, and increases eye strain and mental fatigue (Jeon, 2012). These physical demands lead to an increased error rate and reduces overall comprehension, which in turn leads to a lower perception of ereaders and ebooks (Jeon, 2012). Other than diminishing comprehension, ebooks can also be seen as tedious in comparison to other entertainment found on devices (Jeon, 2012). Though there is some suggestion that digital natives are resistant to these issues as they are more familiar with technology (Jeon, 2012).
Some educators are reluctant to provide audiobooks to their students in lieu of print texts as they can be viewed as ‘cheating’. But Dahl (2016) disagrees with and finds that audiobooks provide the same learning experience as reading after a certain level of literacy has been reached. This is based upon the theory that the decoding specific to reading becomes instinctive after a certain point in literacy is achieved (Dahl, 2016). The reasoning is that ‘reading comprehension’ is similar to ‘auditory comprehension’ and that echoic memory is comparable to the visual system of eye regression, though the concept of ‘flipping back’ is a bit more problematic in an audiobook (Dahl, 2016).
The current predominate argument surrounding school is that digital media will engage reluctant readers and therefore improve learning outcomes (Springen, 2010; Cullen, 2015). But some educators argue that these alternative texts lack equity as they are limited to students and schools with digital access and financial security (Sekeres & Watson, 2011). Sekeres & Watson (2011) even go further to suggest that educators need to be aware that children are often targeted as consumers in their own right and therefore teachers need to be circumspect when they select digital literature that it actually leads to learning and not just entertainment.
From a school collection perspective there are significant issues with ebooks and audiobooks, namely access and cost (O’Connell, Bates & Mitchell, 2015). This is due to the fact that both ebooks and audiobooks require a personal device such as a mobile phone or tablet and many younger students do not have that level of access. They also require a financial contribution and or a library membership, which again can be limiting for younger students to practice their digital literacy skills. One suggestion to address the rising cost of digital literature is to promote public library memberships in schools. Students who have library memberships at school, local and state libraries, have access to a wide range of texts in both print and digital formats. Some larger institutions also offer electronic access to databases and periodicals which is very useful for secondary students. This reduces the cost to the individual and school systems without limiting access to information.
Licencing and leasing are problematic when it comes to digital literature. Physical books are bought by the library, require no device to use, and are useful till the book gets lost, deselected or falls into disrepair. Ebooks in comparison, are either downloaded (purchased), or borrowed and both require a device and the internet to be used. These devices, such as iPods, ereaders, laptops and tablets can be quite expensive for school libraries and students to purchase and maintain (Gray, 2017). Additionally, if a school library chooses to use a platform such as Borrowbox or Wheelers as their access point for ebooks and audiobooks, they are limited by that publisher’s collection as to what titles meet the developmental needs of the students and curriculum requirements (Gray, 2017). Teacher librarians need to be cautious when selecting platforms for digital literature that they are not limiting their readers to resources based upon publishing contracts and nepotism. Furthermore, the school may not own ‘loaned titles’ and may have to pay a leasing or access fee on a yearly basis. So whilst there seems to be great flexibility, especially with regards to remote access, there can be some stringent financial restraints for schools when it comes to building a robust ebook and audiobook collection.
O’Connell, Bates & Mitchell (2015) suggest that the goal of school libraries is to adapt to the digital needs of the student cohort, which means that the reading culture has to be addressed as well as ensuring a divergence of media is available. Therefore, teacher librarians and school library collections are tasked with ensuring students are given ample access to the different forms of media for teaching and learning across the curriculum as well as for recreational purposes. This means access to both traditional and digital forms of literature. But promotion of wide reading programs and access to emerging literature trends needs to be buttressed by pedagogical practices that support reading and comprehension across the various domains.
The question for teachers, teacher librarians and other educators is that will these new media forms benefit the teaching and learning practices in classrooms, and more specifically, secondary classrooms? It is clearly evident that the information revolution has changed the way society is functioning. Therefore it is important that students gain the skills and knowledge to succeed in this modern world. From the evidence provided, secondary students are more receptive to digital literature because of its engaging format, portability and text anonymity. But many lack the reading and comprehension skills to fully understand the nature of the text and therefore are at a literacy disadvantage. Educators need to recall the importance of culture and tools in Vygotsky’s theory of learning and provide access to a range of literature across the various forms of media. The reading paradigm has changed and teachers must change their teaching and learning to suit this new world.
Gray, M. (2017). Ebooks: To subscribe or not to subscribe? Connections, 101. Retrieved from scis.data.com/connections/issue-101/ebooks-to-subscribe-or-not-to-subscribe
Jeon, H. (2012). A comparison of the influence of electronic books and paper books on reading comprehension, eye fatigue, and perception. The Electronic Library, 30(3), 390-408. doi: 10.1108/02640471211241663
Moore, J., & Cahill, M. (2016). Audiobooks; Legitimate ‘reading’ material for adolescents? Research Journal of the American Association of School Librarians. Retrieved from www.ala.org/aasl/slr/volume19/moore-cah
O’Connell, J., Bales, J., Mitchell, P. (2015). [R]Evolution in reading cultures: 2020 vision for school libraries. The Australian Library Journal, 63(3), 194-208. DOI: 10.1080/00049670.2015.1048043
It would come as no surprise to any of you that education budgets are constantly being stretched.
The slow erosion of funding has led many schools to debate the value of their resources to determine which ones need to be cut in order to survive fiscally. Unfortunately, school libraries are the department that is being most adversely affected. This adverse effect can be seen either by the absence of a qualified teacher librarian and or the complete absence of a school library. Cook (2018) suggests that libraries are robbed of their funding because they are deemed useless in this internet age. I have spoken previously about the importance of a teacher librarian so this post is not about that. But some schools, overburdened by numbers, convert their library spaces into additional classrooms. When this occurs, most often than not, these schools sometimes set up classroom libraries to combat the loss of a school library.
According to Cook (2018), libraries are essential to a school’s success.
But are classroom libraries the same as having a school library with a qualified teacher librarian? We are all aware that exposure to books is positively correlated to improved literacy (Neuman, n.d.). We are also know that not all households have the same bibliophilic tendencies. This means that there are a proportion of students who are not exposed to books in the home. Neuman (n.d.) elucidates that it is the presence of books in close proximity that correlate directly to increased literacy.
Schools historically are known for exposing young minds to the wonderful world of imagination and literature via the school library. But with no school library, is the alternative a classroom library? But what if the classroom library is poorly executed? By executed, I mean poorly stocked and unable to meet the needs of the students. This can lead to limited student engagement with the classroom materials and if there is no school library, then there is no safety net for these disengaged readers. Implementing an assortment of books in a box is not equivalent to the presence of a qualified professional. After all, teachers are not trained in information management and resourcing, and it seems foolhardy to leave the resource management to at the hands of an already overburdened classroom teacher.
One suggestion is that the classes each have their own classroom library but they are managed by a teacher librarian.
So rather that rather than a random assortment of materials, the books are carefully curated by the teacher librarian to meet the evolving needs of the students. An example of this would be a box of books are rotated in regular intervals and that the reading levels within are appropriately aligned to the needs of the students (Sacks, 2018). But whilst in theory is outstanding, the practicality is far more complicated. Sacks (2018) surmised that consistency and equity are the largest issues with classroom libraries as the titles will vary between classes. The primary problem is that schools would need to almost double their collection for them to adequately service the needs of all their classrooms. This would incur extra costs for the school. There would also be greater difficulty in tracking the books and ensuring that they are maintained.
The downside of having a teacher librarian manage physical classroom collections is that they are then limited in their ability to create, manage and implement information literacy programs.
Lance & Kachel (2018) indicate that the research is clear about the correlation between high quality library programs and increased student achievement. Frierson & Virtue (2013) believe that it library programs that need to be embedded into classroom practice. They go on to illustrate that this improvement is not just for affluent schools but for all schools. In fact, arguably the lack of a school library is discriminatory to students from lower socio-economic backgrounds, that do in desperate fact, require regular access to libraries, their programs and books in order to engage equitably with educational practices.
There are currently teacher librarians in Australia that are creating LibGuides that are specifically relevant to units of work and use the school’s learning management systems to reach their audience.
This method also means that students that are away from school due to ill health or other personal reasons are still able to engage with their learning off site. An example of this would be the class novel study with appropriate supporting materials and related works. So with our Year 7’s currently studying the Jackie French novel “Hitler’s Daughter”, the LibGuide contains the ebook version as well as; study notes, worksheets, supporting extracts from other similar novels such as “Boy in a wooden box” by Jim Boyne, “Book Thief” by Mark Zusack and “Dollmaker of Krakow”by R M Romero. I have also created an online museum with images relating to the book where students can view artefacts and watch short video-clips.
All of this take time. Time that I have because I am not curating classroom library boxes. But if I was not there, or if the position of teacher librarian was not there, then students would not have access to these resources. Yes, there are teachers who do have the time and energy to go beyond the normal to create amazing learning experiences for their students. But with 50% of teachers leaving the profession within 5 years, and nearly ⅓ of employed teachers suffering from a mental illness and or addiction, overburdening them further is foolish.
For many people the language they use is indicative of their nationality, culture and geographical placement. Language, especially a mother language, has the ability to motivate the individual to raise their strongest voice.
My life is a linguistic soap opera. Born in Mumbai, India, I completed the majority of my schooling in Brisbane before living sporadically along the eastern seaboard of Australia. Currently based in Canberra, I am a Mumbaikar by birth to Goan parents that never lived in Goa. By this convuluted history, I should possess the linguistic arsenal of Konkani, Marati, Hindi and English from my childhood years; and be reasonably fluent in Yugara, from my time spent in Brisbane and be commencing to learn Ngunnawal, the language of Canberra.
But no. Sadly I am only fluent in English, accented as it can be and possess a smattering of inappropriate words in a few other languages. Think more like a sailor and less like a teacher, if you get my drift!
I am also sure that I am not the only emigrant with this linguistic dilemma with a dismal knowledge of my native tongue. As new citizens, my parents so keen on assimilation that they discarded all linguistic connections to the motherland to ensure we settled in as quickly as possible.
Unfortunately, this discarding of language has lead to feelings of inadequacy as an adult. Besides feeling like a ‘fake’, the saddest aspect of my own inadequacies of language is that I cannot teach my children their heritage. This death of language diversity can be attributed to numerous reasons, with emigration as mine. Other reasons include, political persecution, globalisation and civil war (Strochlic, 2018). In Australia alone, over 100 Aboriginal languages have disappeared since Philipsy and his ruffian filled boats docked in Sydney (Strochlic, 2018). You don’t have to try too hard to imagine why… do you?
Strochlic (2018) reminds us all that over 200 languages have become extinct since the end of WW2, with every fortnight another language dying a silent death. It is predicted that by the end of this century, another 90% will disappear. This loss is tragedy for current and future generations.
But all is not lost. Modern Hebrew, made a dramatic reappearance in the 18th century. Conversational Hebrew had all but disappeared in the 4th Century and was revived in the late 18th. As aspects of the language were preserved in copies of the Torah and Talmund across the world, the words and phrases within could then be extrapolated to frame conversational Hebrew (Bensadoun, 2015).
Another memorable reincarnation are the Egyptian hieroglyphs, which were decoded using the famous Rosetta stone. This stone was paramount in aiding academics in understanding the amazing wonders of that ancient empire. The stone helped construe the pictorial script into ancient Greek, which could then be further translated into modern day English (British Museum, 2017).
But what about languages with no written component? What will happen to those mother tongues? The speed in which languages disappear is heightened when they are only exist in an oral form as there is no documentation to ensure preservation. Communities with distinctive languages will become extinct and this death is a blot on society.
What can we do about it?
Well, there are several groups around the world that are seeking to preserve rare dialects and languages using wikis. These groups use available technology to record, store and transfer these conversations for preservation purposes. Noone (2015), additionally advocates the use of technology as a preservation tool to document and record languages for future generations. Other ICT tools such as Skype or Facetime, can be used by people to converse with greater ease even if separated by large distances. Language, like all other skills, becomes rusty with lack of use and regression is quite common when unused for extended periods. By using these tools, people all over the world can converse and practice their skills.
As teacher librarians, we can assist students and teachers access these audible resources. Libraries are no longer just archives for the storing of information. Instead, they are centres of ‘resourcing’ information. The same technology that permits us to document and preserve these languages also enables us to access and share them.
The State Library of Queensland has an impressive collation of Indigenous language resources on their webpage. They are working towards preserving and documenting the various dialects of the region and are drawing these word lists from their range of historical texts within the collection (SLQ, 2019b). I like the word lists. It is a simple way for me to learn some common use terms for myself and then share them with my children. SLQ also has another challenge on their portal called the ‘ Say G’day in an Aboriginal or Torres Strait Islander Language’. As 2019 is UNESCO’s Year of Indigenous Language, SLQ is challenging Queenslanders to use an Indigenous language to greet their mates in an effort to help raise awareness and promote Indigenous cultural awareness.
SLQ (2019) Languages of Queensland – including the Torres Strait
This sentiment is shared by this years NAIDOC’s them of “Voice, Treaty, Truth” as it places great emphasis on the importance of giving voice to the Aboriginal and Torres Strait Islander people of Australia. But as indigenous languages fade into the history pages, the voices that speak these languages are then also muted. There cannot be a treaty if voices are not heard. For voices to be heard and understood, we must understand that Australia is more than just English.
NAIDOC 2019 – Voices need to be heard
Whilst I do regret my inadequacy of mother tongue, I also regret not learning the language of land in which I stand on. It never crossed my mind to learn the local Indigenous dialect. That in itself is something I need to resolve as I forge my way through this M. Ed.
So I leave you with these greetings as I acknowledge that the language heritage and knowledge reside with the traditional owners, elders and custodians of the various nations. So from me to you,
There are many challenges to teachers implementing guided inquiry lessons into their teaching and learning. They include among others; a misunderstanding of what inquiry learning is; inability to implement their own teaching activities; inability to collaborate with colleagues, lack of time and fear.
The first reason is that teachers (not teacher librarians who know better!) often confuse guided inquiry learning which is deep in knowledge, rich in skills and meaningful to the student, with a superficial regurgitation of facts that accompany a traditional research task (Maniotes & Kuhlthau, 2014). Students are exasperated, teachers are frustrated, yet the loop of insanity continues from kindergarten to year 12. Maniotes & Kuhlthau (2014) says STOP this insanity!
Freedom to implement authentic teaching and learning practices is often hampered by the hierarchy within schools. Whilst many teachers are given the flexibility to plan their own lessons and thus choose their pedagogical practices, they are often bound by the school and departmental parameters in regards to timelines and assessment (Templeton, 2019). This is very evident in high schools where there are department heads and year level coordinators that manage assessments and their timelines for historic reasons, often completely unknown to anyone in this century. These obstinate teachers are unwilling to adapt and or modify their teaching practice with the advent of an information society. The adage, “but we’ve always done it this way”is a common theme (Templeton, 2019 & Maniotes & Kuhlthau, 2014). These parameters translate to an inability to structure longer guided inquiry units of work as teaching hours are crammed with explicit content instruction aimed at superficial tests and mindless research tasks that no one wants to do and even fewer want to mark.
Lack of collaboration is often blamed for ineffective teaching practices by both teachers and teacher librarians. These intransigent educators are reluctant to participate in collaborative practice and balk at co-creating teaching and learning activities (Ezard, 2019). Often these stalwarts of inflexibility are also the ones that struggle to hand over the reins of learning to the students and or willing to practice team teaching. This loss of controlling the learning is often translated as loss of control of a class, which is a complete contraindication of what a guided inquiry unit is. A vibrant class that is engaging with learning task is going to be noisy as noise usually is entwined with social discourse. It does not mean that the students are disrespectful, nor does it mean that there is disharmony. Learning is a social construct and students learn better when engaging with their peers (Kools & Stoll, 2016). Teacher librarians need to understand that the resistance to guided inquiry is often due to the unwillingness of collaborative practice and not themselves as individuals (Ezard, 2019).
As mentioned previously time is an issue in schools. Teachers lack the time to collaborate with their peers to co-create inquiry tasks, and they often also lack time to allow actually put a guided inquiry into practice. But what teachers often forget is that guided inquiry does not have to be a long unit of work that ends in a presentation. Guided inquiry can be as long as a term or as short as a week. Ideally, the practice does require time to build and teach skills, but the flexibility of the framework allows the teacher to guide the lesson as much as the students require. The true point of a guided inquiry task is to TEACH the skills, not the content. Learning of these skills is a cumulative effect that requires constant practice across all classes and year levels.
The last reason that inhibits the implementation of guided inquiry is fear. Fear of the unknown; fear of rebelling against the system; fear of unemployment due to the previous rebellious behaviour; fear of losing control of a class; fear of failing to meet expectations; fear of not achieving learning outcomes; fear of trying something new; fear of failing.
References
Ezard, T., (2019) Leading the Buzz in your school. ASLA 50th Conference. Canberra
Kools, M. and Stoll L. (2016), “What Makes a School a Learning Organisation?”, OECD Education Working Papers. No. 137, OECD Publishing, Paris. http://dx.doi.org/10.1787/5jlwm62b3bvh-en
Maniotes, L.K, Kuhlthau, C. (2014) Making the shift. Knowledge Quest. 43(2) 8-17
Templeton, T., (2019) Rantings of an emerging teacher librarian. I lost my mind 3 children ago. Retrieved from … lost weblink.
It is evident that literacy is an important skill for navigating life’s journey. From a rudimentary age, reading and writing are methods in which people, including children learn to communicate their thoughts and ideas. Naturally, oral communication is the first skill a child learns. Why? Well from personal experience and basic understanding of anthropology (I like the TV show Bones) …. I have learned that children are all masters of oral literacy. Well, all my children were adept at saying “NO!” before they were toilet trained. But aside from that unnecessary anecdotal story, literacy is more than just being able to read and write.
ACARA has clearly defined literacy as “Literacy involves students listening to, reading, viewing, speaking, writing and creating oral, print, visual and digital texts, and using and modifying language for different purposes in a range of contexts”. Literacy is no longer just the domains of text. It is a domain of skills.
In previous years, information literacy was sometimes known as information skills and or digital literacy. But that shortened the scope of the term to just the mechanics of it rather than including associated behaviours and attitudes.
Some could argue that information literacy is restricted to the domain of academia and that the average person has no need of it. Well after the debacle of yesterday’s election I can clearly say that the information literacy is sadly missing in Australian adults.
Information literate individuals would realise that 70% of popular Australian media is owned by the same organisation that funds one of the political parties.
Information literate individuals would also realise when there is bias
Information literate individuals would realise that there is misinformation and how to identify it.
But we don’t live in an information literate world. Information literacy is a life skill that everyone needs. Otherwise, we doom ourselves, our nation and our future outcomes.
#note – I have very strong political leanings and I am not apologising for them.
To my mother, I read books all day and tell people to shush!
To my husband, well he is only concerned that I am happy (and I can still manage my children’s school drop offs and pick ups). Oh and there is no need for vacation care. Winning!!
To my children, mummy goes to work in a library and reads books and then comes home with more books all the time…. Oh and mummy is home in the holidays.
To my colleagues, I am that Energiser bunny that nabs you in the corridor asking to come into the library to work on your next task; the idjit that goes to departmental meetings and ‘volunteers’ to help with planning. I am also that nutter that gets over enthusiastic during Book week, Roald Dahl day, Harry Potter day, Jane Austen day
What’s your skill? This is mine.
To me. Well, I am a teacher of information. I teach students (and their teachers) how to find, seek, use and create information. I find resources that support the curriculum and wellbeing of my students. I teach students how evaluate their sources, protect themselves online, be aware of the legislation around copyright and academic integrity. I help students and teachers in their teaching and learning by co-creating units of work that promote critical thinking and reflection. I create lesson plans and collate resources to commemorate special events such as Reconciliation week, Anzac Day, Eid, Diwali and Samhain.
Each teacher librarian will have different priorities depending on the school they are attached to and the personality they were born with. Some TL are brilliant at curriculum planning and get heavily involved with the co-creation of units. Other TLs are great collaborators and involve themselves with the teaching and learning aspect. Some TLs are fantastic at resource collection management and development. Their collections are constantly evolving with the community’s needs. Each TL’s practice will differ from the TL next to them, the one down the street, the next suburb, or interstate. That’s the beauty within the practice of teaching. Each practice is unique as it is the individual’s interpretation and implementation of the teaching standards that leads to such distinctiveness.
Each teacher, in their own sphere has an impact on their students, peers and community. Individually we cannot change the world, but we can change the experiences of the people around us. We can change how our students learn about internet safety, about how to use online information ethically. We can teach the skills to differentiate fake news from real news (and in an election week… OMG!). We can show them how to seek, identify, use and create information that is meaningful to them and others.
How we do it will vary… but the point is that teacher librarians are trained and equipped to teach others the skills to survive and thrive in an information society.
We can show the next generation how to become active citizens in this digital world.
Learning through the Library 