Resourcing the Australian Curriculum: Building Digital Collections – a review

Members of the ResourceLink team were recently privileged to participate in the Syba Academy and SCIS sponsored seminar ‘Resourcing the Australian Curriculum: Building Digital Collections Conference’.

This seminar was of great interest to us, as ResourceLink has been working hard over the past 18 months to deliver a digital library to all schools in the Brisbane Catholic Education (BCE) Archdiocese. This roll-out, which is a product of collaboration with BCE Information Services, Softlink and Overdrive, has been one of the ways we are supporting the provision and modelling of contemporary library services. We have also been focusing on enriching our collection to provide a wide range of both physical and digital resources, including websites, apps, streaming videos and lists of curated sites, and so we were eager to learn more about whether we were taking the right approach, and how to improve our processes and protocols.

We were thrilled when the organisers contacted us, and asked if we would also share our journey in delivering the BCE Digital Library as part of the day, by participating in a panel of speakers sharing their experiences.

Speakers included Lyn Hay, CSU, Pru Mitchell, SCIS, Colleen Foley, NSW DET, David Munnoch, Trinity Grammar School, and Kay Cantwell, ResourceLink.

Building Digital Collections

The day began with a keynote from Lyn Hay Lecturer and Course Coordinator of the Master of Applied Science (Teacher Librarianship), at Charles Sturt University. Lyn’s keynote gave an overview of the value and importance of  building digital collections. She presented an overwhelming array of research and evidence which demonstrated how school libraries,  qualified teacher librarians and rich collections of both physical and digital resources positively impact upon student achievement and improved literacy levels.

Many are questioning the need for libraries, as access to information appears ubiquitous. With the answer to every question seemingly a ‘Google’ away, it is a common misconception that libraries and library staff are no longer needed. Hay’s presentation concisely demonstrated why this is untrue, highlighting a wide range of research, including:

• Stephen Krashen on the role of reading in literacy development,
• Francis, Lance, & Lietzau, (2010) on the role of school libraries and their impact on student achievement
• Softlink (2012) on the positive relationship between literacy results and school library resourcing and
• Hughes (2013) on how the ratio of library staff to students has a significant effect on student achievement in reading and writing

The presentation also pointed out how libraries and the provision of digital as well as physical collections provide not only what users need and demand, but also provide equity of access, which are two of the underlying reasons why BCE went ahead with the provision of the Digital Library in a centralised way – to offer equity and access to a wide and balanced collection to complement the schools’ existing physical collections.

Hay also highlighted (literally) the huge number of content descriptions within the Australian Curriculum that are able to be resourced by libraries which offer both physical and digital resources – and that the inclusion of ebooks and audiobooks in any school collection was, in her words, ‘a no-brainer’, simply because of the number of learning opportunities they offered in supporting the introduction of the Australian Curriculum, and in learning areas well beyond English, including History, Science and Geography, as well as General Capabilities and meeting the needs of diverse students.

eBooks and eLending

The session after morning tea was presented by Pru Mitchell and Colleen Foley, and together they focused on eBooks and eLending, and how the provision of a digital collection is vital for 21st century education.  Pru focused on the considerations schools need to make before launching into  digital library provision, while Colleen spoke about links to the curriculum, and reported on the NSW Department of Education trial of a digital library in schools, which they reported on in Ebooks for Leisure and Learning. The report found that students and teachers both reported increased enjoyment in reading, and students believed that using ebooks improved their writing, independent reading and creativity, while teacher librarians noted an improvement in reading comprehension. You can read more in the November 2012 Scan article ‘Ebooks for Leisure and Learning‘ by Colleen Foley.

Both presentations confirmed the processes and protocols BCE has put in place for the delivery of our Digital Library. These strategies included the importance of providing a range of both digital and physical resources to learners, the necessity for those implementing the systems to have a strong and shared understanding of digital rights management and different licensing agreements and to have a plan for providing centralised access to all resources, whether physical or digital, through the institution’s library management system.

BCE is fortunate that strategic planning had already led to all schools within BCE converting to the Oliver Library Management System in the years prior to the delivery of the Digital Library. This has enabled us to deliver access to the ebooks and audiobooks by centrally exporting records into each school’s library catalogue, ensuring that all users across BCE schools have equal access. It also has meant that complex licensing agreements can be managed centrally.

eBooks and eReaders: Panel of Practice

cc licensed ( BY ) flickr photo by KimCarpenter NJ: http://flickr.com/photos/kim_carpenter_nj/7565537700/

The panel of practice session featured David Munnoch, sharing his experiences rolling out a variety of digital resource platforms at his school library at Trinity Grammar School, and my own presentation on our experiences in the delivery of the BCE Digital Library for the Archdiocese. A summary of what I presented is available here.

The afternoon session focused on maximising access to digital resources. Lyn Hay presented a very comprehensive overview on the importance of content curation as a role of the contemporary library, and Pru Mitchell gave participants a rundown on the value of providing a library catalogue to users that provides one point of access for all library resources.

Content Curation

This image at http://www.bethkanter.org/good-curation-vs-bad-curation/ is licensed under a Creative Commons Attribution Share-Alike 2.5 License.

Content curation is a huge field, and worthy of its own blog post. ResourceLink has been engaging in content curation for some time, using many of the tools Hay discussed, including Pinterest, Storify and of course Diigo. Not just creating lists of links, content curation is the selection of specific online resources, which are value-added to in the form of a contextualised commentary. Examples of ResourceLink’s curation include our Diigo lists to support the Religious Education Curriculum the ResourceLink Pinterest boards and the use of Storify to compile tweets shared at various professional learning events (such as the Storify created for this very seminar!).

Resource Discovery and Maximising Access

Pru Mitchell’s presentation about library catalogues was also affirming, as ResourceLink has been working to model contemporary collection development and cataloguing. Pointing to articles from Joyce Valenza and Judy O’Connell, Mitchell outlined how a rich collection of digital and physical resources, well catalogued, enhances user access, as they are more likely to experience success finding quality resources to meet their needs from an OPAC search than from a Google search, where the amount of irrelevant information is so overwhelming. A library catalogue can provide a central point of access to a range of materials, and even across library collections – for example, the ResourceLink library catalogue allows users to search across our own collection and our Digital Library collection, as well as Trove, Scootle and the Film and Sound Archive, from within the same interface.

Thank you Syba Academy and SCIS

Syba Academy and SCIS have put together a fantastic seminar here, which all Teacher Librarians and those involved in resourcing schools should consider attending.  The day had an air of positivity, as Teacher Librarians and those who support resourcing in schools were reminded not only of the key role they play in education, but also of the exciting, challenging and ever expanding world in which they inhabit. Libraries are no longer confined to four walls and rows of shelves – they can be the portal to a wealth of resources, and a place for meeting, learning, exploring, inventing, creating and so much more!

We at ResourceLink have accepted this challenge, and are constantly investigating new ways to support our clients. In an age of ‘infowhelm’, libraries and librarians are best placed to support information management and access, and we use the best tools available to make this possible.

cc licensed ( BY NC SA ) flickr photo shared by LibraryGirlCC

 

Living ‘appily ever after in the library

cc licensed ( BY ) flickr photo shared by Serge Melki
In education, mobile devices have taken a strong hold – and for good reason. They are less expensive than computers, more portable, and far more responsive for impatient learners who demand instant access. There are thousands of apps designed with an educational focus, and many more productivity and content-creation apps that can be used effectively by students to facilitate and enhance their learning. Like all new technology, apps bring challenges to the school library – the centre in the school for resource and information management.

The library’s resource management role

The school library may be given the responsibility for managing the school’s fleet of mobile devices, and is certainly a natural centre for managing the purchasing of apps. This is an opportunity for the library to develop another area of service for students and teachers, and to reinforce the resource management role of the library.

Managing apps can present challenges, as most mobile devices are designed to be owned and managed by an individual. When managed centrally, creative approaches are needed to ensure the device is set up to meet multiple users’ needs while complying with complex legal limitations.

Identifying apps

It can be overwhelming to keep track of recommendations for app purchases. Time-poor teachers often leave requests until the last moment, or request an app that meets the same needs as one already installed on school devices. One way to manage this is to create an online form that teachers complete in order to request the purchase of apps. You can see an example of such a form here.

Online forms may be embedded into webpages, meaning the request form can be built into the library’s online presence. Using a form such as this controls the flow of app requests, helps teachers to consider why they are requesting the app and how they are going to use it, and also gives library staff time to manage the app purchasing and loading process. Having a set time each week for app loading, and making this clear on the form, should go some way to streamline  requests and ensure apps are ready for lessons.

Cataloguing apps

cc licensed ( BY ) flickr photo shared by Glyn Lowe Photoworks
Once apps are purchased, the next step in effective management is to add these to the library catalogue.  As well as providing access to the range of hard copy resources that are physically stored on the library shelves, the school library catalogue should also be a doorway to a range of carefully curated digital resources, including apps.

By cataloguing apps, librarians are placing into the hands of users a way of finding quality apps that have been evaluated from an educational perspective and which, through the use of metadata, may be linked to other supporting resources and tools. Cataloguing apps also allows librarians to quickly identify whether an app has already been purchased and the device it has been loaded onto, which is an organisational boon for those managing large fleets of devices.

Curating and promoting apps

Of course, there also needs to be an awareness of the range of apps that are available on school devices. It is here that social bookmarking tools such as Pinterest and Pearltrees may be useful. These curation tools create appealing visual displays, and are popularly used by students and teachers to manage information. A Pinterest board of apps related to inquiry learning, for example, is a great way for librarians to advertise apps already purchased, and how they might be used. Similarly, Pearltrees allows for apps to be categorised according to learning area or topic.

Acquiring apps

One of the best things about apps is their relatively low cost. Although a few specialist apps can be expensive, on the whole paid apps range from 99c up to $10. In addition, there are many free apps available, some fully functional, and others as ‘lite’ versions that provide a ‘try before you buy’ experience.

The decision to choose the free or paid version is dependent upon the app. In many cases, choosing the paid version of an app results in a better experience for users. This is for a number of reasons. The first and most obvious is that, essentially, nothing is really free and, often, free apps are funded with advertising or require ‘in app’ purchases in order to reach full functionality. Secondly, some free apps allow the user to create content, but limit the ways of exporting or sharing the finished product. Other times, the app will watermark the content, or limit the number of times something can be produced.

Even though apps are relatively inexpensive, paying for apps to be installed on multiple devices can quickly increase costs. There is a misconception that one app may be installed on up to five devices; however, this only holds true for personal use, and schools must purchase one app per device. Accessing Apple’s volume licencing goes some way to reducing these costs for those using Apple devices although not all apps are available through this program.

Who manages the purchases of apps, and how they are purchased is also an issue that must be addressed. If apps are being loaded centrally by the library staff, then it makes sense that they should be in charge of purchasing. The budget for these purchases may be centralised, or may form part of the app request process (i.e. teachers must ensure they have enough funds available to purchase apps that they request). Often gift cards are used to remove the need for credit cards, which can add an extra layer of complexity. An added benefit of using gift cards is that these frequently go on sale, allowing users to save up to 20% on the cost of purchase.

Evaluating apps

Click on this image to download a printable PDF of an evaluation form

Ideally, every app should be carefully evaluated before it is purchased, to ensure the best use of school funds. When evaluating apps, there are three main aspects that must be considered: purpose, design and content, and process.

Quality teaching comes from using apps that are not just chosen because they were recommended, but when teachers recognise the app’s purpose and potential.

 
This includes teachers knowing and being able to articulate:

•    what added value the app brings to the learning context
•    how the app enriches and adds to the pedagogy being used

•    the potential for the app to amplify learning through creation, remixing, publication and sharing
•    a familiarity with where the app sits within Puentedura’s SAMR model and whether or not the app simply automates or substitutes for a traditional learning task, or if it brings about truly informative and transformative learning, that simply could not be achieved any other way. (based on the work of Rosenthal Tolisano, May 27 2012).

The design of the app is hugely important. The app should be intuitive to allow user independence. It should provide a secure and stable platform, with a variety of ways to share the content created. It is also worthwhile to check if student data can be stored, so that if an activity is interrupted partway through, work may be resumed from the same point at a later time. Ideally, the app will also be flexible in use, suitable for a range of learners, or for a range of learning experiences.

 

Finally the content and processes of the app must be evaluated. This evaluation will be dependent upon curriculum requirements, the classroom context and the experience of those working with the app. Criteria such as the authenticity of the learning, the connections to the curriculum and the opportunities for differentiation and personalisation should be considered. Many apps are excellent in providing rapid and effective feedback to learners, and allow learners to be creative and self-directed in problem solving.

There are many checklists and rubrics available online to guide this evaluation (some are available here). Schools may find that it is best to create individualised criteria, to reflect unique school needs and requirements. One of the best ways of managing the information gathered from this evaluation process is to use an online form, so that evaluations are collected in the form of a spreadsheet that all users may access. An example may be seen here.

e-reading vs apps

Another way libraries are using mobile devices is as e-readers. The distinction between an e-book, an e-audiobook and an app is becoming increasingly blurred, and an app may provide another way of engaging a reader. While there is some evidence to suggest students are growing to prefer e-readers to traditional books (Bosman, 2011 and Indiana State University, 2013), there is still a place for a physical collection. The decision to offer e-books and audio books via mobile devices is one that libraries might make as a way of meeting the needs of many different types of learner, and to offer a variety of avenues to access information. The evolution of e-books in the library space is one that demands close observation, and cannot be ignored by librarians who are operating at the cutting edge of this area.

Libraries are always being challenged to take on new and innovative ways of delivering information and resources to their patrons. Effective management of mobile devices and apps takes forward planning, but the benefits of having a well-organised and centralised system for evaluating, purchasing, cataloguing and loading apps will result in a service that is appreciated by all members of the school community.

References:

Bosman, J. (2011). E-readers catch younger eyes and go in backpacks. The New York Times. Retrieved from http://173.201.102.115/eslefl/miscstudent/downloadpagearticles/untitled5.pdf

Indiana State University. (2013, May 24). Research Shows Students Perform Well Regardless of Reading Print or Digital Books. Newswise. Retrieved June 5, 2013, from http://www.newswise.com/articles/research-shows-students-perform-well-regardless-of-reading-print-or-digital-books2

 

This article was originally published in SCIS Connections, Issue 86.

You can view it online here:

http://www2.curriculum.edu.au/scis/connections/issue_86/articles/living_appily_ever_after_in_the_library.html