Tuesday, November 7, 2017

ETL507 Final Reflective Portfolio. Assessment Item 3.


Part A

My personal belief is that an effective Teacher Librarian is an active presence within the school. Effective TL’s regard themselves, fellow staff and students as being of great importance, responding to situations reactively and proactively adapting knowledge of student learning styles, curriculum and innovative educational theories to foster staff and student achievement. An effective TL advocates professionalism, models best practices and effectively communicates to all stakeholders to actively develop programs to help equip staff and students for 21st Century learning, teaching and occupational opportunities.


(Edwards, 2017)


Part B
Introduction

This is my final reflection for ETL507. I enrolled in this course, Master of Education (Teacher Librarianship) over four years ago as I, similarly to assignment 2 ETL504, wanted to future proof myself and diversify my skill set. This was a result of not being able to get a permanent position as a PDHPE teacher, my choice of occupation and a troubling yet serious thought that there is a great chance of living to approximately 100 years of age of which I will be working a good chunk of that. As a PDHPE teacher I couldn’t see myself at 67 years of age devoting myself fully to the students during the extreme weather conditions here in rural NSW.


Image available at https://pixabay.com/en/icon-human-old-seniors-1691305/ under Creative Commons CCO 1.0. See full terms at https://creativecommons.org/publicdomain/zero/1.0/deed.en



For me, this course has been extremely rewarding and extremely challenging and I have grown personally and professionally. It has challenged me as I have never had to reflect on my learning through an online blog nor diary and I have always feared judgement from others and this is reflective in my personal life as my wife describes me as ‘a man of few words’ (L. Edwards, personal communication, January 13, 2012). I would like to think I’m more assertive then passive though. The timing of diving into this course could have possibly been better with the birth of my first boy a week after starting ETL 401. During this time, along with the usual day to day challenges of being a grown up, paying bills, working full time and now studying, life threw a few curve balls such as a house fire that devastated my wife and I as we lost all bar the clothes on our backs, the addition of boy number two, living in rentals then with in-laws for over two years and the ambitious task of owner building our replacement home due to lack of insurance.
Although I’m not currently in a Teacher Librarian role, as an aspiring TL and enthusiastic teacher, the study of this course has aided my professional growth and this will be illustrated in the following themes:

Information Literacy and Guided Inquiry.

Information and Communication Technology in Schools and Digital Literacy.

Leadership.


Information Literacy and Guided Inquiry

The new knowledge development that has been shaped throughout the study of this course that will enable me to be a responsive and effective TL is that of Information Literacy (IL) and Guided Inquiry (GI).

My knowledge development of IL and GI prior to studying this course was very limited, however, it has developed dramatically. This course has highlighted that the role of the TL is multifaceted and the informational landscape is dynamic (ever changing). My thoughts of the role of a TL that combats this ever changing informational landscape is continually challenged, even as recent as this year where I commented on my thought paradigm of the TL role as the preserver of knowledge (Edwards, 2017). This acquisition of knowledge development progressed as I worked through the course subjects being exposed to numerous definitions of IL and information search process models. Information literacy is the ability to use, organise, present and access information effectively and efficiently for a given purpose or need (Mullins, 2014, p.1). My comment (Edwards, 2013a)
 about IL meaning more than knowing how to find information was definitely a new understanding that I incorporate into my classroom practice and will continue to develop my skills in. My current practice that reflects this new knowledge of IL is being incorporated in my teaching to aid in student achievement. As part of a literacy program I’m teaching in the support unit, tasks require students to critique texts by incorporating a variety of strategies to create meaning from texts. This requires students to predict, number paragraphs, read, summarise key points in each paragraph, re read and highlight unfamiliar words to find their definition to develop a set of skills that students can use across faculties, and different learning environments to aid in their understanding and meaning of text.

(Click on the video below to see how I have implemented technology into my classroom using the Microsoft Office 365 OneNote free to all DEC staff)


The information search models that impacted my new understanding of Information Literacy include Eisenberg and Berkowitz The Big 6 (2017), Kuhlthau,  Maniotes, & Caspari (2012) Model of the Information Search Process and the NSW Department of Education,  The Information Process (New South Wales Department of Education and Training, 2015).
What these models and theories suggest and what I agree with is that IL is more than just a set of skills and is transferable to other tasks across subjects, personal and social situations, and even beyond the school setting to the workplace in recognition of lifelong learning, a so called “habit of mind” (Abilock, 2004, p.9). These models displayed above also examine thoughts and feelings that engage students in constructing knowledge focusing on Blooms upper levels of Evaluate and Analyse, and this has also been a fundamental and key learning of my own throughout the study of the course.


Bloom Taxonomy available at https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/ under Creative Commons Attribution 2.0. See https://creativecommons.org/licenses/by/2.0/ 





As previously mentioned, my knowledge of GI was limited, however I have developed my understanding through the subjects this course has offered that I believe will aid in me being a responsive and effective TL. As previously stated in my blog (Edwards, 2013b) GI is an instructional teaching practice that has been identified as an effective strategy to improve critical thinking and information literacy skills. My knowledge development of GI was supported by the research that indicates GI as an effective teacher practice as it compliments IL, and the work produced by Kalthual further illustrates the relationship between IL and GI that can develop essential skills for students to achieve in numerous settings and contexts by connecting student learning to their external school environment. The GI design process has clear correlations to the Information Search Process and is a key development in my new knowledge.


(Kuhlthau, Maniotes, & Caspari, 2007, p. 19)


(New South Wales Department of Education and Training, 2015)


My new knowledge of GI is that it builds self-efficacy, self-esteem and self-regulation and allows students to chart their cognitive processes. This also enables teachers to fulfil their role as it allows for students to do the hard lifting after explicit instructional practice and scaffolding have occurred which prevents teacher exhaustion. A pertinent key learning that I will transfer to my teaching practice is the analogy by (Pardoe, 2009, p. 93) the teacher teaches a student how to ride a bike without the stabiliser, initially doing the hard work then the student is able to start riding with less help.

As an aspiring TL and when appointed a TL role, to further improve student achievement and involvement in the library from my knowledge development I would begin conservations about the following as suggested through the research:

  • Develop terminology across the school for IL and GI (Herring & Bush, 2011, p. 1)
  • Strategise the adaptation of IL such as the implementation of search models into electronic pathfinders similar to the one I created for ETL501 (http://dcdcww1.webs.com/)


http://dcdcww1.webs.com/
Click image above to be redirected to Epathfinder











  • Lead program developments or implementations to address Premier’s Literacy Targets (New South Wales Department of Education 2016, p. 5) to identify and provide intervention such as the QuickSmart Literacy Program that I proposed to my Principal just recently. This program provides an opportunity for action research to occur and for qualitative and quantitative data to gauge student achievement and instructional effectiveness.



https://drive.google.com/file/d/1SyolRajUJ4IDx63umbJLms5H_6dgpTkf/view?usp=sharing
Click above image to view PowerPoint of proposal

  • Strategise the awareness of GI and how a TL can be an effective resource to aid teachers in instructional practice and resource collection.

While these conversations are occurring, IL and GI programs that I incorporate into the library will need to adapt and evolve as technology continues to change and designed for 21st Century pedagogies while acknowledging that students are not just consumers of information but also creators of information.    



Information and Communication Technologies in Schools and Digital Literacy

The new knowledge development that has been shaped throughout the study of this course that will enable me to be a responsive and effective TL is that of Information and Communication Technologies (ICT) used in Schools and Digital Literacy (DL).

My knowledge development of the range of ICT that can be used as a teaching aid was expansive. Knowledge of ICT is essential for the delivery of effective information to students to help prepare them for the 21st Century learning and employment. My knowledge of existing and emerging technology will shape my practice as an effective TL and enable me to resource the library to fluidly move with the dynamic learning environment. There is no shortage of information now available and the platforms and devices that allow access to these resource is also growing. Throughout the study of this course, the exposure to the myriad of Web 2.0 technology teaching aids and the development of working documents such as Website Evaluation Model, Collection Development Policy and Electronic Pathfinder have equipped me with the necessary skills to be a responsive effective TL.

I have developed an understanding that through awareness and investigation into emerging technologies and pedagogies, it’s important to familiarise yourself with effective strategies such as the Google Advance Search capability that I posted about in “Searching Smart’ (Edwards, 2016).

My initial knowledge of strategies and the importance of teaching my students was novice, now after completing EER500, Introduction into Educational Research, and reaching the end of this course, my ability to search for informational resources has progressed to include bibliography searcher, author searches and effective use of truncation and boolean searches. This knowledge development combined with the Website Evaluation Checklist and Collection Development Polices I believe will aid in my ability to acquire, catalogue and store quality resources while closing the knowledge gaps/deficiencies of the ‘digital natives’ I teach.

As a parent and teacher, I have the benefit of understanding that ICT can have negative impacts on students and my understanding of this has deepened and been another key in my knowledge development. It’s important to know that while students are using technology a lot, it is not an indicator of how effective they are at using it (Schrock, 2002). Ineffective use of ICT has correlations to poorer communication skills, and can be attributed to inappropriate ICT use and gaming (Pardoe, 2009, p. 54).

Due to this information explosion, my knowledge development of DL will be a vital tool to further my own understanding and inform students of the safe and effective use of these abundant information resources. Moreover, the General Capabilities of ICT which involves students learning to make the most of the digital technologies available to them, will enable students to adapt to new ways of doing things as technologies evolve and limiting the risks to themselves and others in a digital environment.


https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/information-and-communication-technology-ict-capability/
(Australian Curriculum, Assessment and Reporting Authority, 2017)


 My exposure to the 9 Elements of DL (Ribble, 2017) and the Enlightened Digital Citizen (Lindsay & Davis, 2013, p. 100) and Stripling Model of Inquiry (Stripling, 2010, p. 17) has developed my knowledge to confidently implement such a culture and program within a school.


http://www.abc.net.au/radionational/programs/boyerlectures/genevieve-bell-fast-smart-and-connected-your-hopes-and-fears/9061658
(Spark, 2017)
click on image to be redirected to podcast


The link above is a podcast that illustrates opinions about the hopes and fears of technology in the future and can be linked to Ribbles 9 Elements of DL. Listening to the legitimate fears and concerns people expressed and linking them to the Ribbles 9 elements of DL further highlights the role I would have as an aspiring responsive and effective TL to inform and guide students about the appropriate use of technology to alleviate these issues.

Of importance to my knowledge and current practice within the school I work in is the awareness and the use of strategies to minimise cyber bulling. From my post, I commented on what I believed would be the biggest challenge and I still believe this to be the case, which is, the appropriate use of educational networking and social networking tools (Edwards, 2015). Included in my teaching practice was the implementation of Google Classroom for my class and after explicit instructions about inappropriate comments being placed in this forum, still I had students that used this tool to make negative comments towards other students.



This was used as a teaching aid as it allowed me to link this to social media platforms such as Facebook and how to screen shot such comments to record and report to the appropriate authorities such as teacher, Principal or Police depending on the context and what was posted.

In parallel with student development of safe ethical use of technology is my development of strategies about plagiarism, copyright and Creative Commons to be an effective and responsive TL. Using information sourced from providers such as Wheeler ePlatform and ClickView, similar to my subscription to Netflix’s for my family’s viewing leisure can protect against inappropriate or mistakenly unlawful use of informational resources as they have provided licences for the use of these resources. To be the effective and responsive TL I want to be, it is the use of resources predominately from the internet such as images, blogposts, and viewing platforms such as SBS on Demand, ABC iview and Youtube, that I will need to further my knowledge to protect myself, the school and students from any copyright infringements while also teaching the importance of acknowledging other people’s work.



Leadership

The biggest learning curve while studying this course was the ever changing and multifaceted role of the TL. To me this role statement continues to increase, from my original post (Edwards, 2013c) that identifies the role of the TL. Working my way through this course, it was clear that the role is quite extensive from acquiring and managing resources, teaching, IL, DL, GI to managing staff. Of these roles, the most important I believe, is the role a TL has as a leader within the school. Leadership requires the TL to display many of the characteristics I posted about such as: Self-sacrifice, communication skills, flexibility, time management skills, ability to inspire, empathise and work collaboratively with others, acknowledging differing opinions, morals and ethics while also considering the best course of action to benefit the masses (Edwards, 2014a). My knowledge development then included the following: vision, change facilitator, knowledge of staff, modelled behavior (Edwards, 2014b).

Throughout the studying of this course I was exposed to numerous learning theories, leadership theories and styles, and have been able to make an informed decision on the type of leadership I would like to incorporate into my practice. I created a mind map illustrating my original thought of a hierarchal approach to leadership.


My newfound knowledge and understanding would exclude this hierarchal approach as I previously thought with the top representing the most important and the bottom of least importance, I would now represent it so all aspects of leadership are illustrated as being of equal importance, and further reflect the style of leadership that I would like to adopt into my future TL practice, Transformational Leadership. Leadership is a key component to being a responsive and effective TL as the skills associated with Transformational Leadership from the middle, situates the TL in a unique and influential position. This can positively effect change within a school that will aid in the development and review of practices within a school that positively affect student achievement, equipping them with the necessary skills to thrive in the 21st Century. 

I still believe Transformation Leadership to be the best practice for me as an aspiring TL and supporting this leadership style is the ASLA/ALIA standard Professional Commitment, 3.3 Leadership (ASLA, 2004).

My knowledge development throughout the study of this course has moved from a victim mentality as I post about TL’s required to justify their position, defending their job (Edwards, 2013d) to a mindset that acknowledges that actively advocating the achievements of the Library and it’s impact within the school is the best practice for effective and responsive TLs. This new knowledge development about advocating the role the school library and TL has on student achievement is a development that I will most definitely incorporate into my future TL practice. Advocating is a key leadership role of the TL in this multifaceted ever changing environment. Promoting and marketing (advocating) the school library’s vision, goals and achievements is an important role of the TL now more than ever. I have developed the knowledge that an effective measure of effective advocacy is when other members of the school and community promote the school library’s effect on student achievement (Martin, 2012, p. 55).

Another major development is the importance of seeking the support of the Principal and working collaboratively with staff. As an aspiring TL displaying the transformation leadership attributes, I would ensure that I would seek support of the Principal and collaborate with staff as research suggests that these two professional behaviours can have the biggest impact on student achievement as this achievement cannot be attributed to any single or isolated factor of a student’s learning, it’s a team approach (Morris, 2007, p. 23; Haycock, 2007, p.32).



Another influential factor on my knowledge development was the viewing of the above Youtube video. Watching this empowering video provided a great insight about the responsibility teachers have to prepare students for their future. The most pertinent and important point that developed my knowledge further about Leadership was when Simon discusses the total lack of quality leadership (12.00min into the video) being partly responsible for the issues Millennials are now facing and how companies or business owners have a moral responsibility to help young people transition into their career. Towards the end, Simon states that Millennials need to be taught to build patience, social skills and find a balance with the use of technology in their lives. This video has complimented what I have learnt in my studies and as leaders in this multifaceted and evolving role, I believe TLs are well positioned to positively engage in these challenges that will positively impact student achievement through the development of Literacy Skills, Digital Citizenship and communication skills that will prepare and equip them with the necessary skill set to thrive in the 21st Century.

As an aspiring TL, to be a responsive and effective TL I would lead from the middle, seek the Principal’s support, work collaboratively with teachers and advocate the programs, events, achievements and impacts the School Library and TL has on student and teacher achievement fostering quality teaching and learning.

Measure of Effectiveness



Conclusion
There is no doubt that each subject studied throughout the course of Master of Education (Teacher Librarianship) has developed my skills, attitudes and knowledge that will enable me to be a responsive, effect Techer Librarian. My peers and colleagues who are aware of my current studies will often question if the course is worthwhile, purposeful and something that I will use if appointed as a TL. Reflecting on my studies of this course and the pattern of study, I believe that each of the following subjects have been pivotal in my skill and knowledge development.

 ETL401   Introduction to Teacher Librarianship

ETL503   Resourcing the Curriculum

ETL504   Teacher Librarian as Leader

ETL505   Describing and Analysing Education Resources

EER500   Introduction to Educational Research

ETL507   Professional Experience and Portfolio

ETL501 The Dynamic Information Environment

ETL523 Digital Citizenship in Schools

ETL505 Describing and Analysing Education Resources, a subject I found extremely challenging, and thank goodness for SCIS and the school library catalogue system, Oliver, as I still believe this to be my greatest knowledge gap. However, my skill and knowledge development throughout this course includes sharing, collaborating and networking which as an aspiring responsive and effective TL I will utilise to help overcome challenges and knowledge gaps to aid my professional development and ultimately aid student achievement.

Throughout the duration of this course, I’m proud of what I have achieved and confident that I can transfer this new knowledge to staff and students to aid in achievement. I’m also very conscious of my need to develop in most areas as I have the feeling of excitement and anxiousness as I approach the end of this course, but not the end of my knowledge development, and I have placed pressure on myself as I realise the important role a TL has within a school and the pressure I will place on myself striving to achieve the standards of an excellent TL.



Part C

Throughout the study of this course and as a classroom teacher, comparing my instructional practices to standards such as the Australian Professional Standards of Teachers and the ASLA/ALIA Standards of Professional Excellences for Teacher Librarians is an essential task that will further my skills and attitudes as a professional teacher and an aspiring Teacher Librarian. There are similarities associated with the two above mentioned standards, however, for the new found knowledge, and respect of the important role of a TL I will focus on the TL standards and how this course has aided in my knowledge and understanding of these standards.




http://www.asla.org.au/site/DefaultSite/filesystem/documents/TLstandards.pdf
Click image to be redirected to ASLA Standards

The ASLA/ALIA standards are divided into three focus areas that include: Professional Knowledge, Professional Practice and Professional Commitment.

Professional knowledge:

In the focus area of Professional Knowledge, this course has developed my understanding of each of the four elements. To assist in my skills and attitudes, this course has illustrated, informational literacy theories and identified what lifelong transferable learning skills are and the important role ICT plays in developing these skills. When appointed a TL, I will need to further develop how students become independent readers and develop my knowledge of other faculties to refine and evolve my practice to ensure appropriate strategies are used to aid the lifelong learning skills of students and to achieve the status of an excellent TL.

Professional Practice:

In the focus area of Professional Practice, studying this course has developed my understanding of the four elements. To assist my skills and attitudes, the development of an Environmental Scan and Collection Development Policy allowed for considerations about the digital landscape, innovative flexible learning spaces and programs catered for learners needs to foster and encourage a safe learning environment. These working documents and content covered throughout this course have highlighted the importance of working collaboratively with staff to increase student achievement and awareness of appropriate and safe ICT usage. ETL 505 provided insight into systems organisations and structures (RDA, DDC, SCIS and Oliver) and the application of metadata standards and information organisation to increase access to information resources.

Furthermore, my recent study of EER500 has identified ways I can perform action research once appointed a TL role to evaluate and monitor my teaching practice and student learning to inform about future programs. To achieve the status of an excellent TL I believe putting into practice the invaluable knowledge of the subjects studied will be a challenge along with, planning and budgeting to improve the library services and using OLIVER, the library catalogue system to its fullest potential.

Professional Commitment:

In the focus area of Professional Commitment, studying this course has assisted the development of my skills and attitudes to be an effective TL. This course has developed my attitude and skill of modelling best practice through conscious awareness of this strategy and advocating the profession of teacher librarianship. This course has highlighted the importance of leadership and obtaining the support of the staff, most importantly the Principal. Content covered throughout subjects indicated the importance of developing a lifelong learning transferable skill set. To achieve the status of an excellent TL, mentoring colleagues is a skill set that will need further development as well as the challenge of initiating discussion about the implementation of a whole school approaches regarding information literacy. Further, to achieve this status, continual professional development will need to occur and hopefully my skill set will develop to the standard where I can present TL organised professional learning for other staff.

This course has dramatically impacted my skills and attitudes to being an effective TL. As an aspiring TL and reflecting my progression and development to the ASLA/ALIA TL standards it is evident that to reach the status on an excellent TL I have a long way to go. I do have solace that this course has equipped me with the right attitudes and skill set that if fortunate enough to obtain a TL role within a school that I would confidently fulfil the role requirements while striving to meet the ASLA/ALIA Standards of Professional Excellence for Teacher Librarians.

Referencing:

Australian Curriculum, Assessment and Reporting Authority. (2017). Information and Communication Technology (ICT) Capability. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/information-and-communication-technology-ict-capability/

Abilock, D. (2004). Information literacy: an overview of design, process and outcomes. Retrieved fromhttp://www.noodletools.com/debbie/literacies/information/1over/infolit1.html

ASLA. (2004). Library standards of professional excellence for teacher librarians. Retrieved from http://www.asla.org.au/policy/standards.aspx

Bilyeu, T. (2017, September 14). This is Why You Don’t SUCCEED – One of the Best Motivational Speeches Ever [Video file]. Retrieved from https://www.youtube.com/watch?v=3ev7GXzFTPg

Edwards, S. (2013a, September 23). Blog Task # 3 Information Literacy is more than a set of skills [Blog Post]. Retrieved from https://scotttl.blogspot.com.au/2013/09/

Edwards, S. (2013b, September 7). Blog Task # 2. The role of the teacher librarian with regard to assessing information literacy and inquiry learning [Blog post]. Retrieved from https://scotttl.blogspot.com.au/2013/09/blog-task-2-role-of-teacher-librarian.html

Edwards, S. (2013c, July 31). The Role of a TL [Blog Post]. Retrieved from https://scotttl.blogspot.com.au/2013/07/the-role-of-tl.html

Edwards, S. (2013d, August 4). How do you think a teacher librarian might make his or her priorities both clear and palatable to the school community [Blog Post]. Retrieved from https://scotttl.blogspot.com.au/2013/08/how-do-you-think-teacher-librarian.html

Edwards, S. (2014a, March 10). ETL504 TL as Leader Forum 1 post [Blog Post]. Retrieved from https://scotttl.blogspot.com.au/2014/03/etl504-tl-as-leader-forum-1-post.html

Edwards, S. (2014b, April 1). Assignment 1 Part B: ETL504 – Teacher Librarian As Leader/Critical Reflection [Blog Post]. Retrieved from https://scotttl.blogspot.com.au/2014/04/assignment-1-part-b-etl504-teacher.html

Edwards, S. (2014c, May 26). ETL504 Assignment 2 Part B – Reflective Critical Analysis [Blog Post]. Retrieved from https://scotttl.blogspot.com.au/2014/05/

Edwards, S. (2015, April 27). Module 4: Supporting the Digital Learner [Blog Post]. Retrieved from https://scotttl.blogspot.com.au/2015/04/module-4-supporting-digital-learner.html

Edwards, S. (2016, August 2). ETL 501: Searching Smart [Blog Post]. Retrieved from https://scotttl.blogspot.com.au/2016/08/etl-501-searching-smart_2.html

Edwards, S. (2017, October 2). Preservation of Knowledge Paradigm [Blog Post]. Retrieved from htt://scotttl.blogspot.com.au/2017/

Eisenberg, M., & Berkowitz, B. (2017). Big 6 Skills Overview. Retrieved from http://big6.com/pages/about/big6-skills-overview.php

Haycock, K. (2007). Collaboration: Critical success factors for student learning. School Libraries Worldwide13(1), 25-35.

Herring, J. E., & Bush, S. J. (2011). Information literacy and transfer in schools: Implications for teacher librarians. Australian Library Journal, 60(2), 123-132. Retrieved from https://search-proquest-com.ezproxy.csu.edu.au/docview/870391525?accountid=10344

Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2007). Guided Inquiry: Learning in the 21st Century. Westport, Conn: Greenwood Publishing Group. 

Kuhlthau, C.C, Maniotes, L.K., & Caspari, A.K. (2012). The research behind the design. In Guided inquiry design: a framework for inquiry in your school (pp.17-36). Santa Barbara, California: Libraries Unlimited

Lindsay, J., & Davis, V. A. (2013). Citizenship. In Flattening classrooms, engaging minds: move to global collaboration one step at a time (pp. 97-125). Boston: Pearson/Allyn and Bacon Publishers.

Martin, A. M. (2012). Building advocacy plans. Seven steps to an award-winning school library program (2nd ed., pp. 55-62). Santa Barbara, Calif.: Libraries Unlimited.

Morris, B.J. (2007). Principal support for collaboration. School Libraries Worldwide13(1), 23-24.

Mullins, K. (2014). Good IDEA: Instructional Design Model for Integrating Information Literacy. Journal of Academic Librarianship, 40(3/4), 339-349. doi:10.1016/j.acalib.2014.04.012

New South Wales Department of Education and Training.  (2015). Information Skills in the School: engaging learners in constructing knowledge. Retrieved from https://education.nsw.gov.au/teaching-and-learning/curriculum/media/documents/infoskills.pdf

New South Wales Department of Education and Training. (2016). Literacy and Numeracy Strategy 2017-2020. Retrieved from https://www.det.nsw.edu.au/media/downloads/about-us/literacy-numeracy/literacy-and-numeracy-strategy.pdf

Pardoe, D. (2009). Towards successful learning: Introducing a model for supporting and guiding successful learning and teaching in schools. 2nd ed., London: Continuum International. (Ebook in CSU Library).

Ribble, M. (2015). Digital Citizenship in Schools : Nine Elements All Students Should Know. Eugene, Oregon: ISTE.


Spark, S. (Producer). 2017, October 20). Fast, smart and connected: Your hopes and fears for where technology is heading [Audio podcast]. Retrieved from http://www.abc.net.au/radionational/programs/boyerlectures/genevieve-bell-fast-smart-and-connected-your-hopes-and-fears/9061658

Stripling, B. (2010). Teaching Students to Think in the Digital Environment: Digital Literacy and Digital Inquiry. School Library Monthly26(8), 16-19.


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